The Spring 2006 contest is completed! Congratulations to five lucky winners who will each receive $3,550 of prizes. Click here to see the applications from the runner-up finalists!

Here are the grant applications of our five winning teachers:


Score: 4.94 out of 5.00
Dawn Conrad
13845 jackson Rd.
Zachary, LA 70791
225-654-2677
aconrad@ebrschools.org
Central High School

LESSON TITLE: A STAR IS BORN !
GRADE LEVEL: 9-12


Cooking is my passion. My fondest childhood memories are centered around my grandmothers kitchen. My desire for my students is to develop a similar passion for family, food, and tradition. I have the privilege of teaching high school students to appreciate great food and learn the tools and techniques needed to serve family and friends enjoyable meals. I will have one hundred students taking and introductory course in Foods and Nutrition. I designed this project to spark the interest of these students. Vocabulary lists and worksheets will be traded in for hands on, student-centered learning.

The students will work in teams of four or five people. Each team member will gather recipes from written text, internet sites and family recipes. Using TOOL FACTORY WORD PROCESSOR the students will type all recipes in a standard format agreed upon by the class. Each class will have one hundred or more recipes to categorize according to food type. TOOL FACTORY DATABASE will help students quickly search and sort through large numbers of recipes. Students will identify all preparation terms and cooking terms in their recipes. Each team will enter a list of terms and definitions into a DATABASE. The teams will merge their lists to form one glossary. Glossary words will be divided among the teams. Each team will demonstrate the terms by using correct tools and techniques. Each step will be photographed using DIGITAL CAMERAS for clear and accurate instructions. The images will be added to the glossary DATABASE.

The project will come together as an interactive cookbook when the students use MULTIMEDEA LAB V to create the ultimate class presentation. A table of contents will be created with links to each recipe. The preparation and cooking terms in each recipe will be linked to the demonstration of the term in the glossary. Printable shopping lists will be created for each recipe.

The final and most exciting part of the project will involve each team creating, directing, filming, and acting in its own cooking show. Each team will choose one of its recipes to prepare. Using the video function of the DIGITAL CAMERA, clips of the show, as well as pictures of the finished dish, will be recorded. These clips and images will be added to the corresponding recipe page of the cookbook.

Teams will complete their final revisions and the cookbook will be burned onto DVDs. Each participating student will receive one copy of the cookbook. The interactive cookbook will be offered for sale to parents, teachers, and students. TOOL FACTORY SPREEDSHEET will be used to manage the financial data needed. The funds raised will enable the project to be continued each year.

A STAR IS BORN ! promotes discovery learning and student responsibility in the learning process. This program will expose students to creative thinking, problem solving, organizational skills, and teamwork. It is important for high school students to be able to transfer knowledge and skills acquired in core classes to work related skills.

BUDGET $500.00
3 Olympus AA battery chargers $125.00
3 512 MB xD cards $275.00
100 Blank DVDs $100.00

Judges' Comments:

"I would love to see this at our school! (if we only had a kitchen)"

"Look out, Rachel Ray! Creative, educational, and very "finger on the pulse"."

"BINGO!! This one has it all! I do beleive the judges need to be invited for a final tasting."

"Excellent project and use of cameras and software. I'd love to get a copy of the finished DVD!"


Score: 4.83 out of 5.00
Marcy Anderson
265 Main Street
Unadilla, NY 13849
607-369-6200
MLA8556@Hotmail.com
Unadilla Elementary School

LESSON TITLE: Wanted - Dead or Alive!
GRADE LEVEL: K-3

Lesson Summary:
Part 1:
Students will hear and read a variety of trickster tales from Africa. They will identify the characteristics of tricksters. From their research, students will create a clay model of a trickster character. Students will use OLYMPUS DIGITAL CAMERAS to create a mug shot of each character. Students will use TOOL FACTORY WORKSHOP to import their digital camera pictures. Then, students will create a life-size chart using TOOL FACTORY software. Students will use WORD PROCESSING software to create the text of the chart. This chart will be designed as a wanted poster, and will include:
•a description of the suspect
•charges against the suspect
•amount of the reward
•contact person and/or telephone number to call should the trickster be sighted
•a photograph taken by the student of the suspect created out of clay (This clay character will be animated in the second part of this project.)


