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Project Proposal (Draft)

Chelsea McCasland

TEL 311 Fall C 2019

Lori Lovitt
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Biographical Description of Applicant

Chelsea McCasland is a first year ELA instructor for 7th and 8th grade at Edison

Elementary School. She received extensive training in the field of education at Arizona State

University, where she received a certification in secondary education and a bachelor’s degree in

Theatre Arts. During her training Chelsea was a full-time student teacher working in the

Phoenix Elementary School District. Prior to becoming an educator Chelsea spent several years

as a manager for Harkins Theatres, where she received ample training in leadership and team

instruction. Chelsea believes that education is a collaborative experience and students develop

best from project-based learning.

Through her university training and experience as a student teacher, Chelsea has become

an expert at technology integration within the classroom. She strives to integrate technology into

all of her lesson plans and has found technology to be a vital component in exceptional project-

based learning.

School Environment

Edison Elementary School, located in Phoenix Arizona, is a part of the Phoenix

Elementary School District #1. “Edison is a team of self-sufficient, well-educated, respectful,

responsible achievers and leaders.” 612 K-8th graders attend Edison Elementary. 96% of the

school’s students come from low-income families, adding Edison to the list of Title I schools

within Phoenix Elementary School District. According to recent demographic studies the

majority of students at Edison are Hispanic (89%), and the school has a slightly larger population

of male students compared to their female colleagues. Edison is in an urban environment, and

because of its proximity to the freeway it is a highly trafficked area.

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Summary of Project

For this project students will be role playing as inventors in the 2020 Dubai World’s Fair,

reflecting on the fair’s theme, “"Connecting Minds, Creating the Future" (Expo 2020,2019).

Through research, discussion, critical writing, and creative building, students will create a project

that is a direct response to the above theme. This project will be highly beneficial to the students

at Edison Elementary School, because it will inspire creativity, allow students to think globally,

and ultimately make them stronger writers and critical thinkers. Additionally, the rigor and

complexity that this project presents, will further prepare the 8th graders participating in this

assignment, for the challenges of high school.

During this project students will participate in several project-based learning activities,

that will accumulate into their final product. First the students will be asked to split into groups

of 2-4, these will be their groups for the remainder of the unit. Within their groups, students will

be given an array of “junk”. From this “junk”, students will need to create an invention shaped

around the theme, “Connecting Minds, Creating the Future” (Expo 2020, 2019). Once their

invention is complete, group’s will need to create a 1-2 page artist’s statement, explaining why

their invention fits the theme, and why they should be selected to have a rendering of their

project 3D printed. Additionally, students will create and film a sales pitch for their invention.

Final projects will be presented to a team of entrepreneurs, selected from the students’

community. The winning group will have the opportunity to work with a 3D printer, and have

their rending displayed in the community center across the street from the school, to inspire

members of their community.

Project Impact
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The nature of this project is designed to positively impact students, teachers, and

community members. After successful completion of this project, students will have the

opportunity to provide feedback, on how to expand and deepen their overall impact using this

project as a facilitation device.

Student Impact

This project has the opportunity to greatly impact the writing ability of the students

engaged in the project. The collaborative nature of the project will also encourage and shape

teamwork skills, which will be invaluable to students outside of the classroom. Additionally, the

theme of the project will inspire students to think globally. Finally, the reflection element of the

project will impact students’ metacognition, which will make them stronger learners and thinkers

overall. In its initial phase, this project has the opportunity to reach approximately 60 8th grade

students. If the project continues for 2-3 years, it has the capacity to reach over 180 students.

And with further technology integration, a second iteration of this project could include teaming

up with a school in another state or country, possibly doubling its initial impact.

Teacher Impact

This project has a lot of moving parts and would greatly impact the management skills of

the teacher who is facilitating it. Additionally, the project has the opportunity to become an

interdisciplinary unit, which could impact the other instructors at Edison by bringing them

together and forging collaborative co-teacher experiences. Furthermore, the creative and open-

ended aspect of the project, allows for the teacher of the project to try their hand at being a

facilitator of fun, which could have a very positive impact on a first-year educator.

