Running Head: INNOVATION GRANT PROPOSAL

SED 464 Signature Assignment

Innovation Grant Proposal Template
based off of the
Arizona Technology in Education Association (AzTEA) and CenturyLink
Innovation in Classroom Technology Integration (ICTI) Grant
2016-2017 Project Proposal
How can we eat healthy?
Jesica Beatty
Arizona State University

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Introduction
A large portion of children in the community are either over-weight or obese. 19.8% of children
age 10-17 are obese making Arizona rank 7th among the other states. Many of my students
recognize that this is a problem and want to do something to help.
In this project, students will learn which crops are healthy and are frequently used for healthy
meals. They will go out into their community and find out who has gardens at home and if so
which crops they grow. They will decide which crops to grow in their own garden. The students
will then research the ideal settings for those crops. They will figure out how much space each
needs along with how much water and sunlight they will need. We will conclude the unit by
building our own garden.
This project will impact approximately 740 6th, 7th and 8th graders this year along with every
future student of Royal Palm Middle School. It will impact them because the food grown in the
garden will be used by the cafeteria for the lunch that is provided to the students every day. This
garden may also impact the community because the school can then sell the plants to the
community or given to those families that cannot afford their own fresh crops.
This project will require the students to write, research, and plan through a project based learning
format.
Applicant Biography
Jesica Beatty just began teaching at Royal Palm Middle School. She graduated from Arizona
State University with a Bachelors Degree in Secondary Education. Jesica is always trying to
find new ways to engage her students in learning. She is constantly looking for ways to show her

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students how they will use math in the real world and that it is a necessary skill to have outside
of the math classroom.
School Environment Narrative
Washington Elementary School District lies in north central Phoenix and east Glendale. The
largest elementary school district in Arizona, WESD is comprised of 32 schools (18 K-6 schools,
two K-5 schools, seven K-8 schools and five middle/junior high schools). Free breakfast is
served daily to all students, 29 of which serve it in class before starting with daily activities. 29
schools also provide free lunch to all students. 13 of our schools also participate in the USDAs
Fresh Fruit and Vegetable program which provides a fresh snack to students daily.
I am a 7th grade mathematics teacher at Royal Palm Middle School within the Washington
Elementary School District. Royal Palm is a 6-8 school with dedicated teachers and students,
although our standardize test scores are slightly below the state average. Last year our Math
proficiency on the AZMERIT was at 46%. But our Language Arts/Reading proficiency was at
70%. We are not the lowest in the WESD, but our scores are slightly lower than our districts
average. The WESD average scores are also slightly below the States average. There are two
schools in the WESD that offer a Core Knowledge program one of which being Royal Palm MS.
This being a gifted program.
Because of the low scores in Mathematics we implemented a new program. Instead of just one
hour for math, we now do a block. Meaning our students stay in math class for two class periods
in a row. This allows for more in depth lessons. The math classrooms are also now grouped
together which allows us teachers for easy access to each other to converse on if the students are

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understanding. We also block our Language Arts/Reading class periods. We are seeing some
improvement with student success.
There are two other 7th grade math teachers at Royal Palm. One of my class periods are the
SPED students, while my other periods are the regular 7th grade students. My classes have
approximately 24-28 students. I teach three block classes that are 110 minutes long each day,
plus a homeroom. My first block of the day is the SPED class. I co-teach that class with the
Resource teacher. We work together to meet all of the different needs of the students. For half of
the block period we also have an additional teacher aid to meet the needs of the students. The
Resource teacher and I collaborate on tests and lesson plans. With my other two block class
periods, I collaborate with the other 7th grade teacher. We work on unit test together and lesson
plans. This ensures that our students are on the same page incase schedules need to change.
Our school has the following technology available for teachers and students:

A computer lab with approximately 25 computers for students use. They have the
necessary programs for success such as Microsoft Word, PowerPoint, and Excel.

There are 6 computers in the Library for students use. Although these computers are used
mainly for finding out which books the library has to offer and check out.

Most classrooms are equipped with a SmartBoard and projector. Each of the mathematics
classrooms have one.

My classroom has 6 computers along the back of the class. We utilize these for
mathematical instruction.

My classroom has a HoverCam which I use to show the students how I would like them
to do their homework assignments.

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At the beginning of the year our students and parents sign a paper saying that they read and
understand the rules in our handbook. In the handbook, it outlines the students responsibility to
take care of the technology that they are allowed to use. That they are held accountable for their
actions and may forfeit the ability to use any equipment if used inappropriately.
Our school also does a lesson weekly on Bullying. Every Tuesday the school bypasses
announcements to give the teachers sometime to discuss bullying. It gives the students an
opportunity to ask questions or to talk to their teacher if someone is bullying them or someone
they know. We use this time to help create good citizens/students and reinforce those qualities.
I integrate technology in my classroom every day. I have a SmartBoard in my classroom which I
use for my daily lessons. I create an interactive lesson to keep the students engaged and involved.
The computers in my class are used for self-exploration when we are doing stations.
Most of our students do not have computers at home. They are excited to use the computers
when we do are stations. There is more they can explore with the computers along with the
computer goes at their pace instead of mine or the rest of the class. There is room for more
technology in my classroom. Technology keeps my students engaged with what I am teaching.

