write a grant proposal about an idea that is related to educational settings in technology Assignment | Custom Essay Services

The assignment is to write a grant proposal about an idea that is related to educational settings in technology. The course has been based on commercial real estate so I would use maybe creating a marketing app and what it takes to do that. I will provide a sample assignment provided to us and the form that has to be filled out for this assignment.

Part 1. GRANT FUNDING

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Select one of your ideas that you prepared for your Idea-Folio.   You will write a sample proposal as if you were applying for an “SRP grant” to fund the technology used in the idea you selected.  Use this Grant Funding Rubric to help guide your work as you complete the following pieces:

 

 

Grant Proposal

 

Name:

 

 

Idea-Folio URL:

 

 

Description (50-150 words):

 

 

Statement of Need (50-150 words):

 

 

Project Description and Timeline (250-500 words):

 

 

Student Impact (50-150 words):

 

 

Budget (no more that 10 budget lines):

 

 

Evaluation Process (100-250 words):

 

Grant Proposal Sample

 

Name:

Arizona’s Canals and the Availability of Water

 

Idea-Folio URL:

 

 

Description (50-150 words):

Our project is designed to use technology to help fourth grade students understand the availability of water based on weather and climate patterns and investigate solutions to minimize the effects of climate changes and natural hazards.

 

Students will explore the mechanisms that make canals, tunnels, and dams to demonstrate the physics that guide the building and maintenance of these structures. They will design and create models of each and using Slow Motion Animation on iPads, take a series of photos demonstrating how water is retained and diverted to sustain the availability of water in our state. They will use Skype to communicate with their buddy class in Cape Cod, Massachusetts who study the Cape Cod Canal. Based on their research, models and animations, students will construct evidence-based arguments on the effectiveness of each structure in providing water to Arizona. At the end of the unit, students will share their findings with our buddy class in Massachusetts.

 

State Standards:

 

This unit will assess the following Arizona Science Standards:

4.E1U1.8 Collect, analyze, and interpret data to explain weather and climate patterns

4.E1U3.9 Construct and support an evidence-based argument about the availability of water and its impact

 

This unit will assess the following Arizona English Language Arts Standards:

4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

 

 

Statement of Need (50-150 words):

In order to create models and demonstrate the Arizona Science Standards and the effectiveness of canals, tunnels, and dams in retaining water sources, we will need supplies and a means of recording the demonstration with emphasis and clarity. Our budget that provides for capital expenditures is allocated only for desktop computers. We need portable technology that includes video capture, editing, and software for animation. Our Maintenance and Operation (M&O) budget was expended at the beginning of the school year so any additional supplies are purchased by the teacher.

 

When this project is completed, the technology and supplies will be used for additional STEM projects and supporting students’ understanding of technology in Math and Science.

 

Project Description and Timeline (250-500 words):

The ancient Hohokam Indians created a canal system of nearly 500 miles to provide water use in the Salt River Valley. The National Reclamation Act was passed and the operation of the canal system operates under Salt River Valley Water Users’ Association for the federal government.

 

Students will make models of make canals, tunnels, and dams and construct an evidence-based argument about the availability of water and its impact on population. The 4 week unit will allow students to study the design of each structure, create models of each, and use Slow Motion Animation to test each design.

 

Week 1 – Collect, analyze, and interpret data of weather patterns – students will review the Arizona State Climate Office data for precipitation, evaporation, and temperature. Using MS Excel or Google Sheets, students will create graphs that show trends and compare the short-term/long-term drought status. Students will use their Science notebook to include keywords, questions they have, timelines, summary of main points, and reflections.

 

Week 2 – Building water dams with Legos – students will read about Bartlett Dam, Parker Dam, Painted Rock Dam, and Theodore Roosevelt Dam and compare the structures. Students will work collaboratively to sketch a design for one of the dams. They will write predictions and record their observations. Working collaboratively, they will construct the dam using Legos, develop an inclined plane inside a tray, pour water, and take a series of photos to film the results. Students will use the Stop Motion Studio Feature Pack to create movies from the photos. Each group will present their animation to other classes and receive feedback. Students will analyze and draw conclusions about the effectiveness of their design.

 

Week 3 – Tunnel Through! – students will apply their knowledge of mountains and rocks to develop tunnels that simulate engineering design principles. Students will then learn about Water Tunnels and how a simple design can be replicated using straws and how an experiment on Water Power can help students understand how engineers design hydropower technologies. Using the iPads and Slow Motion Animation, groups will record the motion of the water using wind power. After sharing the experiment and videos with other classes, students will record feedback and draw conclusions about the effectiveness of their design.

