GRANT PROPOSAL SIGNATURE ASSIGNMENT 1

Grant Proposal Signature Assignment (SED 464)

Daniella Simari

Arizona State University

GRANT PROPOSAL SIGNATURE ASSIGNMENT 2

School Environment Narrative

I am a teacher in the science laboratory for 7th and 8th graders at Our Lady of Mount

Carmel School in the Tempe School District. The school district is mostly comprised of Hispanic

students, at over fifty percent, with a Caucasian student population of approximately twenty-one

percent. The district is further divided into a population of approximately ten percent African

American, six percent Native American, and three percent Asian or Pacific Islander. Our Lady of

Mount Carmel is a K-8 Roman Catholic school, overseen by the Catholic Diocese of Phoenix.

All funding that the school receives comes from donors, tuition money from students,

fundraisers, and funding allotment from the diocese. There are 417 students and 19 classrooms in

the school, with an average of 20 students per class. There are 2 classes per grade, allowing for

teacher collaboration with lesson planning. The school’s racial demographics include a

population of approximately sixty-two percent Caucasian students, twenty-four percent Hispanic

students, five percent Asian or Pacific Islander students, and two percent African American

students.

The school integrates technology in all of its classrooms, using Google Chromebooks.

These Chromebooks are a 1:1 ratio to students when they enter 6th grade. Lower grades share

Chromebooks, but these teachers still heavily rely on them. Their online program is RenWeb,

and it is used for attendance, grading, quizzes, announcements, homework resources, important

documents, etc. Any information regarding curriculum that a student or parent would need can

be found on this website through an account linked to the school. The science lab is a large

classroom with a wall of windows and an exit door leading directly outside. One wall has a small

chalkboard, another wall has hooks and cubbies for supplies and students’ belongings. The

fourth wall has a large whiteboard and projector screen. The teacher can share her computer
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screen with PowerPoint presentations, or use the document camera, for this projection screen. It

is utilized in every class period as an introduction to the lesson, with instructions for bell work.

The teacher has both a desktop computer and a Google Chromebook that can be taken home.

Students are allowed to bring their laptops home as well. The teacher has a printer, sink, and

cabinet full of old, unusable experiment chemicals. The cabinet is in great shape, but is not

currently in use. New chemical sets would be an excellent addition to the cabinet to expand on

eighth grade chemistry concepts. Students currently lack hands-on projects of traditional science

experiments. Instead of virtual reality labs online, students would benefit from running chemical

experiments themselves to take responsibility for their own learning. The district’s culturally

diverse student population allows for individual academic growth through hands-on

collaboration, which would be made possible with tools for group projects such as chemical

experiments.

The classroom has lab benches set up in rows, and each seat is labeled for students. The

chairs are stacked at the back of the classroom at the end of each school day. There is one rolling

chair for students to utilize if they need something to fidget with. The school also has a STEM

lab that lets students engineer their own projects, such as making kites, building cars, as well as

launching rockets.

A SMART board would be ideal for students to have something to write on when answering

questions, as well as for the teacher to easily edit her PowerPoints and make corrections that can

be visible to all students. Small collaborative whiteboards could also prove useful for student

collaboration with their respective shoulder partners at their lab benches. Also, the old cabinet

full of unusable chemicals needs to either be removed or replaced with fresh chemicals that the

teacher can use to perform chemical reaction experiments with students. More power strips for
GRANT PROPOSAL SIGNATURE ASSIGNMENT 4

plugging electronics in would be helpful when charging the microscopes for microscopy labs,

because the microscopes had to be set up all around the room and proved to be hazardous for

students when they were trying to walk around.

Grade 8 PBL: Chemistry Cooking Show

Goals

The objective of the “Chemistry Cooking Show” is for students to demonstrate the skills learned

in the chemistry labs performed in class, including those regarding density, boiling point, and

melting point measurement, heterogeneity, and solubility. Students will do so using the

chemistry kits the school acquired through the proposed grant. The chemistry labs would cover

Arizona’s 8th grade science standards, and students will specifically focus their learning on

identification of chemical reactions by way of precipitate formation, gas generation, color

change, and release or absorption of heat. Other concepts that students must demonstrate in their

cooking shows are: matter classification as solids, liquids, or gases, mixture classification as

homogenous or heterogeneous, and identification of matter based on the physical properties of

state, density, boiling point, melting point, and solubility.