Project Narrative
Need for the Project
With all the new criteria for teachers, one being integrating technology, the need for getting
students involved and engaged is growing stronger. Teachers are needing to integrate technology
and research into the classroom. At Royal Palm, the students have been falling below average on

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the state exams. Understanding statistics have been low point for students. Along with real-life
applications of perimeter and area. Many students in more affluent areas own technology and are
using it regularly. However, at Royal Palm, most students do not have technology available at
home or if they do, it may not be hooked up to internet. As a math teacher, I can help students
learn how to use technology to acquire necessary statistical information and how to interpret the
data. Furthermore, I can teach them how to use technology to create blueprints and other such
documents.
Project Impact
This project will have a big impact on students, teachers, and the community. The students that
will take part in the project based learning will learn how use new technology. This project will
give them the opportunity to go into their community and survey family members and members
in their community. After the garden is built, the garden will impact the students by giving them
healthy foods that the cafeteria can serve them, sell to families and even give surplus to those
families in need.
Learning Goals and Outcomes
Why do we eat healthy? How can we eat healthy? These are going to be the driving questions to
out project. The students are going to learn about statistical data and how to interpret it. They are
also going to learn how to implement area, perimeter, and volume in the real world.
Students will also use inquiry, literacy, and technology skills to survey family members and
community members about healthy eating. They will use skills such as creativity, innovation,
collaboration, and communication to create a digital blueprint of a garden.
Standards covered include:

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Career and College Ready Standards

7.G.B.6. Solve realworld and mathematical problems involving area, volume and surface area of
two and three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and
right prisms.
7.SP.A.1. Understand that statistics can be used to gain information about a population by
examining a sample of the population; generalizations about a population from a sample are
valid only if the sample is representative of that population. Understand that random sampling
tends to produce representative samples and support valid inferences.
7.G.A.1. Solve problems involving scale drawings of geometric figures, such as computing
actual lengths and areas from a scale drawing and reproducing a scale drawing at a different
scale.
ISTE Standards
1. Creativity and innovation
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities
2. Communication and Collaboration
d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
d. Process data and report results
4. Critical Thinking, problem solving, and decision making
c. Collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship
c. Demonstrate personal responsibility for lifelong learning
6. Technology Operations and concepts
a. Understand and use technology systems
Activities
Students will engage in the following activities

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Research statistics of unhealthy eating i.e. obesity and diabetes

Interpret statistical data
Discuss statistical data
Work in groups to decide which plants are most beneficial
Work in groups to plan and produce 3-D blue-print for garden

Assessment
Throughout the unit students will be evaluated on their interpreting skills through formative and
observational means. They will also take a test about area, perimeter, and volume. The digital 3D blueprint will be assessed using a rubric that the students will help create.
Technology Support
Royal Palm has a technology support faculty member who is knowledgeable about the
computers and other technology software available. He has agreed to help provide support as
needed.

Sustaining the Project After the Proposal Period

This project will be continued after the first year. Statistics, perimeter, area and volume are
mathematical concepts that are taught each year and will continued to be taught. By investing in
the technology for this project, additional blue-print projects or projects using computers can also
be done in other content areas such as science. The Kindle Fires can have multiple applications
on them, and other classes can utilize the apps.
Budget Narrative

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The above is a spread sheet of the items need for this project as well as the costs. The Materials,
Tools and Seeds tables are all items to build the garden itself. However, the Technology table has
a classroom set of Kindle Fires and a blueprint app to put on all 30 Kindle Fires. The classroom
set of Kindle Fires can be used in other classes after this project has ended. Kindle Fire has many
uses that any class can utilize these such as practice apps for math class or brainstorming for
English.
Building this garden will give the students a hands-on project. This will allow them to get their
hands dirty and help themselves and their classmates eat healthy. They will learn things that
they can do at home to continue to eat healthy. While doing this, they will also get real-world
situations that use area and perimeter.
Inquiry Based Lesson Plan
Teachers: Jesica Beatty

Subject: Mathematics

Standard:

7.G.B.6. Solve realworld and mathematical problems involving area, volume and surface area of two and three
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

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Objective (Explicit):

The students will be able to create a blue print utilizing knowledge of area, volume, and surface area of two- and
three- dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Evidence of Mastery (Measurable):
A blue print has been created with correct sides, lengths etc.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Key vocabulary:

Materials/Technology Resources to be used:

Area; Volume; Surface area; Blue print

Chrome book; Blue print software;

Engage (Make content and learning relevant to real life and connect to student interest)

Explore

What is needed to create a building? Before the materials? What type of planning do you need to do?
Teacher Will:

Student Will:

How extensive of plaining do you need? Should we

map/draw it out?

Decide to draw out a blue print

Co-Teaching Strategy/Differentiation

Explain

More direct questioning. Direct questions

Teacher Will:

Student Will:

How big of a space do we have? What will fit in the

space? How do we know what fits?

Measure the space we have to build the garden. Find

the area of the space

Co-Teaching Strategy/Differentiation

Elaborate

Help with measuring. Put in groups where others know what they are doing and will help
Teacher Will:

Student Will:

Can we create a plan that will help us build the

garden with the information you collected?

Create a blue print using the measurements they

collected

Co-Teaching Strategy/Differentiation
Put in group with students that understand what they are doing. More help calculating the area and
perimeter.

Evaluate
We will discuss how to use this blue print to create a real garden.

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