Into the Fields:

How can local crop production be improved

by eliminating or enhancing various abiotic
and biotic factors?

Courtnie Dicapo and Morgan Story

2018 EDCI 4500

Introduction

Did you know that a large portion of Louisiana’s agricultural income is generated
by local crop alone? Our teaching team plans to implement a four-week project for tenth
grade biology students. The four-week project will allow the students to immerse
themselves in learning about local agricultural factors while meeting the state standards.
The students will have the opportunity to design and conduct their own experiments that
relate to local farming and search for ways to improve crop production. This project is
designed to cover the following standards:

● Ecosystems have carrying capacities, which are limits to the numbers of

organisms and populations they can support. These limits result from such
factors as the availability of living and nonliving resources and from such
challenges as predation, competition, and disease that affect biodiversity,
including genetic diversity within a population and species diversity within an
ecosystem. Organisms would have the capacity to produce populations of great
size were it not for the fact that environments and resources are finite. This
fundamental tension affects the abundance (number of individuals) of species in
any given ecosystem. (HS.LS2A.a)
● Human activity directly and indirectly affect biodiversity and ecosystem health
(e.g., habitat fragmentation, introduction of nonnative or invasive species,
overharvesting, pollution and climate change). (HS.LS2A.b)
● The dynamic interactions within an ecosystem can keep its numbers and types of
organisms relatively constant over long periods of time under stable conditions. If
a modest biological or physical disturbance to an ecosystem occurs, it may return
to its more or less original status (i.e., the ecosystem is resilient), as opposed to
becoming a very different ecosystem. Extreme fluctuations in conditions or the
size of any population, however, can challenge the functioning of ecosystems in
terms of resources and habitat availability and may result in new ecosystems.
(HS.LS2C.a)
● When evaluating solutions it is important to take into account a range of
constraints including cost, safety, reliability and aesthetics and to consider social,
cultural and environmental impacts. (HS.ETS1B.a)
● Changes in the physical environment, whether naturally occurring or human
induced, have thus contributed to the expansion of some species, the emergence
of new distinct species as populations diverge under different conditions, and the
decline–and sometimes the extinction–of some species. (HS.LS4C.c)
The project will be broken down in a four-week program that include: a week of
uncovering abiotic and biotic factors (background and benchmark based), two weeks
will be dedicated for the students to conduct their own research experiment in groups,
and the last week will allow the students to practice their scientific communication in
different forms (written and verbal). The overall goal is to engage the students in
thinking about science impacting everyday life, and how local farming is important
scientifically and economically. Students will be able to outline their progression through
different factors that impact growth of crops, propose solutions on ways to increase
yield of local crops, conduct experiments to test various impacts abiotic and biotic
factors have on local crops, and better their science communication skills. With this
grant we propose this unconventional approach that will enhance the students
experience learning biology.

Rationale

Farmers, crop consultants, and chemical representatives are constantly

considering new innovative ways to increase crop production. There are several factors
that influence crop production that involve various areas of biological sciences. In
Louisiana, local crops account for a large percentage of the local income. Many of our
students even live near or around fields, or drive past them regularly. However, many
students do not recognize the vast significance that science has to play in the growth of
these crops. By using a project-based learning approach, our students will be able to
not only cover several state standards, but they will also receive a real-life and
real-world experience they might never experience outside of this unit. This project
based unit opens the opportunity for the students to become the scientist and conduct
their own experiment that questions the world around them.

Description

For our project we plan to have students do research and perform experiments to
determine potential ways to increase production of current crops. The driving question
for our project will be as follows: How can local crop production be improved by
eliminating or enhancing various abiotic and biotic factors? We will have guest speakers
from Barrick Crop Protection, who will discuss with our students how these factors are
monitored by professionals in the field. Students will be required to construct a proposal
for an experiment on a factor of their choosing, run the experiment over a two week
period, create a final product of their choosing, create a research paper/lab report, and
finally present their findings and products at a science exposition. An example of a
student project would be if a group focuses on drainage and intends to improve
irrigation in fields by constructing their own miniature field with a drainage system. The
entirety of the project will span over a total of four weeks. The first week will involve
introduction to the unit, a field trip touring a local farm with a crop consultant, student
research, and formal writing of an experimental proposal. The second and third week
will be used as work days for gathering materials, constructing experiments, running
test, and writing their lab reports as they progress. The fourth week will be spent
preparing the final paper and preparing for the expo.

