This project will allow our bass instruments to be moved more easily to the performance space. This will keep the instruments in excellent condition through safer movement of equipment, enable students to play with the proper technique, and allow students to showcase their skills through performing on the bass instruments.
1. Introduction
Making Music Mobile will provide mobility to the largest Orff instruments: bass xylophones and metallophones. Students enjoy playing these instruments because they add depth and warmth to the sound of the pieces students are learning. Currently, it is a difficult and arduous process to move them from place to place, whether it be around the music room or from the music room to the auditorium. With bass instrument carts, it will be easier and more comfortable for students to play in a standing position, and we will be able to move the bass instruments to the performance space with ease. This will protect the instrument, ensuring the longevity of the instrument, and help maintain optimal playing condition for our performance.
2. Justification
Project Need: There are 4 bass xylophones and 1 bass metallophone that do not have carts, currently. Whenever they need to be moved, the music educator must move them because they are too heavy and delicate for students to move. Having carts for the bass instruments would allow the 2nd-5th graders to move the instruments independently, which cuts down on set up time. These carts would allow students to move them more easily to the performance space, as well, and showcase these beautiful instruments to the community and other students. Students could move them more easily and use the correct playing technique, thereby producing better quality sound for the performance. There is not sufficient funding in the music budget to purchase these at this time, given that the price of one cart is more than the total music budget for the year.
Purpose of the Project: This project will allow students to perform with the correct technique by standing at the bass xylophones and having them at an appropriate height for the proper playing position. It will also make it easier for them to be moved to the performance space, keeping these instruments in better condition. This project aligns with the curriculum for students to play grade level appropriate melodies, harmonies, and rhythms on the instruments. The older students will also be able to accompany themselves and peers while performing. One of our school-wide expectations is for students to be creative, and students will be able to create, compose, and improvise various rhythms and melodies with these instruments. This project will also help include the community in what our students are learning, by assisting the students in showcasing their talents at an annual public performance. This project will deeply enrich their musical experience.
3. Project Description
Design: The 2nd-5th grade students will perform teacher-selected music for their families and fellow students. The bass carts have adjustable heights, which can be suited to different students’ heights, allowing them to incorporate the proper playing position and technique on these instruments. The bass instruments add the all-important bass line to the repertoire, and the rich, warm sounds help add depth to the overall timbre of the piece. Students will perform with these instruments, on the carts, at our spring performance in May. We will begin practicing our selections for this in March, as the preparation for this event is a lengthy process.
This project will fulfill our music curriculum harmony learning targets of “ I am learning to accompany myself and others,” and “ I am learning to hold my own part in a group.” It will also fulfill the needs of grade appropriate rhythmic and melodic learning targets, such as counting and performing quarter notes, eighth notes, and sixteenth notes, and performing melodies using a major pentatonic scale. Primarily, the music instructor will be incorporating this project, with help from the classroom teachers to organize the event and help with transitions.
Budget: I am requesting the donation for the equivalent of 4 bass xylophone carts. These are listed as Basic Beat BBV567, Rolling Orff Stand at $137.99 each, or a total of $689.95 from West Music, with free shipping.
Availability of Other Funding: The current music budget at my school is not enough to cover this expense. The school music budget is $200 per year, and much of that goes to the Winter Performance selections. This money does not roll over to the next fiscal year, so it must all be spent within one school year, and cannot accrue over time to cover larger expenses.
4. Relevance to Great Ideas Grants Program Goals
Creativity and Innovation: This project will allow students to showcase the skills that we learn in class and share them with the community. This creates a special event that will allow the community to be enriched through the performing arts being represented. It also helps the students take more ownership in their performance. Usually these instruments are stationary, and at awkward playing heights for many students, but with the carts we can move them to perform in different spaces more easily, students can play with the proper technique, and share their skills with others.
Extension of Student Learning: Students will be able to focus their work on the specific pieces for the performance, allowing them to polish and perfect their skills and perform in front of others. This will extend their skills by providing the challenge of performing in front of others, and they will be able to create more full and complicated pieces with the extra instrumentation and fullness of adding bass xylophones.
5. Evaluation, Dissemination, and Future Plans:
Evaluation: The success of the project will be based on the progress students make towards performing the correct pitches and rhythms on their instruments. The music educator will use her professional skills to assess and help them progress and polish their performance. Also, this will be considered a success if students perform live in front of an audience while displaying the skills and proper playing technique they learned in class.
Dissemination: The project will be shared with the community through our performance. Progress on the project will be shared with the K-5 music team at weekly PLC meetings, and with the staff members at the school as students get ready to perform.
Future Plans: The long-term goal is to have students perform for the school community on these instruments every year.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Basic Beat BBV567 Rolling Orff Stand | West Music | $137.99 | 5 | $0.00 | $689.95 |
Total Budget: $689.95
The ‘Creating the Future with Robots’ project brings our students an engaging robotics and coding program unlike anything we have. They will work in small groups to build robots to solve various exciting challenges. These robot and robot crawler kits will be enough for endless challenges for any age.
1.Introduction:
The project goal is to add a new level of problem solving, collaborative learning, technological career readiness and critical thinking skills to our STEM curriculum. This purchase includes materials for OZOBOT robots and accessories. Using code instructions created by students, they work in small groups to solve various challenges for their robots. They can code using markers and paper or use the visual programing app with five skill levels. The sets of ‘crawler’ accessories require groups to problem solve to build a legged bot used in other fun and challenging ways even young students and beginners can do.
2. Justification
A. Project Need:
Teachers report a lack of time for these types of application and exploration extending learning activities with their limited instruction time. We do not currently have many opportunities for higher level critical thinking extension activities. Our building lacks these types of STEM computer programing like engineering, robotics and coding. My library program goals include increasing support with rich, meaningful STEM learning and student interest.
Our population scores low in areas of science comprehension and vocabulary that this type of hands-on context and experience will improve. Research shows that these types of engaging activities help encourage students to seek careers in the fast-growing STEM-related job fields. A large part of the project goal is to increase student excitement and engagement around science and technology.
B. Purpose of Project:
This type of learning is shown to impact student interest in technology and computer science, boosting interest in job skills for these growing fields. These hands-on, engaging lessons increase critical thinking and problem-solving skills and cooperative learning skills. Students’ achievement will grow when they use the many mathematical and science concepts needed to solve problems in a new and fun way. The OZOBOTS, lessons and extension kits are designed around national standards that extend learning of objectives into fun, real-world activities.
This includes K-5th grade objectives from the Next Generation Science Standards such as cause and effect, motion and stability, forces, patterns, engineering design, Earth systems and more. Many of the state math standards will be met including the overall standard areas like ‘making sense of a problem and persevere in solving them’, ‘applying mathematics to solve problems’ and ‘using technological tools to explore and deepen understanding of concepts’. This project meets building focus goals of increasing vocabulary and math sense scores by providing opportunities to utilize the skills they are learning in class.
3. Project Description
A. Design:
Students begin with basic activities using paper and marker lines to code the bots, then move to more complex levels and tasks. They will build bot ‘crawlers’ and use these to complete challenges. Higher level thinking will be used with the included programming app to design code for the bot in endless challenges. Students could attach a pen and enter the code needed for the bot to draw a shape. Using code, they could design a rollercoaster path for their bots to follow. They could figure out which materials to add to the bot to see which will move or gather up the most objects.
The unit will be scaffolded to increase in difficulty. Level 1-2 will start with screen-free activities using class materials to solve a simple challenge. Level 3-5 they will begin to code using a marker line on paper to create a particular line or shape. Level 6-8, they will build the ‘crawler’ legs to solve challenges. Once they are familiar with these concepts, they will learn to use the program ‘Blockly’ to build code for the bots to follow in completing a task. Lastly, they will create their own challenges and help teach others as part of a student leadership group.
This program will be integrated building-wide into the curriculum by providing opportunities to put the science and mathematics concepts from class into hands-on, problem-solving, cooperative application.
Students will receive instructions for this during library skills. Teaching staff will work closely with library to correlate lessons with concepts from class and schedule times to continue projects if needed. Teachers and library will work together on extra ‘Robotics Club’ times and a student leadership team to explore and design further. These students then help provide support for others.
Budget:
The $1,080 project total includes materials for six basic ‘OZOBOTS’ at $175 each ($1,050) and materials for six ‘Crawler’ accessories at $30 for all six.
4. Relevance to Great Ideas Grants Program Goals
Creativity and innovation
Our classroom instruction does not include innovative robotics, coding, or computer science instruction. Most classroom instruction is on science and math concepts, but teachers report a lack of time for this type of extended learning where they can get their hands on materials in problem-solving activities that put the concepts into practice. Students report a love for robotics and have requested adding more of this sort of computer programming and advanced STEM opportunities to our library program.
Extension of student learning
Students will be extending learning from the classroom objectives into physical application of the concepts with this project. For example, all grade level standards build upon concepts of Earth and space science. They then practice these concepts in an engaging way with the ‘OZOBOT goes to the solar system’ and ‘sun dial’ activities. The ‘seesaw’ activity would be a great way to supplement learning in concepts from class about cause and effect and motion.
5. Evaluation, Dissemination and Future Plans
Evaluation
Project success will be measured with increases in student performance, showing independence in designing code, solving challenges and improvements with cooperative learning skills. Since a part of this project goal is to increase student excitement and engagement in STEM, student feedback will be gathered with informal observations and student surveys. This will help guide and grow program success and modify needed areas. Meeting with the student leaders often will also help assess progress and address any issues.