Community Impact
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Final projects will be judged by local community members who have a background in

entrepreneurship. This will be a great opportunity for students to meet and work with members

of their community, and for members of the community to positively impact education in their

neighborhood. Also, by having the winning project displayed in the community center across the

street from Edison Elementary, community members have the chance to learn from and be

inspired by the young people that make up their community.

Project Narrative

This project will take place over the course of 15 days. On each day there will be specific

learning goals and outcomes, formative and summative assessment throughout the 15 days, as

well as meaningful technology integration. For a detailed preview of this 15-day unit please refer

to Table 1 – 15 Day Project Narrative. This table represents each day, and clearly states what

activities will be accomplished on each day of the unit.

Sustaining the Project After the Proposal Period

This project will be sustained after the proposal period and beyond the classroom by

having the winning invention displayed in the local community center. Displaying the results of

this project in a public space will allow members outside the classroom to engage with the

project for years to come. Additionally, the design of this project is easily adaptable and could

turn into an annual project. Also, as noted in the impact section of this proposal, future iterations

of this project would involve giving students at Edison Elementary the opportunity to work

digitally with students from other schools. And with proper funding, this project could go

beyond the English classroom, and easily be integrated into a science class based on the

engineering aspects of the inventing process.

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Innovation

Innovation is abundant in this project. From the technology integration to the multiple

collaborative hands on activities , this project escapes the bounds of a traditional lecture-based

classroom. Everyday of this unit involves collaboration, higher order thinking skills, technology,

reflection, and inquiry. Furthermore, during this project the teacher primarily functions as a

facilitator, while the students become the teachers, as they engage with an explore with their

peers to create a presentation that is unique and thought provoking.

Budget Narrative

The project leader, Chelsea McCasland, kindly requests $6,000 for this project. The

majority of this budget will go toward long-lasting technology ,such as laptops, camcorders, and

a 3D printer, that can be used far beyond this project. Other expenses include craft supplies and

video editing software so that students may complete the assignments within this project.

Because this project invites community members into the classroom, Chelsea would also like to

spend a portion of the above budget on refreshments for the esteemed guests reviewing and

providing feedback on this project. For a complete list of expenses please review Table 2 -

Proposed Budget.
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Table 1 – 15 Day Project Narrative

Monday Tuesday Wednesday Thursday Friday

Standards: Standards: Standards: Standards: Standards:
ISTE-S 7b, ISTE-S 6d, ISTE-S 6d, 8.W.7, ISTE-S 6d, 8.W.7, ISTE-S 6d,
ISTE-S 6d, 8.W.7, 8.W.10, & 8.W.10, & 8.SL.1 8.W.10, & 8.SL.1 8.W.7, 8.W.10,
8.W.10, 8.W.7, 8.SL.1 & 8.SL.1
& 8.RI.7 Essential Essential
Essential Questions: What Questions: What Essential
Essential Questions: How additional resources are the benefits of Questions: Are
Questions: In can you use low does your group need constructing an you satisfied
your own quality materials to build a well- invention with a with your final
words what is to create a constructed invention? group? product?
a World’s Fair rendering of
and why do we something unique What are some factors Does your How will you
have them? and innovative? that are limiting in invention use your
regard to this building correspond with group’s skills to
What kind of What skills does project? the theme? If not, write a well-
things would your group have what modifications developed
you like to that you can Activities: SW can be made to fir artist’s
Week create for the utilize toward this complete a quick write the theme? statement?
1 2020 World’s project? and then SW
Fair? collaborate with their Activities: SW Activities: SW
Activity: SW group and begin complete a quick complete a
Activities: SW complete a quick building their write and then SW quick write and
(Days complete a write and SW sift inventions collaborate with then SW
1-5) Quick write, through an array their group and collaborate with
collaborative of “Junk” and Assessment: Silent continue building heir groups and
research, and begin designing Classroom poll their inventions finish building
participate in a their inventions. their inventions.
gallery walk Technology Support: Assessment: Exit
Assessment: Padlet, Google Forms Ticket Assessment:
Assessment: Group Summary Group Check-
Exit Ticket of what was Technology in, Final Build
accomplished Support: Padlet, due by end of
Technology Google Forms class
Support: Technology
Padlet (for Support: Padlet, Technology
quick write Microsoft Fresh Support:
post) Google Paint Padlet
Forms,
PowerPoint