Standards

These chemistry concepts are part of the 8th grade Arizona Science Standards, and

include the following:

S5.C1.PO1: Identify different kinds of matter based on the following physical properties:

 states

 density

 boiling point
GRANT PROPOSAL SIGNATURE ASSIGNMENT 5

 melting point

 solubility

S5.C1.PO3: Identify the following types of evidence that a chemical reaction has occurred:

 formation of a precipitate

 generation of gas

 color change

 absorption or release of heat

S5.C1.PO4: Classify matter in terms of elements, compounds, or mixtures.

S5.C1.PO5: Classify mixtures as being homogeneous or heterogeneous.

S5.C1.PO7: Investigate how the transfer of energy can affect the physical and chemical

properties of matter.

The ISTE-S standards that this lesson applies to include:

1. Empowered Learner: Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the learning

sciences.

4. Innovative Designer: Students use a variety of technologies within a design process to identify

and solve problems by creating new, useful or imaginative solutions.

6. Creative Communicator: Students communicate clearly and express themselves creatively for

a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to

their goals.

Essential Questions

The driving questions of this project based learning assignment are: where is chemistry

seen in our everyday lives, and how is chemistry related to cooking?

GRANT PROPOSAL SIGNATURE ASSIGNMENT 6

Project Expectations

The students will demonstrate these concepts by way of a cooking show, which they will

script and hand in as a rough draft of their show before they can film. The scripts must be

approved by the teacher, and use proper script formatting as well as a works cited page with a

summary of their references. These references should include their chemistry textbooks and

other online resources they found useful. Before their script, a bulleted list of ingredients and

their procedure must be handed in. This recipe does not have to necessarily create an edible

meal, as long as it utilizes ingredients that will appropriately demonstrate the concepts. Students

are expected to work in groups of three to four people, and each student is responsible to hold his

or her peers accountable for showing up and performing their work. The project’s work will be

divided among the members according to the group’s preferences. Each group will hand in a peer

rubric of their names next to the parts of the project they are expected to contribute to, and after

the cooking show is completed the students will evaluate their peers’ adherence to their initial

rubric.

Not every student is required to feature themselves in the show if they decide they are

uncomfortable in front of the camera. In this case, they will label themselves as “director” in

their initial peer rubric. The time devoted to this project should be between one to two weeks,

depending on the students’ grasp of the concepts. Formative assessment will be done with as a

teacher review of the bulleted recipe and procedure list, as well as peer review and editing of the

show’s script. The show must run between five to fifteen minutes long. Their summative

assessment is the final, completed show. The show can be shot using any device with video

recording capabilities, and students have the choice between iMovie or Kizoa for video editing.

They may also choose another movie-making website if they so desire.

GRANT PROPOSAL SIGNATURE ASSIGNMENT 7

The project’s rubric, provided by the teacher, will include the previously-listed concepts,

and each concept will be awarded eight points, making the total point value out of 120. Students

are expected to apply the concepts they learned in their chemistry labs throughout the semester.

These labs utilize Science Buddies chemistry kits that include basic liquid chemicals to perform

experiments that relate to the applicable concepts previously stated.

Real-World Application

After performing the experiments in class, students will have a chance to understand

chemistry beyond the walls of the classroom and apply it to everyday life, specifically with the

foods they consume. Students can apply critical thinking skills regarding the food-making

process and recipe guidelines. They will have a better grasp of why different foods interact with

one another in different ways due to their chemical makeup, and will thus be able to better

predict palatable food pairings and accurate ingredient swapping.

Needs

This project is essential to break the barrier between school work and the outside world.

Chemistry is a subject that many students have difficulty grasping. Seeing chemistry applied to

food will not only engage students will but also help solidify difficult chemistry concepts.

Kinesthetic learners will find this project especially engaging because it allows for movement

related to spoken word. Students can begin to see the chemistry within the foods they eat, and

how chemistry is the building block for the biological processes they will cover in their freshman

biology classes in high school. This lesson prepares them to further understand other subject

matter, such as biology and physics.

Impact
GRANT PROPOSAL SIGNATURE ASSIGNMENT 8

This project will impact my teaching practice by pushing me to dig deeper into the

concepts covered in class, and figuratively tear the textbook in half. The cooking show in an out-

of-the-box assignment, and requires much more passion and dedication than expected of a

teacher. There is potential to have a chemistry film festival for students to share their creativity

with parents, teachers, and peers. Students can take pride in the community’s validation of their

hard work. The film festival could facilitate dialogue with other teachers about incorporating

more project-based-learning lessons in the future.