Dissemination
A video diary of students will be used to capture their journey and to share with teachers and families on our school ‘Dojo’ site. After working out initial details on how to best incorporate this program, this would be a wonderful project to share with the other district school library teachers as most conduct STEM learning and we can support one another with materials and successful lesson plans.
Future Plans
One appeal for this set of equipment is that it is inexpensive to purchase other materials to build upon these basics later as we grow. They offer kits, educator lesson plans and student software for five difficulty levels.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| OZOBOT | Ozobot | $175.00 | 6 | $0.00 | $1,050.00 |
| Crawler kit | Ozobot | $30.00 | 1 | $0.00 | $30.00 |
Total Budget: $1,080.00
This grant will fund the purchase of metal for the fabrication of a metal stove called a rocket stove. The goal is to provide a fun end of year project for our welding students that lets them take home a functional tool and boost interest in continuing their welding education.
1. Introduction
A Rocket stove is an energy efficient wood burning stove that can be welded from common materials. It produces high heat while using a small amount of wood. It was initially designed for use in third world countries and is also a recommended survival tool.
2. Justification
a. Project need: Our current budget does not support a large final project for our first-year welding students. We want to create a final project they can be proud of for years to come.
b. Purpose of Project: Our goal is for students to utilize multiple skills they have acquired through this year: measurement, drafting, metal prep, multiple welding process’ and final finish methods. Our school strives to develop a high school graduate that is prepared to join the trades directly after graduation and/or be prepared to pursue secondary education.
3. Project Description
a. Design: All supplies and materials will be used to fabricate the stove. Welding teachers and paraprofessionals will be assisting students as needed. A calendar of events is listed below. If funded this project will occupy most of the final quarter.
Week Process Skills Utilized
Week 1 Prep & Budget Create Materials Budget, Translate Drawing, Develop Cut list
Week 2 Parts Assembly Cutting, Torching , Prepping
Week 3 Stovetop Ironwork Heat and Bend Materials, Weld Stovetop
Heat and Bend
Week 4 Fit up and Tack Fit up and Tack Pieces, Grind and Prep
Week 5 Final Weld and Finish Final Welds, Final Finish, Weld Inspection
Material Length Number Cost/Unit Total
4x4x1/8 Tube Steel 20ft 10 $ 140.76 $ 1,407.60
3/16 Flat Bar 20ft 4 $ 72.72 $ 290.88
4×8 Expanded Metal (flat) Sheet 1 $ 62.36 $ 62.36
1in Round Mild Steel 20ft 2 $ 51.80 $ 103.60
3/8 Square Bar 20ft 17 $ 13.74 $ 233.58
Delivery Fee $ 20.00
Total $ 2,118.02
b. Budget: This project is estimated to cost $26 dollars per student. Below is a table of materials and expenses. All materials will be purchased locally. See Table Below for materials and cost:
c. Availability of Other Funding: There is not enough money in the district budget(s) to support this project. All funding left is already allocated to general gas and welding consumables.
4. Relevance to Great Ideas Grants Program Goals
a. Creativity and Innovation: This project will boost student confidence and open their eyes to the infinite world of fabrication. It utilizes common materials from the local community which supports creativity and resourcefulness.
b. Extension of Student Learning: This funding would support a project that combines multiple skills at once. Most of the welding curriculum is focused on singular skill development using coupons and static weldments. We want to introduce a final project to our curriculum that boosts student interest in welding and produces a tool they can take home.
5. Evaluation, Dissemination, and Future Plans
a. Evaluation: Project success with be measured in multiple domains: student engagement, measurement checkoffs, drafting plan grading, welding integrity, and final finish. We will also poll our students after the project to look for positive and negative feedback.
b. Dissemination: the inspiration for this project was found from an open-source project. All welding teachers will discuss the project progress at weekly meetings and will share the developed lesson plans & PowerPoints with our entire district. We also would submit our plans to the adult community education team for a project idea.
c. Future Plans: Our goal is to assess the success of this project and if successful include materials in the yearly budget plan. We can also increase the yearly student fee to cover the project costs and/or present the project to community businesses for donations to cover the costs.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| 4x4x1/8 Tube Steel 20ft | Pacific Steel | $140.76 | 10 | $1,407.60 | |
| 3/16 Flat Bar 20ft | Pacific Steel | $72.72 | 4 | $290.88 | |
| 4×8 Expanded Metal flat sheet | Pacific Steel | $62.36 | 1 | $62.36 | |
| 1in Round Mild Steel 20ft | Pacific Steel | $51.80 | 2 | $103.60 | |
| 3/8 Square Bar 20ft | Pacific Steel | $13.74 | 17 | $233.58 | |
| Delivery Fee | Pacific Steel | $20.00 | 1 | $20.00 |
Total Budget: $2,118.02
“I’m in love with Montana. For other states I have admiration, respect, and recognition, even some affection. But with Montana it is love.” John Steinbeck
This grant allows the future leaders of Montana to have boots on the ground to help cultivate a passion for this place we call home.
1. Introduction
The Blackfoot watershed is known for its beauty, ecological diversity, recreational opportunities, and a rural way of life. It checks all of the boxes we think of when people think of Montana. Approximately 35 students will be given the opportunity to experience the hands-on activities that we cannot provide in the classroom, but which are found within this landscape. It is a rare gem to find a place where all of the species that were known to exist when Meriwether Lewis made his return trip along the Blackfoot River in 1806, are still there. This does not happen by luck, it happens by community members working together and making decisions to better the community that they live.
1.1 As a class, students will see first hand how people in a small Montana community make decisions that benefit the greater good, not just individuals. The goal is to have students with boots on the ground, hands in the dirt, and to have face to face conversations to experience the need to work together to keep this place we call home, better than we found it. We want them to be forward thinking, along with thinking holistically and how they can be a part of this process. We will base out of the Rich Ranch in Seeley and then day trip to immerse students in all that makes Montana special. We need our young people to buy into the importance of protecting Montana, whether they choose to stay and live in Montana or not.
2. Justification
2.1 “Students Bettering Montana” will be accomplished only by the effective collaboration of teachers, community professionals, students, parents, and regional experts. We have the ability to have students immersed in science and not really realize it. We want them to be engaged in the process, sit at the table and learn what it takes to make informed decisions about Montana. But at the same time, learning the skills that it takes to make decisions, and have conversations. They may not agree with all of the decisions made, but allowing them the opportunity, or showing them how to use their own voice. In our current climate, I cannot think of a better skill set we could give our students. Experiencing the land and the people for ourselves will leave students with a much better understanding of how we can balance the needs and values of humans while also supporting healthy ecosystems.
2.1.1 With a dwindling population of students in upper level science courses, we need to get students engaged. They need to see first hand the importance of them continuing to learn and be involved in Science. Juniors and Seniors are at a pivotal point in their lives , they will begin making the decisions that impact our communities. Find a more a significant reason than this. It not only involves our students now, it will involve all of us who choose to live and work, and raise our families in Montana. This is significant to the health and well-being of our state and our people, which is our most precision resource.
2. Purpose
2.2.1 The purpose is to incorporate lessons from Project-Based Learning curriculum and the Next Generation Science Standards. Students will have an opportunity to design solutions to landscape-scale problems and engage in argumentation and conversation.
2.2.2 The Next Generation Science Standards want students to help solve and explore real-world issues. As a school, our objective is to help create well rounded students that have the skills necessary to be successful at what ever path they may choose.
3. Project Description
3.1.1 Students will be engaged in an intensive and broad investigation of the Blackfeet watershed. The objective is for students to develop personal relationship with the land and become thoughtful, informed citizens actively invested in the future of Montana and the impact of their foot-print. Our emphasis will be on the application of higher order thinking skills.
3.1.2 September-April: Students will engage in project-based learning about Montana topics, including completing an ecological footprint analysis, planning and designing a sustainable farm, staging town hall stakeholder meetings and holding a mock global climate summit.
Late April: Travel to the Blackfoot watershed and Seeley Swan range
• Day one: Travel from Helena
• Day two: Seeley Lake–Public land and natural resource management, US Forest Service, Fish, Wildlife and Parks.
• Day three: Seeley Lake–Conservation project
• Day four: Return to Helena, visit sustainable small business and learn about the challenges of living off the land in a rural economy.
Complete our final project on community ecology, where we will visit a site near our school slated for development and collect data on the environmental health.
3.1.3 Used within the scope of our Next Generation Science Standards.
3.1.4 Our team is a collaborative group that wants nothing more than to have our students be successful. Not only do we have a common goal, which is to give our students the best education possible but we each come with our discipline strengths.
3.2 Budget
3.2.1
Lodging/Facility package $160/person (30) $4800
Bus and travel expenses $2000
Substitute Teachers 6 days at $140/day $840
3.2.2 Approximately $3000 from student raised funds.
3.3.1We are looking at individual donors and students having to pay for a portion of the trip.
4. Relevance to Great Ideas Grants Program Goals
4.1 Creativity and innovation
4.1.1Our project covers all the goals of an HEF grant. We are giving students the opportunity to think freely and creatively and practice utilizing lifelong learning and communication skills. We feel the best part of this project is when the students return, they will be giving community presentations.
4.2 The extension is using what they learn on this trip and presenting to our community.
5.1 Evaluation
5.1.1The assessment of student knowledge will be through tests, presentations, writing journals and displays. Students will share their final project proposals for their semester test in June.
5.2 Dissemination
5.2.1The sharing of information will occur with the community ecology projects presented by the high school students. We will collaborate with other teachers and share the projects with any interested parties.