A brief summary our unit can be found below in our Project Calendar. For each
day, there is a brief description of what will occur during each class period. These are
simply very shortened and summarized versions of our lesson plan for each day.

Evaluation and Assessment

Throughout the duration of the unit, there will be several assessments and checkpoints
embedded throughout. The checkpoints will be used for the teacher to keep track of the
students progress towards the final project and paper. A description of each
assessment and checkpoint, along with corresponding rubrics, can be found below. The
assessment plan below follows the same chronological order as the unit.
 Assessment Plan
Photo Scavenger Hunt
Name: Day 2 Photo Scavenger Hunt
Type: Formative
There will be one point for each picture students take. There is no rubric for this
assignment, students are only competing to get the most points. This will be created
depending on the time of year the project is approved for, given that crops look very
different in the end of, for example, September then they do the beginning of
December.
The students will have to use a camera on their phones or a camera provided by
teachers (grant proposed items). Students will be given a worksheet with questions
that they will have to solve in order to take a group picture. They will do this photo
scavenger hunt with the groups they will be in for the rest of the project. the students
will submit their photos on a Google Classroom Document on their phones (or fill out
a paper worksheet).
Exit Ticket
Name: Day 3 Exit Ticket
Type: Formative
Exit ticket question will be: Describe two factors to consider for the proposal and then
compare and contrast the two (select one abiotic and one biotic) factors? Discuss a
prediction on how the factor affects the growth of a plant population.
This allows the students to brainstorm on the factors that deal with plant production
and this information can be used to prepare the presenter for the potential topics for
the next day and for the teacher to create feedback for Thursday if revisions are
necessary.
Standard assessing (other possibilities may be hit):
Changes in the physical environment, whether naturally occurring or human induced,
have thus contributed to the expansion of some species, the emergence of new
distinct species as populations diverge under different conditions, and the
decline–and sometimes the extinction–of some species. (HS.LS4C.c)

EXIT TICKET

Week one day three

1. Describe two factors to consider for the proposal and then compare and contrast the two
(select one abiotic and one biotic) factors?

2. Discuss a prediction on how the factor affects the growth of a plant population.

Rubric:
Question 1 Point 2 Points 3 Points grade
1 Only one factor Both factors Both abiotic
described. No described but and biotic
comparison missing factors
contrasting or described and
comparing compared and
statement. contrasted.
Did not include
either a biotic
or an abiotic
factor.
2 Specifies a factor A factor A factor
but no prediction prediction prediction is
mentioned but stated clearly
not explained and described
Total (out of 6
Points)

Project Proposal Document

Name: Day 5 Project Proposal Document
Type: Formative
Description: This assessment is used to help the students construct their research
project outline. This will be a benchmark assessment at the conclusion of week one.
Teachers will provide feedback on this document for the students to revise on day six.

Multiple standards will be hit depending on each groups’ project.

STUDENT PROJECT PROPOSAL REQUIREMENTS

You may use MLA formatting construct your Project Proposal (or school preference formatting). Please
use 12pt, Times New Roman, and double spaced. The following items are the requirements for your
Project Proposal. **These are merely requirements that ​MUST​​ be included in your proposal. You may
include any additional material as your group feels necessary.**
1. Group Member Names on front page with the title of the experiment.
2. Answer the following questions in paragraph (three sentences) format with section headers:
1. FACTOR: What is the factor your group will be doing a project on? Why?
2. Either BIOTIC or ABIOTIC: Is your factor biotic or abiotic? Explain.
3. PREVIOUS RESEARCH: Summary of research about factor (include three sources from
the internet)
 4. PROPOSAL: Describe your groups proposal on how to answer the driving question
5. PROCEDURES: Detailed explanation of the experimental steps in either paragraph or
numbered format of the proposed experiments to do research.
6. MATERIALS LIST: list of materials and the number of each required to conduct the entire
experiment (consider 1 to 2 extras of products)
2. Literature to support have these printed and highlighted what you used (print or pdf ok to turn in).