Monday Tuesday Wednesday Thursday Friday

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Standards: Standards: Standards: Standards: Standards:

ISTE-S 6a/6d, ISTE-S 6a/6d, ISTE-S 6a/6d, ISTE-S ISTE-S 6a/6d, ISTE-S 6a/6d,
ISTE-S 7c, ISTE-S 7c, 8.L.6, 7c, 8.L.6, 8.L.2, ISTE-S 7c, 8.L.6, ISTE-S 7c,
8.L.6, 8.L.2, 8.L.2, 8.W.10, 8.W.10, 8.SL.1,8.W.6, 8.L.2, 8.W.10, 8.L.6, 8.L.2,
8.W.10, 8.SL.1,8.W.6, 8.W.1 8.SL.1,8.W.6, 8.W.10,
8.SL.1,8.W.6, 8.W.1 8.W.1 8.SL.1,8.W.6,
8.W.1 Essential Questions: 8.W.1
Essential What are the elements Essential
Essential Questions: How of a strong sales Questions: What Essential
Questions: can I utilize pitch? feedback would be Questions:
What is an strong academic helpful for your How will you
Artist’s word choice to How can a sales pitch group in order to use yesterday’s
Statement? improve my be filmed and turned fully complete your feedback to
writing? into a commercial? writing improve your
How does your assignments? writing?
invention Does our Artist’s Activities: SW
reflect the Statement fully complete a quick write Why is peer and Why is editing
Week theme reflect the and then collaborate instructor and revising
“Connecting meaning behind with their group to feedback work important?
2 Minds, our invention? begin drafting a sales important in the
Creating the pitch to entice people editing process? Activities: SW
Future.”? Activities: SW to invest in their complete a
(Days complete a quick invention. Activities: SW quick write and
Activities: SW write and then complete a quick then SW
6-10) complete a SW collaborate Assessment: Group write and then collaborate with
quick write and with their groups Check-in participate in a their groups
work in their and complete a Writer’s Workshop and utilize
groups to rough draft of Technology Support: with their peers feedback from
compose a their Artist’s Padlet, Google Docs and instructor the previous
draft of their Statement. seeking feedback day to edit and
Artist’s for the rough draft revise their
Statement. Assessment: of their Artist’s Sales Pitch and
Exit ticket, Draft statements and Artist’s
Assessment: of Artist’s Sales Pitches. Statement.
Individual Statement
check-in emailed to Assessment: Assessment:
teacher Letters to the Final copy of
Technology groups they Artist’s
Support: Technology worked with giving Statement and
Padlet, Google Support: Padlet, them feedback Sales Pitch due
Docs Google Docs, at end of class.
Google Forms Technology
Support: Padlet, Technology
Google Docs Support:
Padlet, Google
Docs
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Monday Tuesday Wednesday Thursday Friday