5.3 Future Plans
5.3.1This is a project that could sustain for years to come, and it has sustained. It has taken a lot of blood, sweat, and tear, but more importantly, your continued belief in what we do. We’d like to continue bringing students to this area as long as we can with additional funding. Exploring the importance of a limited foot-print, stewardship and collaboration are skills that will never go out of style here. This project could also be led by a variety of teachers at various levels and schools.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Lodging Package | Rich Ranch | $160.00 | 30 | $0.00 | $4,800.00 |
| Bus | First Student | $2,000.00 | 1 | $2,000.00 |
Total Budget: $6,800.00
This grant will fund the purchase of Inner Explorer, an audio-guided mindfulness program featuring 5-10 minute daily guided meditations for elementary school students. Focused on fostering self-awareness, emotional regulation, and responsible decision-making, this initiative aims to create a mindful environment that empowers young minds to thrive academically and emotionally.
1. Introduction
1.1 – The Inner Explorer Mindfulness Journey project seeks funding to acquire the Inner Explorer audio-guided meditation program for elementary schools. With the primary goals of enhancing student self-awareness, emotional regulation, and responsible decision-making, this project aims to create a positive and nurturing learning environment, fostering the holistic development of students through mindfulness practices.
1.2 The significant need for mindfulness practice in elementary schools arises from the increasing recognition of the positive impact it has on children’s development. Mindfulness equips young minds with crucial skills, such as self-awareness, emotional regulation, and responsible decision-making. In the fast-paced and often stressful academic environment, these practices help students navigate challenges, improve focus, and cultivate a foundation for lifelong well-being. Incorporating mindfulness in elementary education addresses the mental health needs of students, fostering resilience and creating a positive school culture conducive to academic and emotional growth.
2. Justification
2.2.1 The purpose of facilitating daily guided meditation practice in elementary schools is to promote students’ well-being by nurturing essential life skills. This mindfulness initiative aims to create a positive and focused learning environment, providing students with tools to manage stress and enhance concentration. Anticipated impacts include improved mental health, reduced anxiety, and increased resilience among students. By incorporating mindfulness into daily routines, we aspire to cultivate a sense of calm and emotional balance, fostering an atmosphere for effective learning. Students may exhibit enhanced focus, better impulse control, and increased capacity for empathy, positively influencing interpersonal relationships. This project is expected to contribute to improved academic achievement by addressing the emotional and cognitive aspects of learning. Students equipped with mindfulness skills may experience better cognitive functioning, leading to improved memory, attention, and problem-solving abilities. Additionally, a positive impact on classroom behavior and a reduction in disruptive incidents can contribute to a more harmonious learning environment, facilitating a holistic approach to student success.
2.2.2 – The Inner Explorer Mindfulness Journey project supports our school goal to provide an education in a safe, respectful learning environment that supports the lifelong process of becoming a productive, caring citizen. Additionally, the project aligns with Helena School District’s guiding principles of practicing a healthy lifestyle and learning in an environment that is physically and emotionally safe.
3. Project Description
3.1.1 Inner Explorer provides a “press play” audio-guided meditation specifically designed for elementary-aged schools. This program allows all classroom teachers with access to implement the project in their classroom. Daily practice will increase self-awareness and emotional regulation by encouraging mindful observation with breath-focused techniques that cultivate emotional resilience and reduce stress and impulsivity. Decision-making improves as mindfulness promotes clarity of thought and presence, enhancing cognitive functions. Academic success is promoted through improved attention, concentration, and a stress-reduced learning environment. Additionally, guided meditation nurtures social-emotional skills, fostering empathy and positive relationships. The daily practice serves as a foundational tool, positively impacting students’ development and creating a conducive atmosphere for both emotional well-being and academic achievement.
3.1.2 – Once purchased audio will be used daily in all classrooms for one calendar year.
3.1.3 – Guided meditation can seamlessly integrate into the elementary school curriculum by dedicating a brief daily session for mindfulness practice. Incorporating it into morning routines or transitions between subjects ensures consistency. Integration into existing subjects, such as incorporating mindful breathing during reading time, makes it accessible. Inner Explorer family access can increase communication with parents and can encourage an extension of mindfulness practices at home.
3.1.4 The team applying for this grant includes the school counselor, a classroom teacher, and the Title 1 resource teacher. This team chose to work together when identifying a need in our building. From the perspective of these given roles, an increase in anxiety, stress, and dysregulation was observed across grade levels. The classroom teacher will provide feedback for the best implementation and fidelity of the program in our school. The resource teacher will work to make it accessible for all abilities in the school. The school counselor will track data to measure the success of the project.
3.2.1 – Annual Single School or Center Subscription for Students, Educators, Counselor/Support Staff and Families: $2400
3.2.2 – NA
3.3.1 – At this time there is no school funding for additional mental health support in our school.
4. Relevance to Great Ideas Grants Program Goals
4.1.1 – Inner Explorer mindfulness programs are based on Mindfulness-Based Stress Reduction (MBSR) protocol and promote Mindfulness-Based Social Emotional Learning. The audio-guided format makes it easy to access practices on any device and is designed to fit into the school day with short 5-10-minute sessions. No prep work is required, school staff and families can access research-based guided meditation with the click of a button.
5. Evaluation, Dissemination, and Future Plans
5.1.1 – The project’s success will be measured with SWISS data for a decrease in office referrals and BASC-BESS self-screener looking for an increase in students’ self-regulation skills, and behavioral and emotional response index.
5.2.1 – Access to the website will be offered to all staff and families at our site. We will share the information with the parent council and our weekly newsletters to get families engaged. We will compare the number of office referrals and BASC-BESS trends from the calendar year and share the results with staff and all district school counselors.
5.3.1 – The future plans of this project would be to implement in all classrooms for the calendar year subscription. If the desired results are met we plan to seek funding opportunities to sustain a yearly subscription with the potential to expand to more schools.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Community Single School Subscription | Inner Explorer | $2,400.00 | 1 | $2,400.00 |
Total Budget: $2,400.00
This grant will allow all students the opportunity to explore and engage in a deep understanding of numbers through touching and manipulating different items. We hope to allow students to experience mathematical concepts by using a wide range of materials and learning that math and numbers can be fun.
1. Introduction
This grant will encourage exploration of numbers and mathematical. Students will be able to touch and explore objects, play games, and discover how numbers work, enriching student learning. These materials allow students to use both small and large muscles encouraging full body movement to explore. This is important so that all students are able to enjoy learning.
2. Justification
Kindergarteners are eager learners. Their bodies aren’t meant to sit, but rather doing. They need to touch items and move them so that they understand 1-1. The more hands-on their learning is, the more likely they’ll understand the information, allowing them to transfer it across areas outside of math. This project targets kindergarteners working on developing a strong number sense so that they can build on more complex skills. The materials can be shared across all grades so that many students can engage in hands on exploration.
The purpose of this is to get fun and engaging materials into the hands of small children. The goal is to build excitement and engagement with numbers. We want to take kids beyond the surface level where they have the most basic understanding and build on what they know and encourage deeper exploration. We want kids to think that numbers and math are fun! This grant aligns with curriculum and schools goals. We hope to encourage engagement by allowing kids to be doing, talking, and sharing. The district curriculum focuses on standards. These materials will enhance the curriculum by allowing more hands on tools and games that students can explore with. Students can move from a simple to a more complex understanding. By building a depth of understanding they will show mastery of standards. They will provide opportunities for cooperative learning; a skill that all of our students need and an area that is hard for them. Playing games to learn about numbers is one skill; taking turns, solving problems, and explaining the why is where great learning can happen.
3. Project Description
These items will enhance the standards that we are teaching. We spend a lot of our year learning about the number 10. Using life-size ten frame mats allow students to move their body while building different number combinations. Math Stackers allow students to learn about partners of 10 while understanding size and quantity. We identified materials that students can build with and other materials such as games, where students will have the opportunity to transfer and apply new information in a fun and engaging way.
August/October – Exploring 0-20: Ten frames both life size and small, counters to shake and spill quantities, puzzles to practice sequencing skills, dice for games, giant unifix cubes to build number combinations with, cards to play games with, floor number path where students can move forward and backward while counting, beads and pipe cleaners to build bracelets that show ten. Unifix cubes allow students to build patterns and explore partners and practice counting and games.
November/December – Geometry: Geoboards explore building shapes pictures, 3-d building shapes to explore how shapes can move and how they are all around us, giant geometric shapes that allow bigger movement to manipulate using larger shapes, and translucent pattern blocks to be used on the light table.
January/February -Measurement: Exploring the meaning of same, bigger, less, smaller, and shorter. Using scales to explore what different things weigh, games, jugs where students can investigate how much something will hold, and which container holds more.
March/June – Addition/Subtraction to 10: Math Stackers demonstrate how 10 can be broken apart. They allow large muscle movement. There are games for group play, dice that students can use to combine and learn their math facts.
Each of these materials will enhance current practice and content. They will allow students to touch and explore rather than listen and watch.
We are a team of 4. We are passionate about early childhood education and work hard to find innovative and creative ways to teach our students. We believe that kids need to be doing . We understand that kindergarten students are capable of learning A LOT! However, we believe that it’s important to meet them where they’re at and teach concepts in a way that is developmentally appropriate. We believe that our classrooms are our students’ and that materials are made to be used often. We know that although we have identified these materials as items they will love, we know that 5 year olds are creative and will teach us about math and numbers while they’re exploring and sharing what they are learning. 5 year olds are natural learners and we believe that it is our job to build on their excitement and work hard so that they enjoy their first school experience.
Our budget is attached. While we don’t have other funding, we can look at Donor’s Choose as another way to supplement this project. If awarded this grant our hope is to collaborate with our PTO to create a system that is kid friendly and easy to store.