Part II:
Students will photograph and animate the trickster character’s story by taking a series of step-by-step photos showing the trickster’s criminal activities. Students will be taught how to manipulate photos using WHOLE CLASS FRESCO to create special effects. The CLAYMATION software in the MULTIMEDIA LAB V will be used to record the crime. These mini-movies and the charts will be featured on a web site created with TOOL FACTORY HOME PAGE so parents, grandparents, and community members can access student work from home via the Internet.


Part III
Students will develop learning games for all of our primary students based on these trickster tales. Each of the third grade classes will be assigned a k-2 grade level and asked to design a game based upon their tales. Students will use cameras to take pictures of tricksters to develop a matching game using MULTIMEDIA LAB V for our kindergarten students. Another third grade class will use cameras to create a game for 1st graders. This game will focus on discovering the main idea of a trickster’s tale. Finally, students in our 2nd grade classes will be challenged by a sequencing game developed from photos taken with cameras by our last class of third graders. Students will be using DIGITAL CAMARAS, TOOL FACTORY WORKSHOP WORD PROCESSING and PAINT PROGRAMS and the MULTIMEDIA LAB V to produce these games.

Lesson Sequence:

-Students will be provided with a student packet of materials which includes an overview of the project, objectives, step by step directions, worksheets, and rubrics.
-Students will read, listen to, and view a variety of trickster tales.
-Using a Venn diagram, students will compare and contrast various African trickster tales.
-After being exposed to a variety of tales, students will choose one character from a trickster tale and create a “Wanted Chart” based on a story.
-Using the writing process, students will create the text for the chart.
-The computer specialist and classroom teacher will teach students how to use the word processing computer software.
-The art teacher will work with students to create clay models of their trickster characters.
-Students will learn how to use the digital cameras through demonstration and practice.
-The art teacher will do lessons on background, lighting, framing the subject, and animating the subject.
-Students will take individual photos of the trickster for their poster.
-In groups, students will also take a series of photos to be used in the animation for the multimedia presentation to be posted on the web site.
-The music teacher will work with students helping them effectively use sound with the animation.
-Students will learn how to import photos, animation, sound, and music into the multimedia presentation.
-Students will be taught by the computer specialist how to use Tool Factory Workshop, Multimedia Lab V, Whole Class Fresco, and Tool Factory Homepage to complete each step of the project.
-Students will share their knowledge of African Trickster tales by creating educational games to be used with primary classes.
- Students and teacher will evaluate each project based on rubrics.


Outcomes:
•Students will gain skills in reading, writing, and listening throughout the project.
•Students will learn how to use a digital camera.
•Students will learn how to create animation using digital photography.
•Students will gain experience using a variety of software programs which will enhance communication skills necessary for success in our technological world.
•Students will gain experience utilizing technological instructions and manuals.
•Students will learn how to share information and showcase their work by adding to our school’s web site.
•Students will work together as a team to create educational games using technology


Supplemental:
A student packet was designed for this project. These worksheets will help focus and organize students so they can work independently. A rubric is also included so student and teacher can evaluate completed projects. Samples of some of these forms can be found under the photo section of this application.

This project is based on the following New York State Standards for Learning:
English Language Arts Standards 1, 2, 3, and 4
The Arts Standards 1 and 2
Social Studies Standard 2
Library Standard 1, 2, 3, and 9

A complete listing of N.Y.S. Learning Standards can be found at:
http://www/emsc.nysed.gov/cia/pub/standards.pdf
http://www.emsc.nysed.gov/nyc/library.html
AASL Information Literacy Standards

Budget
Triarco Catalog
Van Aken Clay Toon clay $52.00
Clay Tools $21.10
Photolight stand with light $51.00

B&H
Bogen 718B Digi Tripod $94.95

Tool Factory
XD Picture Card Reader Writer/ Micro Drive $19.95

Global Gov Ed
Color printer HP – PSC2355 $155.00
2 Black Cartridges – C8765 WN $31.30
2 Tri-color Inkjet Cartridges C9368WN $47.00
2 Photo Inkjet Cartridges C9369WN $38.20

Paper and photographic paper $20.00
Shipping $40.00
_____________

Total $570.50*

*Teachers will cover the cost of anything not covered by the 500.00 grant.
*Materials for games will be donated by the art department

Judges' Comments:

"What a fun project for the students!"

