Classroom Project Proposal Solano 1

TELL 311 Signature Assignment

Classroom Project Proposal
Javier Solano
12/5/2018
How do earthquakes impact the surroundings?

Project Introduction
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Earth and space sciences and other applicable subject areas have a myriad amount of content that
needs to be taught within short time frames. If lessons are not taught in ways that maintain a
student’s interest, then it will simply be giving information and expecting them to retain it.
Background information is important, but projects and engaging assignments should be
incorporated as well.
Students will first learn about the different seismic waves that occur and how earthquakes are
caused. Then they will learn how each level of magnitude impacts the surrounding areas by
showing them real examples in history. Students will get a sense of how earthquakes cause
poorly structured buildings to collapse by building their own structures and testing them on the
earthquake simulator.
The project will mainly focus on the 40, 7th graders, for the Spring 2019 school year. This
project will then progress to being used with the 120, 6th, 7th, and 8th graders, for the next two
years. The project will require students to work in groups of three to four to design a 3ft tall
structure that withstands a high magnitude from the Richterscale on the platform for 15 seconds.
Applicant Bio
The 6-8th grade teacher, Javier Solano, has been teaching at Ward Traditional Academy for a
few years. This teacher has earned a bachelor’s degree in Secondary Education at Arizona State
University. He has a humanist teaching approach due to emphasizing the importance of student
choice, cooperative learning, and constructing meaningful learning. He believes students truly
learn concepts when they become interested in it.
School Environment Narrative
Ward traditional Academy is a part of the Tempe District and is located in Tempe. The student
population consists of a total of 452 students, of the following ethnic background; 55.1%
Caucasian, 27.0% Hispanic, and 7.1% are other. Of those, 29.2% students have a discounted
lunch.
Regarding the test scores, 8th graders have scored in the 83% tile for the 2018 AIMS test.
Compared to other figures, the Tempe district scored in the 39% tile and the scores in Amounted
to 56%. Overall, my students are doing well, and I desire to maintain that standing and
implement more strategies that will improve their learning.
I am the science teacher for 6th, 7th, and 8th grade at Ward Traditional Academy middle school. I
normally teach five to six periods each day depending whether there is an event or time
constraint. Each period is about an hour long and there is a lunch break in between 5th and 6th
period. I occasionally co-plan lessons with the middle school math teacher, in these situations
units are taught to build off each other and contribute to project based learning.

Our school has the following technology available for teachers and students:
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● Each student in grades 6-8 has a Chromebook. Most students are allowed to take their
Chromebooks home.
● Each classroom has a Smartboard with a projector. There are also smaller projectors that
can project onto the Smart board.
● The Chromebooks have Microsoft software built into them which has important apps,
such as Microsoft Word and PowerPoint. For the most part, presentations and
assignments are done on Google apps. Students with no internet at home can access
Google Drive and other Microsoft applications offline.

Parents must sign the Acceptable Use Policy (AUP) and students must follow the Electronic
Information Services User Agreement (EIS) before they are allowed to take their Chromebooks
home. New students must attend an orientation before taking the Chromebooks. These devices
must be returned before holidays, at end of school year and when transferring to a new school.
Further guidelines are expressed in the student handbook regarding how students should take
care of the devices. One example is that students should not have any food/drinks, pets, or
magnets near the device. Behavior codes are in place to ensure that students are using the
technology properly. Students are asked to close their Chromebooks at an angle, so they aren’t
using them while there is a speaker. They are expected to only have the devices on their desk
when asked to do so.
Most of my lessons incorporate this technology. Usually I ask students to make PowerPoint
slides and make examples of problems. Students also follow along in lectures by having a copy
of the presentation on their screen, then there may be small quizzes that they complete. These
lessons are meant to be engaging so that the students pay attention to key details. In groups, they
have the option of sharing a Google Doc or Slides, so that they can work more efficiently. When
there are projects they may look up information or may make a sketch on a Google Drawing
where they can write their plan.
Project Narrative
Need for the project
To prepare students for Az Merit testing and benchmarks, students need to be engaged in lessons
, so that they are able to comprehend the content. Visuals are important for students to have
when learning concepts. The purpose of the earthquake simulator is to increase engagement and
serve as a learning tool that makes the effects of earthquakes easier to understand. At the end, it
will show what areas students need to improve on or may also show their strengths.
Project Impact
The project currently impacts 7th graders, since Geology is a main focus in common core at that
grade level. Ideally as the years progress this tool will be used by other teachers in other subject
areas.. This will also be a learning experience for us teachers, who will examine what needs to be
done differently after the first semester of implementing the project into our subject area. An
example of it being used in a subject area outside science classes, would be in technology; 3D
building models could be used as references when making actual structures. Instead of the lesson
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being centered around earthquakes, it could focus on making accurate structures using software.
Regarding differentiation, ELL and special ed students will be able to work with general ed
students, this will create an inclusive environment for them. Accommodations will also be
included in their learning.
Learning Goals and Outcomes
How do earthquakes impact the surroundings? Earthquakes are known for causing destruction
and for the loss of lives. However, understanding how structures are impacted requires one to
visualize it. Students will collaborate with their peers, experiment with their ideas, and put their
plans into action.
Cooperation, communication, and problem solving are vital skills that a student must have when
transitioning from middle school and into high school. This project will help students practice
those vital skills.
Possible science standards covered include:
Common Core
6-8.RST.3. Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
7.S3 C2 PO3. Design and construct a solution to an identified need or problem using simple
classroom materials.
7.S2 C2 PO2. Develop a plan to test a given hypothesis, conduct the experiment, and analyze the
results and present the [results].
7.S1 C2 PO5. Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs.
7.S6 C2 PO6. Describe how earthquakes are measured
7.S6 C2 PO3. Explain how seismic waves travel through the earth’s crust resulting in
earthquakes