4. Relevance to Great Ideas Grants Program Goals
This project takes a current approach and makes it better. It takes current content and builds on students understanding and their ability to explore and build meaning for themselves. It allows all students to build and manipulate through using a variety of materials that will meet their needs. It allows us to give students the opportunity to move from simple to complex learning. Although some of these materials may not seem exciting, to a 5 year old they can provide magic. One of the most amazing things about 5 year olds is they don’t know what they’re supposed to know. They all view themselves as experts. Many students come in with number sense and some need to practice counting their fingers so that they understand how many they have. Open ended materials allow students to explore and push themselves as far as they are ready to do. It also encourages them to become teachers themselves as they help each other learn and explore.
5. Evaluation
Evaluating through observation and questioning to understand how impactful these were. Our first grade team can help identify strengths and areas to work on for growth. We will share what we purchase and allow for all to access. We believe it is important that not only our young learners have access to these materials but other students and ages be able to access and use the materials. We plan to see how students are using these materials. As we see need we will explore other ways to build. However, these materials are very kid friendly and should be able to used for a long time.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| The Math Thinker Plus+ | www.mathstackers.com | $329.00 | 1 | $0.00 | $329.00 |
| Whole Class Delux Bundle | www.mathstackers.com | $399.00 | 2 | $0.00 | $798.00 |
| The Little Math TInkerer | www.mathstackers.com | $285.00 | 1 | $0.00 | $285.00 |
| Accelerate Math! Simple Addition Activity Center | Lakeshore | $29.99 | 1 | $4.99 | $34.98 |
| Lakeshore Liquid Measurement Kit | Lakeshore | $39.99 | 1 | $0.00 | $39.99 |
| How Much Does it Hold? Measurement Center | Lakeshore | $49.99 | 1 | $0.00 | $49.99 |
| See-Inside Bucket Balance | Lakeshore | $24.99 | 12 | $0.00 | $299.88 |
| 3D Geometric Shapes Tub | Lakeshore | $29.99 | 4 | $0.00 | $119.96 |
| Giant Geometric Shapes | Lakeshore | $27.99 | 1 | $27.99 | |
| Lakeshore Number Rockets | Lakeshore | $1.00 | 59.99 | $59.99 | |
| Size and Color Teddy Counters | Lakeshore | $29.99 | 2 | $0.00 | $59.98 |
| Giant 10-Frame Activity Dice | Lakeshore | $24.99 | 2 | $0.00 | $49.98 |
| Translucent Pattern Blocks | Lakeshore | $13.99 | 1 | $13.99 | |
| Sequencing Trains 1-100 | Lakeshore | $32.99 | 1 | $0.00 | $32.99 |
| Sequencing Numbers 1-30 Puzzle Set of 3 | Lakeshore | $39.99 | 1 | $0.00 | $39.99 |
| Sequencing Numbers 1-20 Puzzle – Set of 3 | Lakeshore | $29.99 | 1 | $0.00 | $29.99 |
| Number Train Puzzle | Lakeshore | $16.99 | 1 | $16.99 | |
| Double Sided Magnetic Number TIles | Lakeshore | $49.99 | 3 | $149.97 | |
| Nuts about Counting | Lakeshore | $34.99 | 1 | $34.99 | |
| Lakeshore Counting Cones | Lakeshore | $39.99 | 1 | $39.99 | |
| Giant Activity Dice | Lakeshore | $24.99 | 1 | $24.99 | |
| Foam DIce | Lakeshore | $29.99 | 1 | $29.99 | |
| Jumbo Linking Cubes | Lakeshore | $149.00 | 1 | $149.00 | |
| It’s a Snap | Lakeshore | $29.99 | 1 | $29.99 | |
| Simple Addition Magnetic Activity Tin | Lakeshore | $34.99 | 1 | $34.99 | |
| IRIS 5.9 Quarts -20 pack | Amazon | $28.99 | 1 | $28.99 | |
| Iris USA 19 Quart Plastic Box | Amazon | $80.99 | $0.00 | ||
| Craft Pipe Cleaners | Amazon | $18.99 | 1 | $18.99 | |
| Quefe 2880 Pony Beads | Amazon | $15.99 | 4 | $63.96 | |
| 36 Pcs Mesh Zipper Pouch Puzzle Bags | Amazon | $16.99 | 4 | $67.96 | |
| Scoop Front Storage Bins – 10 Piece | Amazon | $39.99 | 2 | $79.98 | |
| Rod Mag-12 Magnetic Curtain Rod | Amazon | $24.91 | 2 | $49.82 | |
| 30 Pack S Hooks | Amazon | $8.99 | 1 | $8.99 | |
| Kids Plastic Cups | Amazon | $6.99 | 4 | $27.96 | |
| Small Plastic Hobby Organizer | Amazon | $17.99 | 1 | $17.99 | |
| 120 Number Board | Didax | $33.99 | 1 | $33.99 | |
| 6 Color Spinner | Didax | $6.99 | 1 | $6.99 | |
| Connecting 10-Frames | Didax | $20.99 | 2 | $41.98 | |
| Developing Number Sense Dice | Didax | $50.00 | 2 | $100.00 | |
| Foam Dot Dice | Didax | $24.00 | 1 | $24.00 | |
| Geoboard Class Set | Didax | $59.00 | 2 | $0.00 | $118.00 |
| Geomakers | Didax | $17.99 | 1 | $17.99 | |
| Giant Magnetic Foam 2-Color Counters | Didax | $11.99 | 1 | $11.99 | |
| Green and Blue 2 color counters | Didax | $33.00 | 1 | $33.00 | |
| Jumbo Unifix Cubes | Didax | $28.00 | 1 | $28.00 | |
| Number Path Floor Mat | Didax | $29.99 | 1 | $29.99 | |
| Playing Cards Set | Didax | $12.99 | 1 | $12.99 | |
| 10 Frame Floor Mat | Didax | $39.99 | $0.00 | ||
| Transparent Counters | Didax | $17.00 | 1 | $17.00 | |
| Unifix Cubes, Red | Didax | $15.99 | 12 | $191.88 | |
| Unifix Cubes Yellow | Didax | $15.99 | 10 | $159.90 | |
| Unifix Large Magnets | Didax | $26.99 | 1 | $26.99 |
Total Budget: $4,001.93
In today’s era of misinformation, it is vital to encourage budding journalists who will help build informed communities. This grant would pay for HHS journalism class to travel to the University of Montana’s “High School Journalism Day” and pay for an in-class experienced journalist as a consultant.
1. Introduction
In this era of atrophying news readership, as well as decreased district funding, we are thankful that our school’s student newspaper still exists. Our journalism/newspaper class survived the last round of financial cuts because our principal is committed to journalism. However, although we have district funding for our class and for our online news platform, we do not have funding to take our student journalists to the University of Montana School of Journalism’s “High School Journalism Day” on Thursday, April 18, 2024. We also do
not have funding to pay for the services of local, experienced journalist Clay Scott to work one-on-one with our students. Mr. Scott formerly worked for Monitor News and ABC News. These two goals will motivate our budding high school journalists and hopefully inspire them to consider a career in journalism.
We are proud of what we have accomplished in the past year and a half. Last year, only six students enrolled in journalism/newspaper class; currently, we have 13 students. The number of views of our online articles has also increased: Our platform “SNOSites” tracks the viewer analytics and reveals that our page views per day range from 13 to 1,395. Our recent silverfish story attracted 182 page views per day on the day it was published. Most importantly, we have increased the quality and quantity of our coverage, whether that be feature or news stories, including a four-part series on the causes and effects of enrollment decline at our school.
2. Justification
Our society needs quality information in order to have well-informed citizens who become well-informed voters. However, as “legacy media” is unfairly and dangerously attacked, fewer people are reading, watching, and listening to unbiased reporting. People are turning to social media for their “news.”
There is a significant need for young journalists to enter tomorrow’s journalism and counter the disinformation prevalent in our society today. Our grant request is to take these young students to UM’s School of Journalism for its annual High School Journalism Day on
Thursday, April 18. UM will pay for the conference, but we are seeking money to pay for the bus transportation to get to Missoula. By supporting this, HEF will directly be helping these students see the excitement and academic opportunities available to them. The other part of our grant request is to fund a consultant. By bringing veteran Clay Scott into our classroom—with his stories, foreign language abilities, experiences, and guidance—students will greatly benefit. These students are 9 th graders through seniors, and bringing the real world to them is eye-opening for them. The trip to UM and the presence of Clay Scott link with our curriculum, which is to develop young writers, increase their skills and confidence, and to publish their works in our newspaper online. In addition, the student articles educate other students, staff, the district, and the community so they can learn what is going on at our school.
3. Project Description
The design is two-fold:
1) Student journalists from across the state will attend the UM event. Here is the invitation from Lee Banville, director of the UM School of Journalism: “We will offer an exciting mix of workshops covering everything from interviewing and writing to podcasting, from calling BS on bad information to flying drones and shooting docs . . . We will also be awarding the 2024 Montana High School Journalism awards” Our students intend to enter this contest.
The cost for First Student to transport our students by bus is $50 per hour. We plan to leave at 7 a.m. and return at 6 p.m., for a total of 11 hours ($550 total).
2) The second part of our request is to pay guest journalist Clay Scott to work with our students in the classroom. Mr. Scott will attend our class for 15 periods. At a rate of $30 per hour, that cost is $450. I am unable to create a calendar for his attendance because it depends on his schedule, which changes from week to week; however, I will track the dates he attends and report that to HEF at the completion of the semester.