"Very appropriate for this age group - they will have lots of fun and learn a lot in the process."

"Great, age-appropriate project. Well-organized implementation steps and motivational for students. Fun!"


Score: 4.64 out of 5.00
Ganan Fannin
5955 Cranston Rd.
Morehead, KY 40351
606-784-4604
ganan.fannin@rowan.kyschools.us
Tilden Hogge Elementary School

LESSON TITLE: The Flat Stanley Project
GRADE LEVEL: K-5

Project Description: Third grade students will use digital camera photos and ToolFactory software to complete several activities and one final culminating project in a multi-disciplinary unit around the book series Flat Stanley by Jeff Brown. The premise of the first book is that a little boy Stanley has a bulletin board fall on him in his bedroom and it makes him flat. He proceeds to have many adventures and discovers some nice advantages to being flat. The main advantage and adventure of the book is being sent by mail to visit his friend. By the end of the story he is tired of being flat and different. He wants to be whole again. His brother comes up with the idea of pumping him up with a tire pump. The other books in the series are Stanley and the Magic Lamp (where he finds a lamp and meets a genie), Stanley in Space (where he visits space), Invisible Stanley (where he is made invisible), Stanley Flat again (where he becomes flat once more).

Students would read the series of Flat Stanley books. They would then make their own two versions of a Flat Stanley with Tool Factory Painter. The Stanleys would be printed, cut out and laminated for durability. One of the Stanleys would be used in class activities, the other Stanley would be used in a data collection activity by mailing him to another destination. (The Stanleys that are mailed will be sent through both e-mail and postal mail.) Using Tool Factory Word Processor, they would compose a letter explaining how they became flat to send to someone in another state (or possibly even to another country) with a questionnaire that asks for information on the destination area. It also asks that the place where Stanley visits return him and the letter with pictures (either actual or on disc) of the area (any historical/famous sites, special things to do in the area and preferably pictures of Stanley with or in these sites.) The purpose of mailing Stanley is to learn information about an area that the students would otherwise be unable to visit and learn about. This involves the language, culture, weather, population, geographical information and any historic or special sites to see. In the past we have received Stanleys from Canada, England, Japan and Iraq as well as famous people such as the Govenor and President. (Yes! We were impressed!) The pictures, real-life visits and information are much more meaningful than just a lesson on the area would be. Tool Factory Data Base and Tool Factory Spreadsheet would be used to create a class display of where each student’s Stanley was mailed, including the distance from our town to this location, and the cardinal direction of this location if travelling from our town to visit. This Spreadsheet would also be used to collect and display data when the Stanley’s are mailed back to us. (Such as weather, climate, animals that inhabit the area, special sites, population, etc.) Other uses for the Data Base and Spreadsheets are included in the activities listed below. Where appropriate, all aspects of the Tool Factory Software will be utilized.