Assessment

The formative assessments for the project will include the students’ active participation in

the group work sessions during class time, as well as the completion of the group’s peer work

rubric as a peer assessment. This rubric is written up and turned in by each group, and must

include each group member’s prospected contributions to the assignment. It will follow along an

outlined rubric of tasks for completing the project’s pieces. Formative assessments will also

consider the students’ rough written outline of their ingredients and procedure. These formative

assessments will be based upon completion and effort, not accuracy. The teacher will provide

comments and feedback on the outline of ingredients and procedures.

Summative assessments will consider peer review of the student’s adherence to the

initially agreed-upon work rubric. Each group member will evaluate his or her peers’

contributions based on the completion of their intended project contributions. This will be done

on a scale from one to five, with five meaning “stupendous effort” and one meaning

“disappointing effort” Their summative assessment will also include the final video’s adherence

to the final project’s rubric, including: creativity, inclusion of all concepts in recipe shown in

video, completed written script using proper APA formatting, the video’s accurate length of
GRANT PROPOSAL SIGNATURE ASSIGNMENT 9

time, school-appropriate nature of content, and active participation. All portions will be graded

on a scale from one to ten, with ten meaning “exceeds expectations,” and one meaning “severely

lacking.” The overall scores will be calculated out of sixty-five points, and can be shifted in scale

for larger point value.

Budget

Item # of Items $/item Total Cost for Items

Hydrochloric Acid, 1 $39.30/1 LT (EA) $39.30
1.0 N Aqueous
Solution, APHA
(From Spectrum
Chemical MFG Corp,
H-135-1LT)
Calcium Carbonate, 1 $90.90/125 GM $90.90
Powder, Reagent, (EA)
ACS (From Spectrum
Chemical MFG Corp,
C1072-125GM)
Light Blue Powder- 1 $33.75/PK $33.75
Free Nitrile Glove,
XS – 100 ea (From
Spectrum Chemical
MFG Corp, 101-
84002)
Light Blue Powder- 1 $33.75/PK $33.75
Free Nitrile Glove, S
– 100 ea (From
Spectrum Chemical
MFG Corp, 101-
84133)
Light Blue Powder- 1 $33.75/PK $33.75
Free Nitrile Glove, M
– 100 ea (From
Spectrum Chemical
MFG Corp, 101-
13403)
Light Blue Powder- 1 $33.75/PK $33.75
Free Nitrile Glove,
LG – 100 ea (From
Spectrum Chemical
MFG Corp, 101-
13406)
GRANT PROPOSAL SIGNATURE ASSIGNMENT 10

Anti Fog Safety 20 $3.99/pair $79.80

Goggles, NACOLA
Safety Goggle,
Personal Protective
Equipment for Indoor
Outdoor (from
Amazon.com with
Prime Account)
Bradley® Faucet 1 $63.70/faucet $63.70
Mounted Eye Wash –
S19 – 200B (from
globalindustrial.com,
#T9FB275809)
Waste Management 2 (as needed) $17.95/pick-up $35.90
Group Hazardous
Waste Pick-up
(Monthly
Flinn Dilutit™ 1 $914.10/fan $914.10
Laboratory Exhaust
System (from Flinn
Scientific, #AP1690)
Tax: $56.77
S/H: $149.50
Grand Total:
$1,219.97

The total cost of the project mainly regards student safety. Students need gloves and

goggles to protect themselves from the solution and solvent they will be working with. The

chemical fans will alleviate the potentially harmful chemicals released into the atmosphere from

the solvent, and the gloves and goggles will protect their hands and eyes, respectively, from

accidental spills. Hydrochloric acid is a basic solvent, and calcium carbonate is a basic solute,

that when combined create a well-dissolved solution. An experiment with these two chemicals is

simple and effectively demonstrates the chemistry unit’s concept of solubility. The eye-wash

station is an essential emergency tool for students who spill chemicals into their eyes. Otherwise,

the use of these chemicals poses as an extreme school liability. Waste management pick-up is

essential to safely dispose of the chemicals after the experiment has been carried out in a
GRANT PROPOSAL SIGNATURE ASSIGNMENT 11

laboratory lesson. The school can repurpose the chemical beakers and funnels already in the

classroom.

Teachers will be able to utilize these chemicals for at least two years, depending on the

amount they expend throughout one school year. The goggles can be used multiple times if well-

cared for, and the gloves are numerous enough to last at least two, if not three years. Other

teachers can utilize the laboratory equipment, such as the chemical fan and eyewash faucet, for

experiments with different chemicals or products for years to come if well-maintained.