Our co-taught curriculum will include the following:
Journalism ethics (throughout the course)
Story generation (early Feb)
Interview skills (throughout)
Podcasting (late Feb)
Quoting, writing, and grammar (throughout)
Associated Press style (throughout)
Digital media skills (early March)
Viewer analytics (late March)
Daily news discussions
4. Relevance to Great Ideas Grants Program Goals/Creativity
This project is creative and innovative because it takes students outside of the four classroom walls. Students will get to see the UM campus, will get to learn about the school of journalism, and will get to meet journalism professors and other student journalists.
My hope is that students will want to major in journalism, enter the world of journalism, and help fight the disinformation that exists so that our democracy can remain strong. In regard to Mr. Scott in the classroom, he has experiences that are very interesting for students, such as covering wars in the Middle East and in Bosnia. He also speaks ten foreign languages and brings a level of excitement to the class that goes beyond what I can bring myself. I covered Eastern Montana for the Billings Gazette, but not other countries. He also has a different approach than I do, and this helps students see the variety of personalities that can all make for
good journalists. This is an extension of student learning because it adds excitement and authenticity to our
everyday work of writing stories about Helena High School.
5. Evaluation, Dissemination and Future Plans
Students will write reflections of their time at the conference in Missoula, and we will
discuss our experiences. They will also write an article for our student newspaper to be published
on our online student newspaper website. Students will also write thank you letters to Mr. Scott.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Classroom workshops | Clay Scott, foreign correspondent and print, radio, and TV journalist | $30.00 | 15 | $0.00 | $450.00 |
| Helena First bus trip to UM journalism conference | First Student | $50.00 | 11 | $0.00 | $550.00 |
Total Budget: $1,000.00
3D-printers open a world of possibilities. In this project students in multiple schools will design and create their own 3D models, providing students with hands-on tangible experiences in problem-solving, creativity, and critical thinking. Students will gain valuable college and career applicable skills and experience using 3D printing technology.
1. Introduction
In this project students in multiple schools will design and create 3D models, providing
students with hands-on tangible experiences in problem-solving, creativity and critical thinking.
Students will gain valuable college/career skills and experience using 3D printing technology.
2. JUSTIFICATION –
A. Project Need: Middle school students have limited access to a low-grade printer. High school Robotics students have a 3D printer that is too small for their needs. It’s crucial to provide 3d printing access for gifted and robotics students to create educational experiences for their advanced capabilities. According to the PEW Research Center, women make up a quarter or less of workers in computing/engineering. Our programs expose girls to the engineering design process, encouraging them to pursue high paying STEM jobs. 14% of gifted middle schoolers and 35% of Robotics students are on an IEP/504. Our programs provide them with access to enrichment/creativity they may not experience elsewhere.
B. Purpose of Project: We will create a collaborative environment between high school robotics and gifted middle school students. Both programs spark interest in STEM fields and boost interest in high school robotics/computer science programs. Design challenges for middle school gifted students and high school Robotics students will meet engineering objectives to increase: (1) interest in STEM (2) critical thinking (3) communication (4) application of engineering design process; (5) collaboration between schools. Goals: Gifted – 3D printers address 6/10 curricular strands: the Futuristics (Critical Thinking Strand) will transform from hand-made models which limits professional outcome and capacity to change designs. This 3D printer will allow students to evaluate effectiveness of their printed design, elaborate, make needed changes and reprint. Other strands improved: Problem Solving, Technology, Logical Reasoning, Creativity, Interpersonal. With the current setup, printing capacity is an issue. Printing a single class set (students in pairs) took teachers 20 hours out of contract time to monitor/remove each finished project and manually start the next project, leaving no time for students to revise designs and reprint. This printer better meets industry standards and will allow us to meet our program goal of using authentic experiences to prepare students for the workforce and the district mission of maximizing each student’s individual potential. Robotics: As the Robotics program grows, we are completing larger and more complex projects; as such, our technology requirements are also growing. This year a larger printer would’ve helped Connor with his remote-control boat; Shawn and Levi could’ve created a drawing machine to turn a computer graphic into a “hand drawn image”. The larger 3d printer will develop fabrication in the CTE Career Pathway as students fabricate their own parts. Our school/program goal is to produce college and career ready community members. This project will help prepare students for college pathways in engineering or computer science or for a career in fabrication. It will build collaboration via design challenges.
3. PROJECT DESCRIPTION –
A. Design: The printers will be used throughout the yearb for both classes. Student will channel creativity and innovation, develop skills vital for future problem-solving and technological advancements and increase each student’s potential to make meaningful contributions to fields that demand advanced skills and forward-thinking perspectives. We plan to have high school robotics and middle school gifted students collaborate on design challenges in which students will be given a challenge that requires them to design a model. Gifted middle school students will come to the high school and work with Robotics students to complete a design challenge. Students
will use the new 3D printer to print their designs and test whether they meet the needs of the challenge. They will collaborate to identify flaws in their initial design, make changes and reprint. Timeline (1) Order materials-Spring 2024 (2) Learn to use new printer-Spring 2024 (3) Incorporate challenges into our classes-Fall 2024. Curriculum Integration: The gifted curriculum has 10 strands for developing 21 st century skills. 3D printing cultivates creativity, promotes critical thinking, improves problem-solving skills as students improve designs and interpersonal skills as students work together to develop effective designs. Visual and kinesthetic learners will benefit from physically manipulating designs. As part of the Advanced Manufacturing and Information Technology Pathways, Robotics covers fabrication and the engineering design process. This larger printer will enable students to build bigger and more complex projects. It will be a major cornerstone of the entire curriculum. Project Personnel: Teacher 1 taught science for 17 years and now teaches gifted students and will use her knowledge of the Core Ideas of Engineering and Technology and NGSS practices to develop models, analyze and use data to improve the design process. Teacher 2 began his career as an engineer and now teaches math and robotics. He will use his experience as an engineer to help teach the engineering design process. He has several years of experience with 3d printing, and he will help teach students and other teachers how to use the slicing software and 3d printers. This project will serve students in 15/16 buildings in the district who will all benefit from having access to a 3D printer. Students with visual impairments will use 3D manipulatives.
B. Budget: ATTACHED C. Future Funding: We cannot purchase the printers with our normal budgets,
but do have resources to continue purchasing filament, so the 3D printer continues to be regularly used.
4. RELEVANCE TO GREAT IDEAS GRANTS PROGRAM GOALS
A. Creativity and Innovation: Students learn best by doing. This grant will allow students to plan, design, print, and troubleshoot by transforming their ideas into tangible objects to foster hands-on learning. Improved 3D printers will empower students to manipulate and visualize ideas by increasing spatial intelligence and allowing them to understand shapes, proportions and spatial relationships. They will fabricate robot parts, print characters and props from stories, and collaborate. Improving Classroom Models: Traditional educational models use a one-way delivery system, this technology transforms the classroom into a collaborative, engaging partnership with students. Being able to create physical representations of students’ ideas deepens understanding of the curriculum and promotes a more engaging, memorable learning experience. This type of delivery requires students to collaboratively participate in their learning as they use critical thinking and problem-solving skills to create models, fostering a culture of innovation and curiosity to prepare students for real-world challenges where creativity and adaptivity are essential. Say goodbye to the old “sit and get” model of learning!
B. Extending Learning:
Gifted students have been hand-making 3D models resulting in models that aren’t as professional as if they were 3D printed. 3D printers would extend educational experiences to match students’ advanced capabilities vastly shift the educational model/classroom approach in our program. Gifted kids need more intellectually stimulating tasks, 3-D printing allows them to tangibly explore complex concepts,
increasing career readiness. Expanding printing capacity for robotics students will enable them to build bigger and better robots! We’re currently limited to printing parts that are 7” x 7” x 7”. The new printer increases that to 14” x 14” x 14”, eight times the current volume! The engineering design challenges will require students to collaborate, design, and troubleshoot ideas in a fun and competitive environment.
5. EVALUATION, DISSEMINATION AND FUTURE PLANS –
A. Evaluation: Gifted students and their parents will take a survey to evaluate satisfaction with the project. I will also do a comparative analysis of projects created prior to access of 3D printing capabilities versus those created after to evaluate growth in ability to use the design process, critical thinking and problem-solving. Robotics will be considered a success when all students are able to design and fabricate parts for their robots, specifically, parts that require this larger printer. The engineering design challenges will be evaluated on strength of designs, student ability to troubleshoot, teamwork, and communication.
B.Dissemination: After purchasing and learning to use the 3-D printer we will use PLC time to teach other teachers how to use the 3-D printer by the end of the 23–24 school year. We’ll also share the exciting news with parents and administrators in the weekly gifted newsletter, explaining how the HEF opened new avenues of learning for our students and will continue to use the newsletter to communicate results of using the 3D printer. The 3d printer will be available to all teachers in my high school and in the gifted program who are interested in enrichment through 3d printing.
C. Future Plans: We will continue collaboration by hosting an annual Design Challenge for robotics and gifted students using 3-D
printers. This technology will continue to be used throughout the year.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| PrusaXL | Prusa | $1,999.00 | 2 | $100.00 | $4,098.00 |
| Side Cutters (5 Pack) | Amazon | $29.97 | 4 | $0.00 | $119.88 |
| Plyers | Amazon | $31.99 | 4 | $0.00 | $127.96 |
| Hatchbox PLA | Amazon | $24.99 | 12 | $0.00 | $299.88 |
Total Budget: $4,645.72
This grant will fund the purchase of four LEGO build sets. Each set will be built by students and used to promote collaboration, engagement, kinesthetic learning, and literacy. Students will choose a genre and/or novel that corresponds with the LEGO build, then present “student picks” to the school community.