ISTE:
1. Creativity and innovation
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
a. Plan strategies to guide inquiry
b. Process data and report results
4. Critical thinking, problem solving, and decision making
a. Identify and define authentic problems and significant questions for investigation
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
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6. Technology operations and concepts

a. Understand and use technology systems
b. Transfer current knowledge to learning of new technologies

Activities
Students will engage in the following possible activities:
• Hypothesize whether the quality of a structure is affected by earthquakes
• Make a plan that can be agreed on by all the group members
• Build durable structures with available materials
• Test each level of magnitude and observe its effects
• Communicate flaws and repeat experiment if needed
• Reflect on what was observed and discuss the results
Assessment
Students will be evaluated on how they cooperated with their peers in groups and if their
structure can last for 15 seconds. Oral feedback will be given during group work, and at the end
written feedback will be given on their final plan or rubric handouts. My rubric will have three
categories; practicing safety, effective communication, and quality of tower structure. Each will
be worth 25 points totaling to 75 points. I will be walking around the room to check that every
student is on task. Before the project, students will be assessed on core concepts to ensure they
have knowledge needed to start it. For safety, students will be taught what to do and what not to
do when using the earthquake simulator. The best course of action would be to review those
safety procedures with the students.
Rubric:http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&
Technology Support
Ward Traditional Academy has a tech support coach that assists with any technical issues with
Chromebooks or other technology. If any issues arise with the tremor table, he will be asked to
diagnose the problem and possibly fix it.
Sustaining the Project After the Proposal Period
The project will be done every 3rd quarter or 2nd semester of a year. Students need background
information before they start the project which will be taught in the first semester and a few
weeks of the second semester. The project needs to be done because it will be a way for students
to apply their knowledge. After the proposal period, I will make improvements and address
problems not previously thought of .
Innovation
This project will be more innovative than my other group projects that I had planned for this
year. A different learning approach will be implemented, where the focus will be placed on
understanding concepts rather than memorizing terms.
When the towers are built and tested, if it fails, students will need to analyze what parts of the
structure are causing the tower to fall. This requires effective decision making among the group.
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I will have to make a reminder that the purpose of the project is not simply to do trial and error,
but to think thoroughly in the modifications they make. Overall, this project promotes
meaningful collaboration and critical thinking.
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Budget Table and Narrative

Item Quantity Individual Item Cost Item Cost
Pitsco EQs Tremor Table (1) $945.00 $945.00

Optional Materials:
Quake Pack (1) $128.75 $128.75
Wood strips, Glue,
Earthquake Engineering: EQs
Project Book
Support Pins (1) $2.25 $2.25
100 in each box
Waxed paper (1) $2.75 $2.75
Hobby and Craft Knife (1) $1.95 $1.95
Precut Foam Board (10) $1.65 $16.50

*Shown for each class in one

school, may vary if tremor
table is shared with district
Total Cost: $1,097.20
The use of the listed items are as follows:
The tremor table is the main component that will test the durability of structures built by the
students. One tremor table will be shared with other teachers in the same district for two to three
weeks at a time. According to Amazon, a control box comes along with the tremor table and it
recreates an earthquake’s seismic wave in cycles per second from 0 to 30. The quake pack along
with the project book includes fifteen of each material; student guide, grid sheet, foundation
block, tower base block, and glue bottle. The guide shows how to build towers using the
foundation block and tower base block. The support pins are used to hold on the waxed paper
onto the foam board for drawing and the knife is used to cut the wood strips, foam board, or
waxed paper. There is always the option of building towers out of popsicle sticks or other
building materials that are available.
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Appendix
Amazon(n.d.) Pitsco EQs Tremor Table by Pitsco.[Technology] Retrieved from
https://www.amazon.com/Pitsco-BG30718-EQs-Tremor-Table/dp/B00854H0LA#feature-
bullets-btf
This tool can also be purchased at Pitsco Education for $20 more. Other materials previously
mentioned can be purchased on Pitsco’s Education website as well.
Arizona Department of Education.(3/10/2005) Science Standard Articulated By Grade Level.
[pdf file]
http://www.azed.gov/standards-practices/k-12standards/standards-science/
All of the science standards are listed for 7th grade.
Common Core State Standards Initiative (n.d.) Science & Technical Subjects. [Organization
Website] Retrieved from
http://www.corestandards.org/ELA-Literacy/RST/6-8/#CCSS.ELA-Literacy.RST.6-8.5
The English Language Arts Standards are listed on the page. Each standard has a category and
they are the following; Key Ideas and Details, Craft and Structure, Integration of Knowledge and
Ideas, and Range of Reading and Level of Text Complexity.
ISTE Standards (2014) ISTE Standards Students. [pdf File] Retrieved from
https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Six main standards are discussed and explained. Criteria or additional information is listed under
each category. Behaviors and expectations of students when working with technology are
expressed.
School Digger (n.d.) .Ward Traditional Academy. [Review] Retrieved from
https://www.schooldigger.com/go/AZ/schools/0831003112/school.aspx
A review is given on Ward Traditional Academy and it discusses test scores, reviews from
parents, location, student population, and rankings.
Ward Traditional Academy (08/2018).1:1 Chromebook Student Handbook.[Google Document]
Retrieved from
https://docs.google.com/document/d/1QI8L2wfMnK4oeNHu-
z7eK6_Xh0WJS5BjpWaHaRcOURI/edit
This handbook explains all the guidelines and conditions when maintaining, returning, and
replacing a Chromebook.