GRANTS PROGRAM FOR 6-12 SCIENCE & MATH EDUCATION

Transcription

1 GRANTS PROGRAM FOR 6-12 SCIENCE & MATH EDUCATION PROPOSAL COVER PAGE (To be completed after proposal is written.) Please fill out the gray text area. All fields are required. School/Organization Jim Hill High School Address (Street, City, State, Zip) 2185 Fortune Street, Jackson, Mississippi Project Manager (Name/Title) Mrs. Susan A. Bender, Science Phone (Work) (Work) (601) School Phone (During Vacations, After School) (During Vacations, After School) (601) Cell Enter Project Manager's alternate address School/Organization Administrator (Name/Title) Mr. Bobby Brown, Principal Administrator s Phone Administrator s (601) School bebrown@jackson.k12.ms.us Project Title Amount Requested $ FUNdamental Forensics Subject(s) (Specify Math, Science, etc.) Number of Students to Benefit Science Enter the number of students to benefit Project Beginning & End Dates Grades Affected August 2012-Ongoing 9-12 pg. 1

2 Summarize your project idea in a short paragraph & list the two most important learning objectives. Please summarize your project idea in a short paragraph & list the two most important learning objectives. Students at Jim Hill High School will be among the second in the state of Mississippi to enroll in forensic science classes this fall. The FUNdamental Forensics Initiative was developed to establish a new Field Studies course in Forensic student research. The goal of the project is to develop a network of scientifically literate students through research experience to serve as mentors for others. Students will apply scientific techniques to real world scenarios and solve mysteries using the trained eye of a crime scene investigator. List the two largest line items in your budget: Item: Item Description $ Item: Item Description $ Did you attach proof of your organization s eligibility? Yes No Have you previously requested a Toshiba America Foundation grant? Yes No If yes, was your project funded? Yes No Not applicable How did you hear about Toshiba America Foundation? TAF Website Internet Search Colleague Recommendation NSTA Convention Other If Other, please explain: Other Project Manager s Signature Principal s Signature Susan A. Bender, Science Jim Hill High School Bobby Brown, Principal Jim Hill High School Application Date January 31, 2012 pg. 2

3 Ten sections are required for a complete application. content directly into this document. Please type your application Section 1. Proposal Cover Page (Above) Please provide all information called for on the Cover Page. (You may find it easier to complete the Cover Page once you have completed the other parts of the application.) Section 2. Endorsement The project described in Sections 3-9, must be acknowledged and endorsed by a school official at least at the level of assistant principal. This endorsement must appear on official school or organization stationery and must be signed by the school official. If you are submitting your application via , a PDF version of the endorsement letter must be attached. The Mississippi Department of Education and the Jackson Public School District are pleased to support the FUNdamental Forensic Project proposed by Jim Hill High School. Letters of support and/or acknowledgements and endorsements are included from the following state and school district administrators: Dr., Office of Curriculum & Instruction, Mississippi Department of Education Dr. Jayne Sargent, Interim Superintendent Jackson Public School District Dr. Robert Mack, Director, Science Curriculum Jackson Public School District Mr. Bobby Brown, Principal, Jim Hill High School Jackson Public School District Section 3. Objectives/Planned Outcomes Improving student achievement in science and math is the Foundation s only grant-making interest. In this section, tell us exactly what student learning objectives you will reach by conducting the proposed project. The objectives should be realistic, directly related to the project, measurable and attainable within the time period of the project. Please revise to use actual numbers. The course specific objectives are; Students will: 1. Demonstrate the proper use and care of scientific equipment 2. Observe and practice safe procedures in the lab 3. Apply the components of scientific processes in the classroom and lab 4. Communicate results of scientific investigations in oral, written, and graphic form. 5. Describe the growth and development of Forensic Science through history. 6. Apply crime scene investigation methods to recording and sketching data from a crime scene 7. Explain the ways to collect and preserve evidence from a crime scene 8. Distinguish between physical evidence and eye witness evidence as to reliability and validity. pg. 3