The activities listed below are some of the lessons/objectives incorporated in this unit. Once this unit takes off, we always come up with additional things to do. This is a very exciting unit and is always unique and reflective upon the enthusiasm of the students involved. Pictures will be taken for each activity below.
- Language Arts- vocabulary and spelling words from story will be introduced and reviewed throughout unit. The story includes words with prefixes, suffixes, compound words, common and proper nouns, synonyms, homonyms, antonyms, phonics, word families, all parts of speech, similes and metaphors, etc.
- Language Arts- set up pre-reading activities such as setting a purpose for reading, predicting plot, etc.
- Language Arts- identify story elements, setting, characters, plot, main events, story sequence, fact and opinion, fiction and non-fiction, etc.
- Language Arts- identify author’s purpose, point of view and all parts of speech as found in the story.
- Language Arts- answer comprehension questions for each chapter.
- Language Arts- take on-line chapter quizzes and a final test after reading the story.
- Art- take pictures as Stanley from different perspectives. Display pictures and have students guess where the Stanley was based on what the view is.
- Art- make a clay design of a Stanley. Math- measure weight, height and width. Flatten the shape and do all the measurements again. Record and compare results in Spreadsheet and Word Processor.
- Art- design clothing to fit Stanley using cloth, felt or fabric and materials.
- Art- make a (flat) pressed flower in clear contact paper.
- Math- measure & photograph themselves. Then create a flat version of themselves on paper (by laying down and tracing with a partner) and take a picture of it. Insert both pictures in the Word Processor program to compare and contrast the two in a Venn Diagram.
- Math- Go outside and trace themselves again using sidewalk chalk. Measure their perimeter with inch links. Cover the tracing with cubes to find the area. Compare the area and perimeter to the Stanleys they made in Tool Factory Paint.
- Math- estimate, measure and record how many Stanleys would cover the length of the hall, width of door, length of classroom, playground, etc. Display pictures with measurement results in the hall for other students to view.
- Math- calculate elapsed time. To determine the elapsed time for Stanley to complete an activity the students would need a reference point of time. They would have to do the activity themselves, record their start and stop time and then make an accurate adjustment on the time it would take a much smaller Stanley to complete the task (walking their dog, climbing the slide, running around the track, etc.) They would photograph their Stanley in a starting position. Then they would photograph him again at the end of the activity. Write and record elapsed time of the activity. Use Spreadsheet to compare the elapsed times it took the students to do the activities and compare that to the time it took their Stanley.
- Math- studying flips, slides and turns- take Stanley outside and take pictures of him in the various positions. Explain why he would need to do each of the position changes as he navigates through the playground.
- Math- have students navigate their Stanley using angle degree turns. Take a picture of their Stanley in a starting position. Then move him to each of these basic degree turns (right, 90’, 180’ and 360’). Take a picture of Stanley for each turn to insert in a Word Processor display with the labels for each picture.
- Math- symmetry- fold Stanley in half. Use symmetry mirrors to create the other side of Flat Stanley. Unfold and compare their drawing to the actual Stanley.
- Math- on the day that Stanleys are mailed, have a going away flat pizza party. (They’ll have to do math to estimate how many pizzas to order for their class first). Take pictures of all the pizzas when they arrive. Put the children in groups to share each of the pizzas. Discuss how many slices there are and use division to figure out how many slices each child will get. Dividing the pizzas could result in even or odd and some groups may have division with remainders. Take a picture after removing each child’s slices and have them name the fraction of the pizza they get as well as the fraction of the pizza that is left. Take pictures of the pizzas at the following intervals as these are the basic fractions that 3rd graders are expected to learn (1/2, 1/3, ¼). Then figure out the equivalents for these fractions and take pictures of the equivalent fractions also. Insert the pictures into a Word Processed display of the pizza fractions.
- Math- more work with the pizzas: have the students find the angles in their slices (acute, right and obtuse) and take pictures of each angle. Insert pictures into a Word Processed display of angles.
- Writing- Take pictures of their Flat Stanleys doing various activities during the school day. Write a daily journal in Word Processor of Stanleys school adventures. Take pictures of Stanley in the various activities to create a story in Word Processor of Stanleys adventure.
- Writing- write another ending for the story including a different way for Stanley to become whole again.
- Writing- think of another thing that could happen to Stanley (being shrunk, rubber, etc.) and write a paragraph of his adventures. (Include what the advantages and disadvantages would be)
- Social Studies- create a flat city using white roll paper. Decide on all necessary elements of a city and how to determine locations for buildings, homes, businesses, etc. Use a google map as a model.
- Social Studies- use the internet to research information on all of the places that Stanley has been mailed. Cover any gaps from the information received and check for accuracy on populations, climate, famous sites, etc.
- Science- get a class pet for Flat Stanley. Take pictures of it (a mealworm and butterfly) in it’s various stages of it’s lifecycle. Insert pictures into Tool Factory Word Processor to write a lifecycle photo story of Stanleys pet. Write why these would be good pet choices for Stanley (based on their habitat & needs)
- Science- grow a flat garden. Using a clear slip cover, place soil and seeds in and use a projector to view the growth each day. Use Data Base and Spreadsheet to collect and analyze the results. Discuss how a flat garden would have different properties than a real one. (root growth, etc.)
- Science- experiment with force and motion using their Stanleys. Put them on an object which rolls (toy car) and measure the distance that they roll from different heights.
- Science- go outside and measure wind direction. Design a kite for their Stanley to fly on. Record their results in Data Base.
- Science- take a nature walk and look for all the objects in nature that are also flat. Create a Spreadsheet of the list as a class.
- Science- Have a Stanley paper airplane race. Measure and record distance traveled and time.
- Health- research healthy foods that are also flat. Reading labels, decide on the healthiest flat foods from the list. Enjoy a flat snack celebration including all food groups.