Rubric

Requirements 3 Points 2 Points 1 Points

Names, title, and Name and title on front page One is missing: All names Missing group
format of proposal and all format are on front page, title, or members, title
requirements were met. formatting. missing, and wrong
formatting.

Answers number All categories were titled and Not all categories were Questions were not
2 in report answered in a clear and labeled and answered answered or all
detailed manner. appropriately (or missing). mis-explained.

Grammar and Correct vocabulary was used Vocabulary and sources Missing sources or
sources and sources cited improperly used. vocabulary. Or
appropriately. misuse of sources.

Group 1: All group members equally contributed

Contribution 0: Work was not divided appropriately or not all members contributed.

Score: _________/10

Name: Day 6 Project Proposal Document Revised Checkpoint

Type: Formative
Description: ​This proposal will be used merely as a checkpoint assessment, in order for
students to have the finalized project plan for the following day. No grade will be given.

Multiple standards will be hit depending on each groups’ project.

Project Binder Checkpoints
Name: Day 7 Project Binder Checkpoint One
Type: Formative
Description: Teachers will use the project binders as a checkpoint. Project Binders will
be up to the students to format and organize but must contain components required
for a lab report (Introduction, methods, results, analysis, and conclusion). This will
encourage students to focus on completing the project in an orderly manner, and
allow teachers to monitor student progression. If necessary teachers will provide
feedback to groups if their Project Binder is messy or disorganized. This checkpoint
will be to review the contents of their Project Binder and include: ​table of contents
page, introduction, and methods (bold parts found below),​​ and tabs specified
(can be halfway completed because there will be another day they will have the
opportunity to work on it again on Day 9). All groups will be graded based on the “Lab
Report and Poster Rubric” for this checkpoint.

Name: Day 10 Project Binder Checkpoint Two

Type: Formative
Description: Teachers will use the project binders as a checkpoint. Project Binders
will be up to the students to format and organize but must contain components
required for a lab report (Introduction, methods, results, analysis, and conclusion).
This will encourage students to focus on completing the project in an orderly manner,
and allow teachers to monitor student progression. If necessary teachers will provide
feedback to groups if their Project Binder is messy or disorganized. This checkpoint
will be to review the contents of their Project Binder and include: ​introduction, and
methods (bold part found below) ​(check for completeness specifically on Day 10).
All groups will be graded based on the “Lab Report and Poster Rubric” for this
checkpoint.

Name: Day 14 Project Binder Checkpoint Three

Type: Formative
Description: Teachers will use the project binders as a checkpoint. Project Binders will
be up to the students to format and organize but must contain components required
for a lab report (Introduction, methods, results, analysis, and conclusion). This will
encourage students to focus on completing the project in an orderly manner, and
allow teachers to monitor student progression. If necessary teachers will provide
feedback to groups if their Project Binder is messy or disorganized. This checkpoint
will be to review the contents of their Project Binder and include:​ results and
analysis (bold parts found below). ​All groups will be graded based on the “Lab
Report and Poster Rubric” for this checkpoint. (If any students are not finished at this
point, they will be allowed to continue in the next class.)
 Name: Day 16 Project Binder Checkpoint Four
Type: Formative
Description: The elevator pitch paragraph will be in the students’ Project Binder. The
paragraph will be used to evaluate content centered factors and structured sentences
(question, methods, results, analysis, and reason for performing their experiment).

One point will be rewarded for having each of these factors: question, methods,
results, analysis, and reason for performing their experiment (out of 5 points).

Name: Day 17 Project Binder Checkpoint Five

Type: Formative
Description: Each group will turn in a rough draft of the final paper (completed) that
will be due at the end of the class period. All groups will be graded based on the final
rubric for this checkpoint. Students will be encourage to compile all of the Project
Binder checkpoints and fix any errors or comments from the teacher’s feedback.