4 9. Analyze fingerprint patterns and relate them to the identification of individuals 10. Explain and apply the different methods of latent fingerprinting. 11. Identify the origin of the impressions from both footwear and tire treads 12. Describe and apply methods to identify hair, fiber, and blood evidence. 13. Distinguish between class and individual characteristics of firearms. 14. Describe presumptive and confirmatory evidence. 15. Describe and apply the importance of genetic information to forensic science 16. Use the process of gel electrophoresis to identify banding patterns in DNA 17. Analyze blood spatter patterns in relation to speed height and direction 18. Describe techniques used to determine the validity of questioned documents. With respect to all of these objectives students will perform experiments and conduct hands on activities they will repeat the procedures until they have achieved at least an 85 % mastery before they can proceed to the next unit. The objectives of this project are: 1. All students will use critical thinking, decision making, and problem solving skills 2. All students will demonstrate personal management skills and demonstrate the ability to work effectively in groups. 3. Students will select appropriate electronic media for research and evaluate the quality of information received. 4. Students will write in a clear, concise, organized language that varies in content and form for the various purposes and audiences. 5. Students will listen actively to their group members and to members of the other groups during oral presentations. 6. Students will demonstrate a number sense and will perform standard and numerical operations and estimations on all types of numbers and scientific data (chromatography, measurement, and data collection). 7. Students will develop a spatial sense and the ability to use geometric properties, relationships, and measurement skills to model, describe, and analyze crime scene evidence. 8. Students will demonstrate an understanding of the concepts and techniques of data analysis, and probability and will use these to model situations, solve problems, and draw appropriate inferences from data. 9. Students will demonstrate problem solving and decision making skills reflected by formulating questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating the results of these experiments. 10. All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and modeling scientific theories. 11. Students will demonstrate an understanding for the integration science and technology and develop a conceptual understanding of the nature and use of technology. 12. Students will gain an understanding of natural laws as they apply to motion forces, and energy transformations. 13. Students will learn democracy in action and how to participate in the constitutional system of government, and the format of a trial by jury. Section 4. Methods/Strategies Improvements in science and math education outcomes can be achieved using a variety of methods, materials and strategies. What exactly do you want to do in your classroom that will produce the outcomes described in Section 3? Please describe the nature, duration and intensity of your contact with students for this project. What will the teacher(s) and students be doing differently? Provide at least one sample lesson plan to give us an idea of what a class would be like with your project. pg. 4

5 Students at our school are enrolled in 94 minute block period that meet every other day. This forensic class was originally designed to be a semester course, but with administrative approval we are offering a second semester of filed studies. We will be the only school in our state offering this option to our students. Our school population is comprised of 1300 students 99% of who receive free or reduced lunch. The goal of this program is to provide the students that we serve with career opportunities and alternatives that lead to careers in STEM programs. Following the traditional Madelene Hunter model, a typical lesson for these students would involve a 5 to 10 minute anticipatory set that provides students with a picture prediction of a set of evidence that lends itself to the objective for the day. Example the students would be shown a picture of simulated blood spatter evidence they are asked to list all of the things they observe in the picture, all of ways that they believe the evidence was generated and all the things that they would like to know more about with relation to the evidence that they have seen. This typically takes 3-5 minutes. There is then a whole class discussion and listing on the board of all of the observations that the student have made and the things they would like to know more about. This section of the lesson typically takes 7-10 minutes. This leads them into a discussion of the day s lesson. The students then have a directed reading passage about the objective and will define the vocabulary words that are necessary for the understanding of the section. This leads to the input section of the lesson where the teacher discusses the article just read and the vocabulary from the reading passage with the students. Also the salient points of the objective are discussed and the students will take notes using the Cornell notes format and adding diagrams to the notes sections where appropriate. Then the teacher models the lab activities and techniques that will be used for that days and successive day s lesson. The students participate in a guided practice simulated crime scene and then will have an independent investigation that involves application of the techniques used and analysis of the evidence provided in order to solve the situation presented. Each student must solve the situation with at least an 85% percent accuracy rate in order to move on to the next lesson. Before and after school sessions, elective time and Saturday sessions will be provided for students to master the competencies and objectives presented. Guest speakers from the state crime lab and local medical school will provide their expertise on the specific objectives and activities performed by the students. In addition, the text used will be used as a reference only and the majority of instructional content will come from primary source documents and internet sources, Section 5. Discussion of Alternatives In Section 4, you described your choice of methods, materials and strategies for producing desired student outcomes. Discuss other possible ways of reaching the same or similar outcomes and tell us why you rejected them in favor of those you described in Section 4. I have observed other teachers attempting to infuse forensics into the traditional classroom without using anticipatory information and without providing written background and vocabulary instruction. These students enjoyed the hands on activities but failed to connect the information to prior knowledge and did not gain the full benefit from the time and expense that was involved in the lesson. These same teachers relied almost solely on textbooks and not on primary source documents. Although texts touch on some of the topics in forensics the depth required for content mastery is lacking. Section 6. Project Management List and describe activities that will have to be managed by you and/or others to ensure the project will operate successfully. For example, if other teachers are involved, describe how they will be communicated with; if materials have to be purchased, describe who will oversee the purchasing process; and if there are questions of safety and/or security describe how will they be resolved. Please include resumes of project managers where possible. Once awarded the grant funds will be deposited into a specific account for grants that can only be accessed with my signature and the signature of the principal. The equipment and supplies will be kept in pg. 5