The students would take digital pictures of their entire project activities to create a photo story project at the end of the unit. Any pictures returned with the mailed Stanleys will be inserted into the Tool Factory Photo Story. This photo story project would be burned to a CD/DVD for each student to have.


Budget:
CDs $50
Ink cartridges for printer $250
Memory cards $100
Pizzas & flat snacks $50
Pets (Mealworms and Butterflies) $25
Sidewalk chalk $10
Postage for mailing, envelopes, etc. $15__
Total: $500

Judges' Comments:

"Fantastic! This is really well thought out."

"These books are great - this project does them justice!"

"Lots of differnt ideas - will be lots of fun for students to learn vaious concepts - and not feel like they are learning!"

"This is a great project! I have taken Flat Stanley on one of my vacations and sent him back to my now daughter-in-law's classroom."


Score: 4.53 out of 5.00

Kila Henry
126 South High School Avenue
Ravenwood, MO 64479
660-937-3701
kahenry@grm.net
Northeast Nodaway R-V High School

LESSON TITLE: Technology as a Tool of Science
GRADE LEVEL: 9-12

Stream Teams learn to monitor water quality and to tackle stream problems at the local level. The local Stream Team is composed of high school and post high school students who monitor three sites on two streams. The data is reported to the state. Students make a visual stream survey, and collect chemical, macro-invertebrate and stream discharge data.

Digital cameras will be used in photo point monitoring which is a quick, effective method for documenting change in vegetation and soil through repeat photography. Each stream sampling site will be photographed each time from the same point. The Tool Factory Database will be used to develop a database of the pictures for each sampling site. The visual stream survey requires students to determine the percentage of various types of vegetation on the flood plain, riparian area and stream bank. A transparent grid will be placed over the digital picture to aid in the determination of the percentage of each type of vegetation.

Video clips of each type of water quality test (air temperature, water temperature, dissolved oxygen, nitrate, turbidity, pH, conductivity) will be made by the students to train other students and Stream Team members in the proper methods of water quality testing to obtain valid data.

Digital cameras will be used to photograph and/or video each type of macro-invertebrate at each sampling site. The invertebrates could them be released as the digital documentation will provide enough information to allow for identification. The pictures and clips will be organized in the Tool Factory Database. The Tool Factory Spreadsheet will be used to record the number and type of macro-invertebrates at each sampling site.

Environmental Science

One of the units of this class is a study of water quality. The video clips created by the Stream Team students of the various water quality tests will be used to instruct the students in the proper methods of water quality testing to obtain valid data. The students will view the clips and then use them to critique each other during the actual hands-on practice. Upon successful completion, the students will select a site near school and conduct water quality monitoring tests.

The Tool Factory Word Processor will be used as part of a writing assignment. Each student will select one of the sites monitored by the Stream Team. They will analyze the state submitted Stream Team data, scanned pictures and the Tool Factory Database of pictures and data to write a description of the site. They will construct an illustrated story of how their site has changed over the last ten years and predict how it might change in the future due to one of several scenarios (conversion of row crop to pasture, new home, campground development, etc.).

