Grant Proposal
“Get In Line, It’s Pizza Time!”
A grant proposal by:
Heather McNeill, Anthony Finelli,
Andrew Penman, Megan Ford
Norman Hall Rm. 174
University of Florida
1250 SW 5th Ave. Gainesville, Fl. 32601
(352)- 392- 6284
This grant would benefit an Algebra 1A class at Gainesville High School in Gainesville, Florida. The grant would provide funding for an extensive learning project including purchasing classroom technology and a local field trip. This project utilizes project-based learning in a subject that is typically disadvantaged and will allow students to flourish through the use of advanced technology and field experience. The total cost of the project is $8016.50.
Statement of the Problem: GHS is the ESOL magnet high school for the Alachua County school district and many of the Algebra 1A students are typically unmotivated due to either lack of language proficiency or their tumultuous upbringing. One student entered our classroom with zero knowledge of English and is able to understand only through a translator. Research has shown that it will take at least a year before he is able to function in our classroom by himself, let alone flourish. Other students in this class come from broken families and include no parents, prison time and little food and rest. Research shows that in similar situations, many teachers deal with this student disengagement with the assistance of technology. (Becker, p. 5) This technology will help to inspire our typically disengaged students and will directly benefit the community by spurring excitement about learning math and possibly increase their attitude about going to college.
Description of the Problem and Goals: This project goal is to have students flourish in their understanding of Algebra 1A so that after they complete Algebra 1B they can be on track to flourish in higher math and get acceptance into college. This starts in Algebra 1A by teaching the students that math is useful and needs to be learned. Specifically, the goal of this project is to teach students about writing, graphing and solving linear equations. The project will be based around the idea of starting a pizza company and include a field trip to a local pizza organization. During the first week, the students will be engaged into the project and explore different possible questions they may have at the local pizza company. Then the students will be taught the beginning of slope-intercept form and point-slope form. In the second week, the students will finish learning those two sections and have lessons that explicitly compare the role of the two different equation forms, exploring different uses of both. In the third week the students will learn about standard form and how perpendicular lines have slopes that are negative reciprocals. In the final week students will finish their presentations and present to the class, as well as be evaluated with a final exam. The teacher will work independently on this project initially with the possibility of expanding to a second Algebra 1A teacher next year. Parents and experts from local businesses will be involved in the planning and carrying out of this project as judges to give supporting advice throughout the project. The TI-Nspires will be used from the beginning of the unit project and will help serve as a major form of motivation for the launch of the project. The idea behind the project is that the students will design a pizza company and consider certain factors in doing so. These factors include: choosing the best companies to purchase supplies from, pricing of pizzas, hours of operation, employee pay, how to cut the pizzas and what is required to make a profit. In exploring these ideas the students will learn math concepts such as the graphing and writing the equations of lines.
Evaluation: [See Unit Project Rubric]
Budget:
TI-Nspire @ $147.45 each, quantity of 25, total of $3686.25
TI-Nspire ViewScreen Panel @ $191.00 each, quantity of 1, total of $191.00
Texas Instruments NAV/CRK32/1L1/B Navigator Standard 32 Users
@ $3887.00 each, quantity of 1, total of $3887.0
Substitute teacher @ $60.00, quantity of 1, total of $60.00
Bus costs for field trip @ $85.00, quantity of 1, total of $85.00
Food costs for field trip @ $4.29 (One slice of pizza and order of garlic knots)
quantity of 29 (includes teacher and chaperones), total of $107.25
Total cost is $8016.50. The money will be handled by the school registrar.
Resources:
Becker, Henry Jay. How Are Teachers Using Computers in Instruction?. UC Irvine, American Educational Research Association. 2001. p. 5
Accessed via: https://www.msu.edu/course/cep/807/zOld807.1998Gentry/snapshot.afs/*cep240studyrefs/beckeraera2001howtchrsusing.pdf
A grant proposal by:
Heather McNeill, Anthony Finelli,
Andrew Penman, Megan Ford
Norman Hall Rm. 174
University of Florida
1250 SW 5th Ave. Gainesville, Fl. 32601
(352)- 392- 6284
This grant would benefit an Algebra 1A class at Gainesville High School in Gainesville, Florida. The grant would provide funding for an extensive learning project including purchasing classroom technology and a local field trip. This project utilizes project-based learning in a subject that is typically disadvantaged and will allow students to flourish through the use of advanced technology and field experience. The total cost of the project is $8016.50.
Statement of the Problem: GHS is the ESOL magnet high school for the Alachua County school district and many of the Algebra 1A students are typically unmotivated due to either lack of language proficiency or their tumultuous upbringing. One student entered our classroom with zero knowledge of English and is able to understand only through a translator. Research has shown that it will take at least a year before he is able to function in our classroom by himself, let alone flourish. Other students in this class come from broken families and include no parents, prison time and little food and rest. Research shows that in similar situations, many teachers deal with this student disengagement with the assistance of technology. (Becker, p. 5) This technology will help to inspire our typically disengaged students and will directly benefit the community by spurring excitement about learning math and possibly increase their attitude about going to college.
Description of the Problem and Goals: This project goal is to have students flourish in their understanding of Algebra 1A so that after they complete Algebra 1B they can be on track to flourish in higher math and get acceptance into college. This starts in Algebra 1A by teaching the students that math is useful and needs to be learned. Specifically, the goal of this project is to teach students about writing, graphing and solving linear equations. The project will be based around the idea of starting a pizza company and include a field trip to a local pizza organization. During the first week, the students will be engaged into the project and explore different possible questions they may have at the local pizza company. Then the students will be taught the beginning of slope-intercept form and point-slope form. In the second week, the students will finish learning those two sections and have lessons that explicitly compare the role of the two different equation forms, exploring different uses of both. In the third week the students will learn about standard form and how perpendicular lines have slopes that are negative reciprocals. In the final week students will finish their presentations and present to the class, as well as be evaluated with a final exam. The teacher will work independently on this project initially with the possibility of expanding to a second Algebra 1A teacher next year. Parents and experts from local businesses will be involved in the planning and carrying out of this project as judges to give supporting advice throughout the project. The TI-Nspires will be used from the beginning of the unit project and will help serve as a major form of motivation for the launch of the project. The idea behind the project is that the students will design a pizza company and consider certain factors in doing so. These factors include: choosing the best companies to purchase supplies from, pricing of pizzas, hours of operation, employee pay, how to cut the pizzas and what is required to make a profit. In exploring these ideas the students will learn math concepts such as the graphing and writing the equations of lines.
Evaluation: [See Unit Project Rubric]
Budget:
TI-Nspire @ $147.45 each, quantity of 25, total of $3686.25
TI-Nspire ViewScreen Panel @ $191.00 each, quantity of 1, total of $191.00
Texas Instruments NAV/CRK32/1L1/B Navigator Standard 32 Users
@ $3887.00 each, quantity of 1, total of $3887.0
Substitute teacher @ $60.00, quantity of 1, total of $60.00
Bus costs for field trip @ $85.00, quantity of 1, total of $85.00
Food costs for field trip @ $4.29 (One slice of pizza and order of garlic knots)
quantity of 29 (includes teacher and chaperones), total of $107.25
Total cost is $8016.50. The money will be handled by the school registrar.
Resources:
Becker, Henry Jay. How Are Teachers Using Computers in Instruction?. UC Irvine, American Educational Research Association. 2001. p. 5
Accessed via: https://www.msu.edu/course/cep/807/zOld807.1998Gentry/snapshot.afs/*cep240studyrefs/beckeraera2001howtchrsusing.pdf