6 a locked storeroom with only two keys. The office manager will be in charge of placing the orders and signing for them when the items are delivered. Some of the materials will be consumables and will be replenished using additional grant funds from other sources and from school district funds The nonconsumable materials will be stored in a closet with only two keys mine and my principal s. pg. 6

7 Section 7. Project Timetable Please devise a concise timetable that shows all the key project activities and estimates the amount of time each activity will take. For this section you may create a simple chart or list of key deadlines and project elements. The project launch activities will coincide with Jim Hill High School s centennial celebrations tentatively scheduled for the Fall of The Jim Hill High School school-community will celebrate 100 years of academic and civic achievements along with representatives from the state legislatures, congressional districts, school adopters and public and private supporters. Implementation Timeline Date Activities Performed by Status May July 2012 Pre-Planning with Mississippi Department of Education S. Bender, Teacher/Science Initial July 2012 Develop Promotional Video to run on J-TV (channel 18), district and school website(s) S. Bender, Teacher/Science Dr. Robert Mack, Curriculum, Peggy Hampton, Media Relations Larry Keeler, Instructional Television August 2012 Project Launch S. Bender, Teacher/Science August 2012-May 2013 Data collection S. Bender, Teacher/Science Dr. Robert Mack, Curriculum, B. Brown Principal September 2012 Kick-Off Event S. Bender, Teacher/Science September 2012-May 2013 Delivery of Forensic Science Instruction to S. Bender, Teacher/Science students August 2012 May Guest Speakers to S. Bender, Teacher/Science 2013 supplement science instruction October 2012 Family Science Night Students in Forensic Science Course October 2012 Quarterly Fiscal and Programmatic Review S. Bender, Teacher/Science A. Stover, Grant Director Initial Initial Monthly On-going Ongoing October 2012 Quarterly May 2013 Project Closeout/Submit Annual Report S. Bender, Teacher/Science Dr. Robert Mack, Curriculum, B. Brown Principal Annual pg. 7

8 Section 8. Budget Provide a cost estimate for each item for which you seek funds. information gathered from vendors, catalogues and salespeople. Please base you estimates on Please be sure you describe all items in the budget and explain how they will be used to improve student learning and achieve the objectives described in Section 3. Please review the section on Restrictions to learn about items which the Foundation cannot fund. Be advised that many suppliers offer bulk discounts and special pricing for teachers. Ask about discounts when you create your budget in order to avoid having unspent funds at the end of the project. Please list the items you would like to order. FUNdamental Forensics BUDGET Request Materials/Service Means to improve student learning and achieve the objectives of the project Wards Natural Science Cost Per Item Total (2)Presumptive Gunshot Describe presumptive and confirmatory tests Residue Kit 36-W-6243 (2)Luminol and Describe presumptive and confirmatory Detected Simulated tests; Analyze blood spatter patterns Blood Kit 36-W-0054 (2) Analysis of Drugs Describe presumptive and confirmatory and Poisons Kit 36-W tests; Identify types of illicit drugs and types of poisons; Explain ways to detect poisons (1)Forensic Science Lab All objectives Manual 32-W-2419 (2) Crime Scene Supply Explain how to collect, search, and process Pack 36-W-6130 crime scene evidence (1) Inflatable Male Explain how to sketch and record data from Mannequin 81-W-3891 a crime scene (1) Inflatable Female Explain how to sketch and record data from Mannequin 81-W-3892 a crime scene (1) Inflatable Child Explain how to sketch and record data from Mannequin 81-W a crime scene Battery Air Pump for Explain how to sketch and record data from Mannequins 81-W-3894 a crime scene (2) Questioned Describe techniques used to determine the Documents Kit 36-W validity of documents; Describe techniques used to determine the identity of the author of a document; Analyze paper and ink used in questioned documents (2) Blood Spatter Analyze blood spatter patterns in relation to Analysis Kit 36-W-8965 speed, height, and direction (2) DNA Typing Describe and apply genetic information to Analysis Kit 36-w-8965 forensics (2) Hair and Fiber Describe and apply ways to identify hair, Analysis Kit 36-W fiber, and trace evidence (2) Fingerprint Analysis Compare the three patterns of individuals Kit 36-W-8971 unique fingerprints (2) Footprint Analysis Identify origins of impressions, including pg. 8