Standards: Standards: Standards: Standards: Standards:
ISTE-S 7a/b, ISTE-S 7a/b, ISTE-S 7a/b, ISTE-S ISTE-S 7a/b, ISTE-S 7a/b,
ISTE-S 6a-d, ISTE-S 6a-d, 6a-d, ISTE-S 4b, ISTE-S 6a-d, ISTE-S 6a-d,
ISTE-S 4b, ISTE-S 4b, 8.W.10, 8.SL.2, 8.SL.5 ISTE-S 4b, ISTE-S 4b,
8.W.10, 8.W.10, 8.SL.2, 8.W.10, 8.SL.2, 8.W.10, 8.SL.2,
8.SL.2, 8.SL.5 8.SL.5 8.SL.5 8.SL.5
Essential Questions:
Essential What is most difficult
Questions: Essential about the editing Essential Essential
How do you Questions: process? Questions: Questions:
film an How can video Why do we How can
effective sales editing software Is there such a thing rehearse before community
pitch? improve your as over editing a presenting to feedback
video presentation? people outside our improve our
What public presentation? classroom? classroom?
speaking Activities: SW
techniques How can screen Complete a quick What can we learn Why is it
should you casting be used write and then work from the rehearsal important to
employ when as tool for with their groups to process? present to
Week selling a creating a edit their sales pitch individuals
product via tutorial? videos. Activities: SW outside of our
3 video? complete a quick classroom?
Activities: SW Assessment: Groups write and then
Activities: SW complete a quick will email their edited rehearse their
(Days complete a write and then video pitches to the presentation and Activities: SW
11- quick write and continue filming instructor by the end watch other group present their
then begin their sales of class. presentations. inventions and
15) filming their pitches with their sales pitch
sales pitches groups. When Technology Support: Assessment: videos to a
with their they are done Screencast, Video Each group will panel of
groups. with filming, they camera, Editing rehearse in front of entrepreneurs
may begin the Software, Padlet their peers and from the
Assessment: editing process instructor community.
Exit Ticket with instructor
support via Technology Assessment:
Technology screencast. Support: Various Final
Support: Presentation Tools presentations
Video Camera, Assessment: dependent on and an
Padlet, Google student choice independent
Forms Technology reflection due
Support: after the
Screencast presentation
(Provide students
with a screencast Technology
on how to use Support:
editing software), Various
Video Camera, presentation
Padlet, Editing tools (chosen
Software by students),
Google forms
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Table 2 - Proposed Budget

Item Name Individual Number Company for Ordering

Cost Needed
Acer $149.99 30 https://www.amazon.com/gp/product/B07LDRV83G/
Chrome
Book 11
Video $89.99 5 https://www.amazon.com/gp/product/B07T5XNPLV/
Camera
2 GB $29.99 1 https://www.amazon.com/dp/B0816FNTK9/
Memory
Card – 5
Pack
Movie $34.99 5 https://www.vegascreativesoftware.com/us/sem/vegas-
Editing movie-studio/
Software
3D Printer $599.99 1 https://www.amazon.com/dp/B07WDGY5MC/

Scissors $2.39 10 https://www.staples.com/Westcott-4061-8-All-

Purpose-Scissors-Pointed-Tip-8-Straight-Handle-
Red/product_389248
Hot Glue $10.97 10 https://www.amazon.com/Tacklife-GGO20AC-
Gun/ Glue Flexible-Overheating-Protection/dp/B075DDD9VN/
Sticks
Combo Pack
Dasani $4.99 1 https://www.frysfood.com/p/dasani-purified-bottled-
Bottled water/0004900003165
Water – 24
Pack
Bagels – 12 $11.99 2 Einstein Bagels
pack
Cream $3.99 3 Einstein Bagels
Cheese
Fruit Tray $34.99 2 Edible Arrangements

Total Expenses: $5,998.80

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Appendix
Opening Event Lesson Plan

Teachers: Chelsea McCasland Subject: ELA Grade: 8th

Common Core State Standards:

 ISTE-S 7b
 8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline ‐specific tasks, purposes, and audiences.
 8.W.7 Conduct short research projects to answer a question (including a self‐generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
 8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
Objective (Explicit):

 SWBAT to describe a World’s Fair and brainstorm ideas for the 2020 World’s Fair project.
Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.