This class will also study recycling as a unit. They will develop a variety of different compost columns using 2-liter bottles. The digital cameras will be used to record the construction of the columns and changes in the various materials at regular intervals over time. The pictures can be cataloged in the Tool Factory Database. A final report will be made using Tool Factory Word Processor. The Tool Factory Spreadsheet will be used to keep a record of the type and weight of all materials added to the compost column.

A new assignment to the class this year will be the development of a paper recycling program. Contact has been made with a company that will pay for paper. Upon
approval of the Board of Education, our school will begin a paper recycling program that will be managed by this class. The class will determine the various positions needed in the program. They will develop the criteria for the job and using the Tool Factory Word Processsor, will write a job description for each job. The class will use the Tool Factory Word Processor to develop flyers, brochures and other materials, encouraging community participation. The Tool Factory Spreadsheet will be used to keep a record of the dates of collection, the amount of paper collected and the amount of money received. Mid-quarter and quarterly reports will be required and shared with the community.

The money received from the recycling of the paper will be used to purchase various materials for the school (technology will be the main focus). This same group of students will be responsible for developing the criteria regarding the distribution of the money. They will use the Tool Factory Word Processor to develop materials, which will promote the program and forms for teachers to use to request funds.

We are fortunate to have a local university that has received numerous awards for their alternative energy program. A university study found that it would be economically sound to pelletize paper. The energy generated from the pellets provides the BTU values needed to heat and cool the campus. The class will take a field trip to the campus to view the alternative energy program. The digital camera will be used to make video clips of the various processes of the program from paper to BTU. These can be used in class to review and re-teach any part of the program or to help students who were absent to understand the lesson.

Biology

The laboratory activities in biology are set up such that each group of students studies one aspect of our topic. If we were studying enzymes, each group would study the effect of one of the following on enzymes: temperature, pH, type of substrate, amount of substrate, and amount of enzyme. One person from each group then presents the experiment to the rest of the class. Visuals are a must. Video clips of specific parts of the experiment will be recorded. Students will use the Tool Factory Spreadsheet to record the data of the experiment and the Tool Factory Word Processor to make an illustrated presentation of the experiment. The presentations will be available to students that were absent.

Physical Science

The students will develop an element profile during a study of the periodic table. They will use the Tool Factory Word Processor to create an illustrated report on an element. The report will include name origin, discovery, symbol, physical properties, chemical properties, number of isotopes, uses and how it is produced. The Digital Camera can be used to take pictures of where the element might be found in real life (Americum-smoke detector). The Tool Factory Database will be used to record the data for each element.

Science Olympiad

Each year our school participates in Science Olympiad. There are 23 events. Each year
some of the events require identification of specimens: trees, insects, rocks, fossils etc. The Digital Camera will be used to take pictures of objects. The Tool Factory Database will be used to create a database of the various pictures to assist students as they study for the event.

History of Science

I have always had an interest in science, its history, and travel. In the last few years, I have had the pleasure of taking a History of Science Tour each year. The tour guides select a country and then arrange to visit many places of scientific interest as well as others of interest to anyone. The Deutsches Museum,-Munich, Chemistry Museum-Gottingen, Germany Pharmacy Museum, Alchemy Museum and the Boerhaave Museum,-Leiden are a few of the examples. I take many rolls of film and scan the pictures so that I can have them available for incorporation into my lessons. I will take a Digital Camera to take pictures both of scientific and cultural interest, which can be loaded directly into the computer. This will save an enormous amount of time. The science pictures will be used in my lessons. I have arranged to share any of the pictures with the business teacher. She has a project that has each student researching a different country. The students could use the Tool Factory Word Processor to develop this report.

Item Amount Cost Total Cost
Camera Cases 3 $15.00 $45.00
Memory Cards 512 3 $30.00 $90.00
CD-R Pkg 50 1 $15.00 $15.00
Olympus SP-500 - Sports and Wildlife Camera
1 $349.00 $349.00
Grand Total $499.00

Judges' Comments:

"I love the periodic table idea. Take elements out of obscurity and into real-life. Photograpic sampling is a terrific, environmentally-friendly collection method."