1. Introduction
The journey of a lifetime begins with a single step…into a library. Whether it is exploring the architecture and experiences aboard the Titanic, swinging through the multi-verse with Spiderman, drawing inspiration from famous artists, or adventuring through Middle Earth with hobbits, novels open a new, exciting world. The grant proposal “Are You Ready? LEGO!” requests four LEGO sets that will foster student partnerships, encourage literacy skills, highlight different genres in the library to increase novel circulation, and ultimately encourage engagement within the library and school. Students will be asked to collaborate on four different projects and highlight novels from a coordinating genre:
Project #1: “I’ll Never LEGO, Jack!” – Titanic LEGO set.
Project #2: “We love LEGOlus” – Rivendell LEGO set.
Project #3: “Vincent Van LE-Gogh” – Vincent van Gogh’s Starry Night LEGO set.
Project #4: “LE-Go, Web, Go!” – The Amazing Spider Man LEGO set.
2. Justification
A. Project Need: This project is significant because it will directly serve students, provide a safe space, encourage collaboration and literacy skills, and pique student interest in school, novel genres, and kinesthetic learning. The LEGO sets and builds would be student-driven and a beneficial addition to our makerspace, the FABLAB. The target population would be the entirety of our school; we have a large population of students who come through our library doors daily to study, collaborate, research, read, and utilize FABLAB days. Additionally, we have students who work with Robotics and LEGOS who would initially help organize and begin the projects. We will also invite students who are either looking for an extension in their classroom curriculum or caught up in their daily classroom assignments to work on the building sets and explore the novels. Students can complete the projects before school, at lunch, and after school. Finally, all students will benefit from the literacy portion of the project as they are asked to explore a variety of novels and write descriptions for their fellow students, then display their novel choices and notes.
B. Purpose of Project: The purpose of this project is to provide students with an opportunity to get “hands-on” with their learning, to develop interpersonal skills, and to build their literacy skills. In a digital society, students need a break from screen time, therefore this project will allow them to do so and create a product that will be displayed in the library for years to come. In a synthesis research
paper that explored over 200 articles related to LEGO-based learning, there was found to be a positive correlation between communication, language, spatial awareness, and mathematical skills (David O’Sullivan & Eric Baxter (2023) Using Lego® Bricks to Build a Growth Mindset: A Case Study). Additionally, in an article that explored “playful learning environments” to include LEGO bricks, it was found that access to these environments, “can enhance student motivation and produce the joy of learning. Constructing visualizations manually using playful materials can help student better understand data and interpret visualizations by providing a tangible ‘object to think’ with.” (CHIPLAY Companion ’23: Companion Proceedings of the Annual Symposium on Computer-Human Interaction in Play, pages 96-101). With these various components in mind and extensions to student learning, we believe that this project will have a positive effect on student success. The goals of this project align to curriculum goals in components to include reading, writing, speaking, and listening skills. Furthermore, this project links with the curriculum through the following Montana Content Standards for Library Media and Information Literacy, including building new knowledge through inquiry, demonstrating an understanding and commitment to the learning community, working effectively with others, and making meaning of resources (LM.WE.9-12, LM.WE.9-12.1, LM.MM.9-12.4.) This project also allows students to read and explore a variety of genres, routinely read for personal enjoyment, to learn, and solve problems, and read widely to develop a global perspective (LM.EF.9-12.1, LM.EF.9-12.2, LM.EF.9-12.3, LM.EF.9-12.4). Finally, the goals align to our school, PLCs, and instructional framework through building relationships, writing goals, metacognition, and critical thinking.
3. Project Description
A. Design: The LEGO sets would be purchased and advertised to the school through the library newsletter, announcements, and posters. Once we have assigned classes and/or student volunteers, we would set up a LEGO set accordingly and create a schedule for completing the set. As students are working on a build, we would ask them to spend time researching a specific genre and highlighting “Student Picks” on our book displays, bulletin boards, library newsletters, and a variety of other displays throughout the school. We want to have students be the voice for the novels. Once the LEGO build is complete, it will be displayed in the library. The types of personnel who will work directly would be library staff and classroom teachers. Classroom teachers would tie this in as an extension of their curriculum and as a component of literacy/writing across the curriculum. Each Friday, our FABLAB tools are highlight to students, and we would utilize time at lunch and/or study halls to demonstrate this project. We have students who are familiar with LEGO builds
who would happily guide and lead demonstrations. Our team, comprised of teachers with backgrounds in Library Science, Technology Education, English and Writing, and Curriculum and Instruction, believes that learning through play can providing student-driven learning opportunities can foster relationships, critical thinking skills, and problem-solving skills. Our team will serve as mentors and literacy-support staff and will help students integrate technology and digital tools.
B. Budget: LEGO Build Kits. Total cost: $1549.96
The Amazing Spider-Man – $199.99
Vincent van Gogh – The Starry Night – $169.99
LEGO Titanic – $679.99
The Lord of the Rings: Rivendell – $499.99
C. Availability of other funding: Our budget is allocated to regular purchases in the library and numerous collaborative projects with educators; however, the regular budget is not enough to cover these purchases. No other options have been explored.
4. Relevance to Great Ideas Grants Program Goals
A. Creativity and innovation: This project goes beyond the usual classroom approach because it is asking students to become invested in their learning in a different way. Their engagement in this project can help them achieve their academic goals through positive reinforcement, an incentive for students who may be lacking engagement, and a chance to develop their literacy skills. If students are
having a difficult time finding their voice, they could find it in this project.
B. Extension of student learning: This project is an extension of student learning as it allows students to invest in subjects that they are interested in but also explore other opportunities for learning. It ask students to build upon skills that they can utilize outside of their classroom doors.
5. Evaluation, Dissemination and Future Plans
A. Evaluation: The success of this project will be measured by student participation, completion of the LEGO builds, and making note of the circulation in genre-specific areas and student-recommended books. Student engagement will be an indicator of success.
B. Dissemination: The results of this project will be shared in our End-of-Year report, which is shared with administration and colleagues. LEGO builds and student novel recommendations will be shared on display in the library, throughout the school, on our webpage, and in our newsletter. Student evaluations and feedback on the project will be shared with our team.
C. Future Plans: We will continue to encourage student involvement by letting our students have a voice within our school. We would want to continue with LEGO builds for as long as it is relevant and meaningful to our school community. There will be continuous means explored to ensure that our students are collaborating and building their social/academic needs. Finally, one member of our team will be attending the NCCE conference in Seattle where they will take a workshop on LEGO Education.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| The Amazing Spider-Man LEGO build set | Lego.com | $199.99 | 1 | $0.00 | $199.99 |
| Vincent van Gogh – The Starry Night LEGO build set | Lego.com | $169.99 | 1 | $0.00 | $169.99 |
| LEGO Titanic | Lego.com | $679.99 | 1 | $0.00 | $679.99 |
| The Lord of the Rings: Rivendell LEGO build set | Lego.com | $499.99 | 1 | $0.00 | $499.99 |
Total Budget: $1,549.96
This grant will fund the purchase of 20 Escape Room Kits and 20 Expansion Kits from Breakout EDU. These kits will be used to plan creative and engaging science lessons in which the students will collaborate with their group by using problem-solving skills to solve science-related clues and riddles.
1. Introduction
If you’ve ever done an escape room before, you are familiar with how fast an hour can fly and how your mind is engaged in critical thinking for every second of that hour. This project is aptly titled “Escape from the Science Room” as it will provide ongoing opportunities for students to step outside their normal classroom activities and step into a fun, student-centered, and engaging environment where they will collaborate with a team to problem-solve clues and puzzles related to the science curriculum to “escape” the norm of our day-to-day activities. This grant requests $3,579 to help us purchase 26 Breakout EDU Kits.
2. Justification
My colleague and I have instituted escape rooms in our 8th grade science classes before but we’ve been limited by the cost of supplies as we have paid for everything out of our own pockets. This has limited the quantity and variety of materials we could purchase. Because we have limited items, we often have 20-30 students bottlenecking in a line, waiting for their chance to crack a code. For example, we have purchased one lockbox each with a simple 3-number lock. The only other physical locks and puzzles we have were created, printed, and laminated in our spare time. Our professional time and skills could be better served if we could change our focus to create amazing, content-related clues to go with physical locks and other materials. While these past escape rooms have been fun for the students and a learning experience for us as educators, we have found that we are greatly limited by these constraints. We do not have the materials or time available to expand these lessons as we would like. While the online science curriculum we have provides a wide variety of literacy-based activities, the students are constantly tied to screens. The same activities each day also make student engagement more difficult to maintain. Both of us believe in a hands-on approach to teaching as it increases student engagement and caters to different learning modalities; unfortunately, providing labs is not always practical throughout each of the concepts we teach as it quickly depletes our classroom and personal budgets. If funded, this grant would allow us to create more hands-on learning activities in our classrooms, decrease excessive screen-time, and extend our limited fiscal resources. Just as with labs, we anticipate that the opportunity to participate in an escape room would further challenge and engage our students. If they are engaged, they are learning. The best part about these materials is that they can be adapted to any of our curriculum units. We would have access to ample materials to exercise creativity and make each opportunity unique and fun. Over the last year, engagement has been a been a focus of our school’s SLT (School Literacy Team). Activities such as these will help give students a reason to come to school and learn while they are at it!