 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response

 Students will complete a 5-10 sentence quick write in response to the prompt, what does “Connecting
Minds, Creating the Future” mean to you.
 Working in pairs, students will find 2 artifacts (video, article, image, etc.) that represent the history of a
World’s Fair/Expo.
 Students will independently respond to an exit ticket answering the following two questions: In your
own words what is a World’s Fair and why do we have them? What kind of things would you like to
create for the 2020 World’s Fair?

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

 SWBAT complete a timed writing activity.

 SWBAT collaborate and research using technology.
 SWBAT present research to an audience of their peers.
 SWBAT define a World’s Fair.

Key vocabulary: World’s Fair, Artifact, Expo, “Connecting Minds, Materials: Laptops with internet access, projector, writing
Creating the Future, Invention, Innovation utensils (1 per student), paper (1 Page per student)
Engage

 How will you activate prior knowledge?

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 How will you hook student attention?

 What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: TW direct the class to take out a sheet of paper Students Will: SW conduct a quick write in 5-10 sentences
and a writing utensil and respond to the following quick write responding to the following prompt: What does
prompt: What does “Connecting Minds, Creating the Future” “Connecting Minds, Creating the Future” mean to you?
mean to you? Prompt should be projected on the board to aid in After 5 minutes, SW share their responses with a partner,
the writing process. During quick writes students have 5 and then report interesting findings as a whole class.
minutes to write 5-10 sentences. While students are writing TW
walk around the room and guide students as needed. After 5
minutes, TW ask students to share something they wrote with a
partner. TW then ask students to report interesting findings
aloud to the whole class and ask any pressing questions that the
prompt brought up.

Explore

 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: TW break students into groups of 2-4 students. Students Will: SW work in groups and use their laptops to
TW post the following questions on the board to guide student conduct research on the history of a World’s Fair using the
research: What is a World’s Fair? Do we still have World’s Fairs teacher’s guiding questions. During their research SW find
today? What are some advancements in society that where 2 artifacts that they feel best represent the history of a
originally presented at a World’s Fair? Which historical World’s World’s Fair and archive those artifacts so that they can
Fair do you find most interesting, and why? share them with their peers.

TW then direct students to take out their laptops and begin

conducting research with their partner(s) using the above
questions to guide them. TW tell students to find 2 artifacts (i.e.
a video, article, image, webpage, etc.) that best represent the
history of a World’s Fair.

Explain

 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: TW activate prior knowledge by reminding Students Will: SW engage in a gallery walk with their
students how to present in a gallery walk. TW give students 10 peers, asking and answering questions about the World’s
minutes to complete their gallery walk and ask questions of Fair artifacts that they discovered. SW explain why they
other groups. During this time TW go around the class and ask chose these artifacts and respond to teacher and peer
specific questions about student research, and have students inquiry.
elaborate on their findings.
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Elaborate

 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a
deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?
Teacher Will: TW play this video to introduce the 2020 World’s Students Will: SW watch a short video about the 2020
Fair: World’s fair. SW engage in discussion about their
immediate reactions to the video. SW accept their
https://www.youtube.com/watch?v=Xc2NeCeWS7k
teacher’s call to action, and begin thinking of things that
TW lead a discussion about the video asking students to need to be created to build a better future.
respond with heir immediate reactions. TW then invite
students to be a part of the 2020 World’s Fair as inventors
seeking to create a product in response to the theme,
“Connecting Minds, Creating the Future.”

Evaluate

 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?
Teacher Will: TW send out an Exit Ticket using Google Students Will: SW respond to an Exit Ticket digitally by
Classroom to all students asking them to respond to the answering the questions prompted by the teacher.
following questions:

 In your own words what is a World’s Fair and

why do we have them?
 What kind of things would you like to create for
the 2020 World’s Fair?
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References

Connecting Minds, Creating the Future. (n.d.). Retrieved from

https://www.expo2020dubai.com/en/discover/themes.