"Great use of equipment and software."


Score: 4.39 out of 5.00

Jean Pollock
540 East Route 57
Port Murray, NJ 07865
(908) 689-4650
Jean.Pollock@dhs.state.nj.us
Warren Project TEACH/TEC

LESSON TITLE: The Mini-Me People Iditarod
GRADE LEVEL: 9-12

I work at Warren Project TEACH/TEC (Teen Education and Child Health/Transitional Education Center). We are an Alternative High School for Parenting and Pregnant Teenagers and Students at Risk.
As a class/school project every year, we do lessons on the Iditarod Sled Dog Race. To keep the assignments interesting, we brainstorm new ideas for the upcoming race in order to expand upon our last year’s activities/event.
We are planning to design and build our own sleds to race this year. The students will hand draw or use TOOL FACTORY to make a design for their sled and compile a list of supplies they will need in order to accomplish their task. They will be asked to be creative and to make their design thinking of items already available to them at school. We also have a co-worker whose husband works at a lumber yard and he will be providing us with supplies. We will use the digital cameras to take pictures throughout the sled building process. Once these are taken, we will then incorporate them into a presentation that can be presented using MULTIMEDIA LAB V and possibly even TOOL FACTORY PAINTER to show the step by step progress of our project.
Following the format of the actual race, we will also have Checkpoints. We would map out a race route and type the directions to each Checkpoint on the Trail. The math class will measure the route and distance between Checkpoints using a rolling tape measure provided by our Maintenance Personnel. Checkpoint signs will be printed using TOOL FACTORY WORKSHOP. These pictures will be photographs we may have actually taken using our digital cameras or pictures from the Internet or Clipart.
You may be wondering and ask, “How is this P.E.?" When discussing the idea for this possible lesson with my students that’s exactly what they asked, “How is this P.E.?” I said, “You tell me.” They came back with, “We're pulling the sleds??!!”
At each Checkpoint, the students will change position on the sled so that they all have a chance to steer and help pull the sled. This is where each Team must have their Log Book signed, stating that they had raced on through. This information would be documented using the Log Books designed with TOOL FACTORY SPREADSHEET. We will invite our friends and neighbors from the National Guard to be Checkers at our Checkpoints. We’ll also set up our backyard (weather permitting) with tents as if we were on the Trail. Our Cook will prepare lunch outdoors cooking Alaskan Salmon on the grill and dehydrated camping meals.
The race will be timed as each team runs to see who has the fastest time. There will be three teams that will run, one at a time. During the race, they will use Mushing Terminology: MUSH/HIKE(Go), GEE(right), HAW(left), WHOA(stop).They will ALL be WINNERS. It’s not about winning; it’s about the participation and having fun while learning in the process.
Using TOOL FACTORY WORKSHOP, we will make banners designating the Start and Finish of our race along with designing greeting cards and typing letters to thank everyone who has contributed in any way in order to help make this project a success. MUSH ON!! :) Our Race will take place in March after the actual Iditarod Race is completed.

Budget:
($500.00-Supplies needed in order to complete our project.)
3 Color Ink Cartridges ($30.00 each) $90.00, 2 Black Ink Cartridges ($25.00 each) $50.00, 1 box of 9 X 12 Laminating Sheets $25.00, 1 box of Sheet Protectors $8.00, 1 XD Picture Card Reader/Writer-Micro Drive $20.00, 3 128 MB XD Cards ($26.00 each) $78.00, Olympus P-11 Digital Photo Printer $150.00, 2 Olympus P-11 Printer pack ($39.00 each) $78.00

Judges' Comments:

"This is hilarious! I want to be part of the team. Kudos to the writer for showing enthusiasm and creativity in the prose. My only gripe was I wanted to see more use of cameras."

"I love this project, I wish that I could have had this opportunity as a student!"

Read the applications of the 12 runner-up finalists.

 




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