3. Project Description
There are many purchase options on the Breakout EDU website but we are most interested in the basic Breakout EDU Kit with the built-in Expansion Pack. Each Breakout EDU kit comes with two different-sized boxes, a hasp that can hold up to 6 locks, 5 different types of locks (directional, numerical, alphabetical, and keyed), 3 multi-lock wheels (color, shape, and number), hint cards, 4C cards, an invisible ink pen, a UV flashlight, a red lens viewer, a cipher disc with 20 interchangeable wheels, and 6 custom dice. With all these options available, our classroom activities will be limitless. We will have the capability and supplies to create mini-escape rooms for groups of 2-3 students where each group has their own materials and they will not need to wait in line to crack a code. We could even create more elaborate escape rooms that can accommodate the whole class where each team can contribute to different parts of the escape room as a whole, again, minimizing time wasted waiting in line. The students will be learning science as they move around the room, collaborate with one another, and solve problems, all while being removed from their screens.
We plan to be able to utilize these materials throughout all our units. Ideally, we would like to start implementing these materials as soon as possible but it will take a little bit of time.
Through the 2024-25 school year, we would like to utilize the materials in 2-3 of our 7 units. Inthe following year we would like to incorporate those in all seven of our units, one of which would be student created and lead. As we will have free-creative reign, with a good supply of materials, we can design escape rooms as a means to review for a test, to practice a recently learned skill, or to start exploring new content – all as part of the science curriculum.
Both my cohort and I have similar strengths that we bring to the table. Both of us are very creative, organized, knowledgeable about our curriculum, and motivated to teach our students using unique methods. We chose to write this grant together as we are often on the same page about our student-centered approach to teaching and both love making science fun for our students! Once we get established with our kits, we will open them up to be checked out by other teachers in our school if desired.
The cost breakdown is as follows:
26 Breakout EDU Kits at $129 each for a total of $3,354
Shipping costs of $225
Total Budget Request of $3,579
As stated earlier, we often very quickly deplete our limited classroom budgets as well as tap into other budgets for all other costs that come with being a science teacher, therefore, we do not see any other in-district sources of funding for this particular project.
4. Relevance to Great Ideas Grants Program Goals
Collectively, we think this project is unique in that it requires kids to think outside the box. These activities, built around these materials, will be engaging, versatile, and unique. Even though both my cohort and I plan plenty of hands-on activities, these escape activities will be so much different than anything we have done in class before. Although these projects will take significant planning, the reward will be tremendous. Plus, a full inventory of materials will limit time spent creating workarounds. As we move forward with this project, if
granted, we can even look into students planning their own escape rooms to be utilized by other groups in our classes. This level of synthesis and evaluation of puzzles and clues would truly demonstrate a student’s comprehension. If they can teach it successfully to another student, they have learned. This opportunity will help us improve student learning, grow in the application of science content, increase classroom engagement, and build soft skills such as perseverance when faced with a difficult task and/or the discord that sometimes evolves with teamwork.
5. Evaluation, Dissemination and Future Plans
Through the implementation of this project, my colleague and I will measure student progress through formative assessments linked into our curriculum. We can track the growth of student learning through our Pre-Assessments, Critical Juncture Assessments, and Assessments provided in our Amplify curriculum materials. Additionally, my cohort and I have established other formative assessments through different modeling activities in each unit, as well as engineering opportunities where the students apply their knowledge into a design cycle to solve a problem. Frankly, it will be easy to assess by just observing the student’s progress through the various puzzles provided. Each activity will conclude with a student survey in which they rank their engagement and provide applicable feedback to the content addressed. In the past, we have filmed our teaching and evaluated our lessons based on student engagement. We both feel that this is a great opportunity to add more engagement to our curriculum. As both my colleague and I have worked closely with the SLT, we can put together a “pitch” to share our materials and teaching practices with our colleagues during a Monday afternoon, all-staff PLC. We can demo our materials and show a video of one of our classes working through an escape room activity. We would also gladly invite anyone who would like to see these materials in action into our classroom! As time progresses, we plan to develop more activities using these materials to supplement our curriculum.
In conclusion, we are excited to share this hands-on approach with the Helena Education Foundation! The integration of these resources will add so much creativity to our work as science educators, but our students will be the real recipients of this grant and all the great
possibilities that come along with it!
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Breakout EDU Kit | Breakout EDU | $129.00 | 26 | $225.00 | $3,579.00 |
Total Budget: $3,579.00
This grant will fund the purchase of materials needed to transform my classroom into a simulated courtroom. This includes the materials to build a judge’s bench, witness stand, and a jury box. As the Law class prepares for a Mock Trial this simulator will add immense reality to students’ experiences.
1. Introduction
This grant will fund the purchase of materials needed to transform my classroom into a simulated courtroom. This includes the materials to build a judge’s bench, witness stand, and a jury box. As the Law class prepares for a Mock Trial this simulator will add immense reality to students’ experiences.
2. Justification
A. Project Need:
✓ Describe the significant need and the target population.
I teach two sections every semester of Law & Justice (approximately 75-80 students/year) who conduct a mock trial at the end of the semester at the Lewis and Clark County courthouse. Every semester I instruct students on courtroom etiquette and how to move around in the courtroom so they can conduct the mock trial in the courthouse. Having a courtroom mockup in my room would greatly enhance this instruction. In addition, I have a Mock Trial competition team that competes annually in the state mock trial competition. Each year I have approximately 22-25 students in that club. Those teams conduct several scrimmages where they run through a case several times prior to the state or national competitions. Having a courtroom/class setup would make practice rounds much easier. This would also eliminate the need to gain access to the Lewis and Clark County courthouse for those practice rounds. Preparation for the competition team takes place from November to May each year. The preparation for the Law & Justice classroom happens twice a year for approximately 5-6 weeks per semester. The target population that gains the most from this process are high school students (grades 9-12) who take Law and Justice as a career and tech education class and students (grades 9-12) who participate in a Mock Trial extracurricular club.
B. Purpose of Project:
✔ What is the purpose and anticipated impact of your proposed project, and how will it improve student achievement?
Law & Justice
The purpose is to help the students have more confidence in their understanding of how they operate in a courtroom setting.
Architecture Design
The purpose is to give a hands-on learning opportunity for a student to listen to the customer’s needs, develop a plan based on those needs and build out their own design. Thus, learning how to apply the knowledge of material dimensions can enhance the de- sign process.
✔ How do the goals link with the curriculum and to the goals and objectives of your school?
Law & Justice
The goal of the school is to have students’ college or career ready. My goal in the Law & Justice class is to provide a real-life simulation of what happens in a courtroom during a trial. This court construction brings the courtroom to the students and enhances that instruction.
Architecture Design:
This project gives an opportunity to a student to design and build out that design. By de- signing and building their own design it helps that student prepare for the real-world of construction.
3. Project Description
A. Design:
✓ Describe project activities and how you will use the materials/supplies included in your budget to implement your project and address your stated need.
Project activities include having an architecture design student design and build the set pieces. Once the design is developed a materials list will be assembled and from there I plan to use the grant money to purchase the materials so that assembly of the courtroom pieces can be completed.
✓ Include a calendar of major activities, a description of each major activity and timelines for accomplishing it.
February complete the design and purchase the materials.
March – construct the pieces and have it completed by the end of March.
April – Start using the courtroom in the Law & Justice classes for the Spring mock trial in May.
✓ Describe how the project will be integrated into curriculum
Architecture Design:
The architecture design student is integral in helping design and create the set pieces.
Law & Justice/Mock Trial club:
Once the project is completed it will immediately be used in preparing classes and club members for a mock trial experience.
✓ Describe briefly the types of personnel (NOT names), organizations or staff members who will work directly with the project. When applying for a team grant, include the strengths of each educator as well as why the team chose to work together. The drafting teacher will be supervising the architecture design student who is doing an individual project to learn the whole process of listening to what a customer wants and developing those ideas into plans and doing the actual construction.
The Law & Justice teacher will utilize the set pieces once they are constructed for the Law & Justice class twice per year for two classes and several times per year for the Mock Trial club.
B. Budget: below
C. Availability of other funding
✓ What other possible sources of funding have you investigated, including regular school funding? If none, please so indicate.
✓ None
4. Relevance to Great Ideas Grants Program Goals
A. Creativity and innovation
✓ How is this project different from the usual classroom approach?
This courtroom in the back half of my classroom would make a unique opportunity to enhance the teaching of the mock trial experience. My main seating for students would still be in place. I would be using the back half of my large room to enhance the learning and create excitement for the law.
B. Extension of student learning
The students in class can use this unique classroom setup, but so can the Mock Trial club. In addition, if other classes in the school district needed access to a court room it would be available. It is hard to utilize the Lewis and Clark County courthouse during the day when they are busy with their caseload. I see the possibility of grade school students, middle school as well as high school social studies or English teachers possibly utilizing the space for smaller courtroom types of projects. I would love to share this space with other school instructors across the district. This space could also be used for Speech and Debate and Model UN competitions as well.
5. Evaluation, Dissemination and Future Plans
A. Evaluation
✓ Indicate how the success of the project will be measured, including strategies and tools you will use to assess student progress.
The success of this project will be hard to measure but students will continue to attend the Lewis and Clark County courthouse for their capstone mock trial event every semester. The addition of a courtroom simulator will make the transition to the real courtroom much easier. The simulator will lead to more confidence among all the witnesses and attorneys which will lead to better overall performances.
Dissemination
✓ How will you share the information from your project with your colleagues, other schools, or district-wide or the community?
An article in the newsletter that goes out to parents and have our department chair make an announcement at the leadership meeting. The media (television/newspaper) would be invited to come and see the students using the space when we are getting ready for a trial. At the end of the year, we also plan to host a BBQ for staff so they can see the new space.
B. Future Plans
✓ What are your future plans for continuation, replication or expansion of this project, if any?