9 Kit 36-W-8972 footwear and tire treads (2) Bullet Striations Describe presumptive and confirmatory tests Exemplars 36-W (2)Gunshot Residue Describe presumptive and confirmatory tests Test Kit 36-W-8974 (2) Blood Detection Kit Describe presumptive and confirmatory tests; Analyze blood spatter patterns (2) Drug Analysis and Describe presumptive and confirmatory Detection Kit 36-W tests; Identify types of illicit drugs and types of poisons; Explain ways to detect poisons (2) Wards Animal Hair Describe and apply ways to identify hair, Set 69-W-5329 fiber, and trace evidence (2) Wards Fiber Types Describe and apply ways to identify hair, Set 95-W-0065 (1) Moticam Forensics Digital Microscope 25- W-3695 (1) Forensic Anthropology Simulation 32-W-2417 (2)Bullet Trajectory Kit 15-W-4625 (2)Blood Spatter String Kit 15-W (2)Ballistic Angle and Trajectory Rod Kit 15- W-4628 (1) New York Vikings Anthropology Lab 36-W fiber, and trace evidence Describe and apply ways to identify hair, fiber, and trace evidence Analyze the human skeletal patterns as to height, race, sex, and ethnicity Track trajectories of collected evidence Track trajectories of collected evidence Track trajectories of collected evidence Analyze the human skeletal patterns as to height, race, sex, and ethnicity PROJECT TOTAL Things TAF Does Not Fund Toshiba America Foundation will not contribute to general operations, capital projects, endowments, conferences, independent study, fund raising events, or similar activities. Religious or political causes will not be supported. Organizations that discriminate on the basis of sex, race, age, disability or religion are not eligible for funding. No grants will be made to individuals. Summer projects or after school programs cannot be considered. Salaries, facility maintenance, textbooks, video production, audio-visual equipment (e.g. electronic white boards, document projectors, student response systems) and education research will not be funded. No grants are available for computer hardware. No single school may receive more than one grant at a time. No new applications will be considered from grantees until final reports are approved. TAF funding is usually directed to K-12 schools. Educational nonprofits and universities working with K-12 teachers are occasionally considered, but please call the foundation first. pg. 9

10 Section 9. Evaluation Upon completion of the project, you must prepare a final report in which you will provide evidence qualitative and quantitative that you did what you said you were going to do. Therefore, you should include plans for collecting needed data that measure student learning throughout the project (e.g. preand post-tests, journals, portfolios, etc.). Addie Stover, Director of Grant Development will coordinate the quarterly programmatic and fiscal monitoring activities to ensure that the goals and objectives of the project are achieved. Ms. Stover will also oversee the project closeout activities and facilitate the annual performance review for the grant. Section 10. Eligibility If your organization is a not-for-profit or private school you must attach a copy of your Internal Revenue Service letter declaring your 501 (c) (3) status. If you are a public school, then you must provide evidence that you are a public school as recognized by an appropriate local or state government agency. For example, a copy of the state tax exempt certificate could be used to satisfy the eligibility requirement. The Jackson Public School District is the second largest public and only urban public school district in the state of Mississippi. A copy of the Internal Revenue Service letter declaring the district s 501(c)(3) status is attached. Submit your completed application via to 6to12Applications@tai.toshiba.com Please include your school name & the request amount in the subject line of the . If you prefer to submit your application by mail, please send three paper copies to Toshiba America Foundation 1251 Avenue of the Americas, 41 st Floor New York, NY pg. 10