 

Week 4 – Bringing Water to the Desert – this series of lessons about the Central Arizona Project helps students understand how water from the Colorado River is allocated.They will compare this to the canal in Cape Cod after Skyping with our buddies. Students will use clay and straws to build models of canals and record water flow from one reservoir to another using Slow Motion Animation. After viewing each group’s video, students will record observations, analyze and draw conclusions about the effectiveness of their design.

 

Students will create a presentation to demonstrate the videos they created along with their  evidence-based argument about the availability of water and its impact to present to classes, Massachusetts buddies, parents and community. These will be posted on the class website for others to view.

 

Student Impact (50-150 words):

The Arizona Science Standards focus on core ideas in science and engineering, helping students understand the causes of phenomena in physical, earth and space, and life science. This unit will enable students to make sense of phenomena in the natural world and identify how knowledge produced by science is used in engineering and technologies to solve problems. Students will ask questions, define problems, develop and use models, and plan and carry out investigations as they explore the concept of water availability and conservation in our neighborhood.

 

Budget (no more that 10 budget lines):

$709.32 ($329 x 2 devices = $658 plus sales tax rate of 7.8%) – iPad with Slo-M0 video support and 10.2 inch retina display

 

$138.00 ($69 x 2 devices) AppleCare+ coverage

 

$9.98 ($4.99 x 2 devices) – Stop Motion Studio Feature Pack app

 

$53.86 ($24.99 plus 7.8% sales tax x 2) – Bower – 6-in-1 Professional 36″ Tripod – Black

 

$19.95 – Yasuda, A., & Crosier, M. (2018). Canals and dams: with 25 science projects for kids. White River Junction, VT: Nomad Press.

 

$50.00 – Classroom supplies – tinfoil, foil baking sheets with deep sides, popsicle sticks, wire, pipe cleaners, straws, model magic or modeling clay for 25 students

 

TOTAL = $981.11

 

Evaluation Process (100-250 words):

Students will be assessed on various components of this unit to demonstrate their use of technology and understanding of the Core Ideas and application of Science and Engineering Practices, particularly in these fourth grade standards:

 

●     4.E1U1.8 Collect, analyze, and interpret data to explain weather and climate patterns

●     4.E1U3.9 Construct and support an evidence-based argument about the availability of water and its impact

 

Weather pattern graph – students rated on a rubric with the following criteria: data and labels, graph title, legends, X and Y axis labels, and graph.

 

Model Building Rubric – each of the models that students construct will be rated using a rubric that focuses on scale, construction strength, research and planning, and relationship to scientific concepts.

 

Slow Motion Animation – movies will be rated using a rubric based on planning, format and design (transitions, animation features, etc.), organization, and voice-over narration.

 

Science Notebook – rated on a rubric with the following criteria: Conceptual Understanding – demonstrates through words and graphics an accurate and full grasp of the major concepts; Scientific Inquiry Skills – thorough and purposeful use of skills such as accurate observations with complete records, examining data and identifying results, and supporting explanations with data; Crosscutting concepts – demonstration of understanding the phenomena of systems and system models and stability and change.

 

Students will also be assessed using the Arizona English Language Arts Standards:

4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

 

Oral Presentations – for discussion with Massachusetts buddies, students will be assessed on use of questioning, responding to questions, appropriate fourth grade vocabulary, science content vocabulary, and paraphrasing thoughts. For report presentations, students will be assessed using a rubric that includes organization of ideas, using appropriate facts and figures, use of description to support the process, and speaking clearly at an appropriate pace.

 

 

 

 

Grant-writing tips

 

https://www.srpnet.com/education/grants/tips.aspx

Want to increase your chances of submitting a successful grant proposal? Keep these helpful tips in mind:

  • Know the territory: Read the guidelines and criteria in their entirety before you begin your proposal. Determine the due date of the proposal and give yourself ample time to complete the application process.
  • Make a plan: Allow for adequate planning time; form a school or grade level committee, if planning for more than one classroom.
  • Tap the power of description: Develop a program description and describe the intended activities. Paint a clear picture with your words; provide details of your project/program.
  • Highlight the good stuff: Use bullet points to enhance readability.
  • Be persuasive: Construct a strong statement of need (why should this program be funded)? State your goals and objectives. Include an implementation plan and/or project timeline.
  • Do your homework: Gather supporting statistics, e.g. student demographics and test scores. Cite all supporting research.
  • Think it through: Construct a detailed budget with itemized expenses. Develop an evaluation plan (how will the project outcomes be measured against goals and objectives).
  • Write like a pro: Write clearly and concisely, avoid ambiguity and excessive educational jargon. Follow grant guidelines to the letter. Never skip over or omit sections.
  • Final touches: Ask another person to 1) read the grant guidelines, and then 2) proofread your application.
  • Last but not least: Submit your application on time.

If you have further questions about SRP grant applications, please email educate@srpnet.com.

 

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