 GRANT PROPOSAL SIGNATURE ASSIGNMENT 12

Inquiry (5E) Lesson Plan Template

Teachers: Subject:
Daniella Simari 8th grade chemistry
Common Core State Standards:
 S5.C1.PO1
Objective (Explicit):
 Students will be able to explain and perform how to find the solubility of a substance.
 Students will be able to explain the definition of solubility.
 Students will be able to accurately predict the amount of solvent needed to completely dissolve a substance.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

Students will perform a solubility test by choosing 2 of 5 different substances to mix with 2 of 5 different solvents to test
their hypotheses. The 5 substances to choose from include: Epsom salt, table salt, sand, gravel, and baking soda. Students
can choose 3 solvents from a list of 5, including water, Pepsi/Coca-Cola, vegetable oil, bleach, and rubbing alcohol. Students
will design a short experiment to predict which solvent will dissolve what substance, measuring the ratio of solvent to
substance using volume, provide a brief reasoning for their hypothesis, and finally their results and conclusions. Conclusions
can be completed at home given the amount of classroom time. Students should work in groups of at least 2-4 students to
quickly brainstorm experimental designs and compare results and conclusions. All results can either be filled into a notebook
following a teacher’s rubric, or be plugged into a worksheet.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
Students will have to recall how to measure the volume of a substance in both a liquid and solid form, and use the scientific
method to determine an experimental design. This experiment will prepare students for their final project of the unit,
“Cooking with Chemistry,” where they create a cooking video that incorporates all the chemical properties they learned
throughout the unit.
Key vocabulary: Materials:
- Solubility - Baking soda
- Volume - Table salt
- Ratio - Epsom salt
- Solvent - Sand
- Solute - Gravel
- Dissolve - Vegetable oil
- Bleach
- Rubbing alcohol
- Water
- Coca-Cola/Pepsi (or any carbonated soft drink)
- Rulers (at least 1 per group)
- Graduated cylinders (10ml – 25 ml) (at least 2
per group)
- Beakers (~50 ml) (at least 2 per group)
- Spoons (at least 1 per group)
- Paper towels
Engage
 How will you activate student interest?
 How will you hook student attention?
 What questions will you pose, based on your objective, that students will seek to answer in Explore?
 GRANT PROPOSAL SIGNATURE ASSIGNMENT 13

Teacher Will: Student Will: Write down a scientific discovery that interests
Explain the scientific method and its relevance to every them, and then hypothesize with a partner about the steps
single scientific discovery, providing examples of important that scientist took to make that discovery.
scientific discoveries. Ask students to provide an example of
a scientific discovery they want to know more about. Have
them write it in their notebooks and share with a partner.
Tell them to hypothesize the steps that a scientist took to
make that discovery.
Explore
 How will model your performance expectations? Remember, you are not modeling what you want students to discover but
need to model expected behavior or required procedures.
 How will students take the lead and actively use materials to discover information that will help them answer the question
posed in Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Student Will:
Provide a rubric with the steps to create an experimental Follow the teacher’s instructions and choose 1 pair of
design, and provide an experimental design for solubility solvent and solute that will dissolve, and one pair of solute
using the materials that students will be using for their own and solvent that won’t. Students will record their predictions
experiments. Teacher will make sure that students are in their notebooks/worksheets, emphasizing why they are
working in groups of at least two, and emphasize the making that prediction.
importance of time on task as well as cohesive group effort.
Teacher will then ask students to choose 2 solvents and 2 Students will measure and record the volumes of the solutes
solutes that they want to experiment with. One solute and and the solvents before mixing them together in the
solvent pairing will be a pair that dissolves, and the other beakers. The measurements can be between 1-3 ml of solute
pairing will be the pair that doesn’t dissolve. Have students and 5-10 ml of solvent.
write in their notebooks a hypothesis/prediction for their 2
pairings, being sure to explain their thinking. Teacher will Students will mix their solutes and solvent pairings and
make sure that the students groups agree regarding their record their observations.
solute and solvent pairings.

Teacher will then ask students to carefully pick up their

materials from the front of the room and perform their
experiments. Teacher will be sure to have students measure
and record the volumes of the solvents and solutes before
mixing them together in their beakers. Be sure that students
take between 1-3 ml of solute and 5-10 ml of solvent before
mixing.

Teacher will encourage students to perform the mixing of

the solute and solvent pairings and ask students to record
their observations in their notebooks/worksheets.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Both teachers can circle the room to ensure that students remain on task, agree, and are choosing their solutes and solvent pairings wisely.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Students that need an additional challenge can research the molecular structure of the solvents and solutes to more
accurately explain why they believe the pairings will dissolve/not dissolve.