Word will get out to the students and families in the area, and this will create excitement for this unique program and even help the HSD attract students who may want to attend Helena School District because of this premier law program.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| 4 x 8 OSB 23/42 | Home Depot | $27.28 | 5 | $0.00 | $136.40 |
| 4 x 4 Post 8′ | Home Depot | $11.58 | 2 | $0.00 | $23.16 |
| 2x6x16′ | Home Depot | $14.68 | 4 | $0.00 | $58.72 |
| 2x8x16′ | Home Depot | $18.98 | 4 | $0.00 | $75.92 |
| 2x10x16′ | Home Depot | $27.85 | 3 | $0.00 | $83.55 |
| Stain | Home Depot | $42.98 | 5 | $0.00 | $214.90 |
| 2x12x8s | Home Depot | $16.63 | 1 | $0.00 | $16.63 |
| 2x4x16′ | Home Depot | $11.15 | 4 | $0.00 | $44.60 |
| 25lb box of screws | Home Depot | $114.00 | 1 | $0.00 | $114.00 |
| Flooring | Home Depot | $58.03 | 5 | $0.00 | $290.15 |
| 3/4 Plywood Oak | Home Depot | $93.38 | 6 | $0.00 | $560.28 |
| Railing & Finish Trim | Home Depot | $120.00 | 23 | $0.00 | $2,760.00 |
Total Budget: $4,378.31
Students are always wanting to try new projects on new machines and new processes. We are wanting to start making bracelets out of old silverware like we are doing with a ring maker. This will help our students with creativity and learning how to measure and learning more hand tools safety and industry requirements. We are going to start making projects on a laser engraver. Students are wanting to learn how to use metal, leather, acrylics, and wood with the laser. The laser was purchased with a different grant, but we didn’t have enough money to purchase supplies for the students to use with the laser. The laser projects will help our students with creativity, learning more technology that industry is using in real world applications.
1. Introduction
Students are always wanting to try new projects on new machines and new processes. We are wanting to start making bracelets out of old silverware like we are doing with a ring maker. This will help our students with creativity and learning how to measure and learning more hand tools safety and industry requirements. We are going to start making projects on a laser engraver. Students are wanting to learn how to use metal, leather, acrylics, and wood with the laser. The laser was purchased with a different grant, but we didn’t have enough money to purchase supplies for the students to use with the laser. The laser projects will help our students with creativity, learning more technology that industry is using in real world applications.
2. Justification
A. Project Need:
Describe project activities and how you will use the materials/supplies included in your budget to implement your project and address your stated need. With keeping up with student demands for new equipment we have been adding different ways students can learn, create, and earn money with their projects. We purchased a ring bender last year with another grant and the students have been making
rings out of old silverware. Part of the silverware is wasted. The students want to learn how to use the whole piece to make more out of silverware. They want to have a bracelet bender to have less waste of product. The Laser engraver will bringing hands-on and interactive technology to our students. The students can learn how to be creative, with so many materials and learn what most industries are using, and they can start selling their work to learn how to start a business. They also can start to do fundraisers using the laser engraver and materials.
B. Purpose of Project:
What is the purpose and anticipated impact of your proposed project, and how will it improve student achievement?
By building projects, we use several tools and technology in our shops, we feel that we are encouraging more female and male students to join the welding program at our school. We are hoping that our students will realize that opportunities exist where more modern technology expands the abilities more than what used to be around the old fashion welding and fabrication shops. We hope that they will enter the workforce with new ideas and hopes.
How do the goals link with the curriculum and to the goals and objectives of your school?
Our school does offer dual credits to our students. This means that they earn high school credits and college credits from our classes. It would help our students to have the new air hoses to help them become better workers. There is a huge shortage of welders in the nation. If our students are trained correctly leaving high school, they have a lot more choices to pick from. Their choices could be going right to employment in a local shop, going to union or nonunion trade school, going to two-year college for more training or going to a four-year college for an engineering degree.
3. Project Description
A. Design:
Describe project activities and how you will use the materials/supplies included in your budget to implement your project and address your stated need When purchased, we will be teaching how to use the bracelet bender and laser engraver and materials to all the Welding Technology students during the third or fourth quarter of this school year. It will be beneficial for our students to have experience before the end of this school year.
✓ Include a calendar of major activities, a description of each major activity and timelines for accomplishing it.
We would like to start using bracelet bender and laser materials as soon as possible.
✓ Describe how the project will be integrated into curriculum.
We will integrate new equipment and materials into our curriculum by requiring every student to use them.
✓ Describe briefly the types of personnel (NOT names), organizations or staff members who will work directly with the project. When applying for a team grant, include the strengths of each educator as well as why the team chose to work together.
The Welding Department Instructors will know how to use bender and laser and materials.
B. Budget: List itemized project budget, sources of supplies and cost, including taxes and shipping.
If applicable, list any in-kind donation or contribution to the project. Please try to assign a monetary
value to in-kind contributions. Include a total budget request. If we are not granted the grant, then we will have to fundraise money to purchase the materials and bender. *I know I am over .98 cents and I will be glad to pay the difference to help receive this grant.
C. Availability of other funding
✓ What other possible sources of funding have you investigated, including regular school funding? If none, please so indicate.
If we are not granted the grant, then we will have to fundraise money to purchase the materials and bender.
4. Relevance to Great Ideas Grants Program Goals
A. Creativity and innovation
How is this project different from the usual classroom approach?
This equipment and materials are not taught right now, and it will be very different than what we teach right now and it help our students learn what other schools are teaching.
B. Extension of student learning
If our students are trained correctly leaving high school, they will have a lot more choices in their future careers. Their choices could include employment in local shops upon graduation, going to two-year colleges for more training, or going to a four-year college for an
engineering degree.
5. Evaluation, Dissemination and Future Plans
A. Evaluation
Indicate how the success of the project will be measured, including strategies and tools you will use to assess student progress.
We will measure the success of the new bender and the laser and materials by seeing how many amazing projects our students can create.
B. Dissemination
How will you share the information from your project with your colleagues, other schools, or district-wide or the community?
We are hoping to share the information from the projects with our colleagues and with community by showing the projects the students make by using the bender and laser and materials.
C. Future Plans
What are your future plans for continuation, replication or expansion of this project, if any?
We would like to remodel our shops or have a Career Center so we can have more space which that the Welding Department can use to teach all the new technology in our area. We are hoping that these new changes will help our students become productive tax- paying citizens. The more training that they can get in high school the more successful they will be in college or in an area of trade.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Therwen 30 Pcs Name Plates Laser Engraved Brushed Solid Brass Plate Personalized Plaque Blank Custom Name Tag Frame Name Label with Adhesive Backing (Gold, Silver and Black Notched Corner,1”x 3”) | Amazon | $21.99 | 2 | $0.00 | $43.98 |
| 8″ Buffer – (IB-8) Stock Number: BA9-122789 | Baileigh | $390.15 | 1 | $150.00 | $540.15 |
| XBurmo 12 x 12 Inch Walnut Plywood, 3mm 1/8″ Walnut Crafts Wood for Crafts, 8 PCS Thin Plywood Sheets for Laser CNC Cutting,Engraving, Carving,Crafts Painting Writing DIY Decorations | Amazon | $29.99 | 3 | $0.00 | $89.97 |
| xTool Selected Cherry Plywood 4pcs, 1/4″ x 12″ x 12″ Cherry Unfinished Wood for Crafts, Laser Cutting & Engraving, CNC Cutting, Painting, Fretwork, Kids’ Wood Craft Kits & Unfinished Wood Crafts | Amazon | $29.99 | 3 | $0.00 | $89.97 |
| xTool Selected Basswood Plywood 30 PCS, 1/8″ Thin Basswood Sheets 12″ x 12″ A/B Grade Basswood Unfinished Wood for Crafts, Laser Cutting & Engraving | Amazon | $66.99 | 2 | $0.00 | $133.98 |
| Macarrie 10 Pack 12 x 12 Inches Colored Opaque Acrylic Sheet 0.12 Inch Thick Acrylic Sheets for Laser Cutting Acrylic Panel Plastic Sheets for Glass Engraving Signs DIY Projects Craft Painting | Amazon | $36.99 | 2 | $0.00 | $73.98 |
| TdiriNar Hand Crank Bracelet Bending Machine Pressed Jewelry Bending Machine Tools, Multi-Functional Hand Crank Ring Metal Earrings Jewelry Crafts Making Machine for Jewelry Processing Store Brand: TdiriNar | Amazon | $137.00 | 1 | $20.00 | $157.00 |
| Nosiny 100 Pcs Pu Leather Key Fob Kit 10 Colors Leather Keychain Blanks with Key Rings and Rivets Key Chains Bulk for DIY | Amazon | $28.99 | 1 | $0.00 | $28.99 |
| 100 Pcs Wooden Keychain Blanks Wood Engraving Blanks Key Chain Unfinished Rectangle Oval Round Wood Key Tag with Plastic Storage Container for DIY Gift Craft Supplies | Amazon | $41.99 | 1 | $0.00 | $41.99 |
| Yunlly 180 Pcs Rustic Leather Patches for Hats with Adhesive Heat Laser Engraving Blanks Patch Faux Leatherette Blank Patches for Embroidery Sew Clothing Jackets (Light Gray, Khaki, Retro Color) | Amazon | $30.99 | 1 | $0.00 | $30.99 |
| 50 Feet Stainless Steel Chains for Jewelry Making, Anezus Jewelry Chain Bulk Small Metal Chains with 100 Jump Rings 30 Lobster Clasps for Necklace Making Bracelet DIY | Amazon | $9.99 | 2 | $0.00 | $19.98 |
Total Budget: $1,250.98