Students that need extra accommodations can have a rubric with predicted outcomes of certain solvent and solute
pairings.
Explain
 How will all students have an opportunity to share what they discovered?
 GRANT PROPOSAL SIGNATURE ASSIGNMENT 14

 How will you connect student discoveries to correct content terms/explanations?

 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the
question from Engage before moving on?
Teacher Will: Student Will:
Ask students to share within their groups whether their Share in their group if their observations agreed with their
observations agreed or disagreed with their initial initial hypothesis or not, and explain why.
predications, and propose reasons as to why or why they
didn’t. For example, ask “What was your group’s hypothesis,
and what lead you to think that?” “Have you worked with
those ingredients before?” “What do you think the chemical
makeup is of the solute and solvent you chose? Do you think
they would make a good solution and dissolve?” “How much
solute do you think you’d need before the solution becomes
super-saturated (i.e., stops dissolving)?” “How do you plan to
mix the solute and solvent together?”
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Teacher can walk around the classroom and engage students in conversation with one another, and compare two
different groups.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Students can work one-on-one with the teacher during this explanation, or they can draw a picture of the before and
after of their experiment in their notebooks.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular
aspect of this learning at a deep level?
 How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a “what If
question”)
 How will all students articulate how their understanding has changed or been solidified?
Teacher Will: Student Will:
Ask students to think about what they could have done Students will propose what they could have done differently
differently in their experiments. Could they have used less or in their experiments, like changing the amount of solute or
more solvent? Could they have used less or more solute? solvent they used and what outcome that would have.
Have students explain why they think so.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
One teacher can propose an example of an experiment that didn't turn out the way he/she expected, and
the other teacher can propose a solution to that experiment or provide a reason why that experiment’s
actual outcome was different than expected.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Students can draw or act out what they could have done differently. They could also write this as part of their conclusion
if they need extra time to gather their thoughts.
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?
 GRANT PROPOSAL SIGNATURE ASSIGNMENT 15

Teacher Will: Student Will:

Evaluate students based on their experiment’s conclusion, Write a conclusion based on the results of their experiment,
either written at the end of the lesson or assigned as specifically regarding the discrepancy between their initial
homework. Have students define “solubility” in their own prediction and their results. Students will define solubility in
terms, and ask them to explain the significance of recording their own terms (not look at textbook’s definition), and
the volume of the solute and solvent. What did this do for explain why recording the ratio of solute to solvent is or isn’t
them? Does the ratio of solvent to solute matter? Why or important. Record conclusion in notebook/worksheet and
why not? Also have students explain why their outcome hand in to teacher.
matched or didn’t match their initial prediction for their 2
experiments. Students must write one conclusion for each pairing of
solute and solvent, providing a yes or no as to whether the
solute dissolved as well as one reason why they think they
saw that outcome. If their prediction does not match their
result, students must provide at least one reason why their
prediction and result did not match (i.e., what could have
been different in their initial thinking and/or experiment.)
Students must provide at least one reason why measuring a
solvent is or isn’t important, and must reason this based on
their experiment.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
One teacher can provide an example of a successful conclusion, and the other teacher can remain available to answer
individual questions. The teacher that provides the example can also explain the rubric.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Students that need an additional challenge can include one or two academic reference papers to compare and contrast
with their experiment’s results.

Students that need accommodations can have time to work with the teacher on the conclusion after school if they need
additional time, or the teacher can expect a conclusion for only one of the pairings they performed in their experiment,
not two.
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References

Book Two: 60 Formative Assessment Strategies (Focus on Student Learning – Instructional

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http://www.citationmachine.net/apa/cite-a-book/manual

Information and History. (2016, May 18). Retrieved November 30, 2017, from

http://www.tempeschools.org/our-district/information-history

ISTE Standards for Students. (n.d.). Retrieved November 28, 2017, from

https://www.iste.org/standards/for-students

Our Lady of Mount Carmel School. (n.d.). Retrieved November 30, 2017, from

https://www.greatschools.org/arizona/tempe/2219-Our-Lady-Of-Mount-Carmel-School/

Quick Facts. (n.d.). Retrieved November 30, 2017, from http://www.olmcschool.info/about-

quick-facts

Science Standard Articulate by Grade Level. (2005, March 10). Retrieved November 30, 2017,

from https://cms.azed.gov/home/GetDocumentFile?id=550c512daadebe15d072a953