Name: Day 19 Elevator Pitch

Type: Formative
Description: Assesses the students’ ability to communicate research to peers. This
assignment will be graded based on peer reviews and if a video component is
implemented then the teacher can use the comment card as a rubric. This
assignment is to prepare them for the Science Expo and start thinking about the best
way to vocalize their research. (Use the rubric for the final project presentations)

Name: Final Research Paper and Project

Type: Summative
Description: The final paper and project will be used as summative assessments and
must include elements outlined in the rubric and must answer the driving question.
Information will be detailed and formatted according to the guidelines.

Lab Report and Poster Rubric:

Title​​ 3 Points 2 Points 1​​ Points 0​​ Points Pts/3 ​

 Scientific name of crop
Scientific name, but No scientific name, too
studied included, short
too long or does not long and wordy, and title Missing scientific name
and concise, but  
clearly represent has no relevance to or project relevance.
clearly explains
research project. research project.
research project.

Introduction
15-20​​ Points 10-15 ​ Points 5-10 ​ Points 0-5​​ Points Pts/20​​

​ 5​​ Points 4​​ Points 3​​ Points 0-2​​ Points  ​

Background Reasonably well 1: Not well explained. 1:

Not well explained.
& Relevance Excellently explained. explained. Logical but Logic and
Logic and
(What is Clear and logical. All clarity could be clarity was hard to
clarity was hard to  ​
known, what important information improved. All follow. Several important
follow. Most important
is included. important information pieces of
information included.
unknown?)​​ included. information was absent.

​ 5​​ points 4​​ points 3 Points 0-2 Points  ​

Reasonably well Not stated (1), incorrect,

Excellently explained. explained. Logical but Mostly correct. Stated or understandable due
Motivation
Clear and logical. All clarity could be but unclear and difficult to lack of clarity, logic
(why do we and extremely poor  ​
important information improved upon. All to understand due to
care?)​​ choice of words (1).
included. important information poor choice of words.
included.

​ 5​​ Points 3 Points 2 Points 1​​ Point  ​

Not stated, incorrect,

Research Correct. Stated but Mostly correct. Stated
Correct. Clearly and or understandable due
Question an with possibility of but unclear and difficult
logically stated. Good to lack of clarity, logic  ​
d improvement in choice to understand due to
choice of words. and extremely poor
hypotheses of words. poor choice of words.
choice of words.

​ 5​​ Points 4​​ Points 2​​ Points 1​​ Point  ​

Picture describes
Picture not very
relevant points or Picture not very helpful No pictures or very
helpful or don't apply.
Images background info. Not or don't apply, blurry, not blurry or not referenced
Not blurry, properly
blurry, properly properly referenced. at all
referenced.
referenced.

Methods​​ Pts/10​​

​ 9-10 Points 7-8 Points 3-6 Points 0-2 Points  ​

 10: No flaws in detail 8: Missing some minor Some major details Several major steps
and clear directions. details, but no major omitted or incorrectly omitted or incorrectly
Description
9: Missing very few or details. stated. (subtract based stated. (subtract based  
of Methods​​
minor details. 7: Missing a major on number of specific on number of specific
step. details missing ) details missing )

Results 20 Points Pts/20

​ 5​​ Points 3-4​​ Points 2 Points 1 Point ​

Minor
4: Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional. look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 1  and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3: All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing. chart/statistics
used/displayed.
used/displayed.

​ 5 Points 3-4​​ ​Points 2 Points 1 Point ​

Minor
4: Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 2  and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3: All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing. chart/statistics
used/displayed.
used/displayed.

​ 5​​ ​Points 3-4​​ ​Points 2 Points 1 Point ​

 Minor
4. Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional. look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 3  and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3. All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing chart/statistics
used/displayed.
used/displayed.

5​​ ​Points 3-4​​ ​Points 2 Points 1 Point

Data in the figures

are incorrectly
Data in the figures
explained or
4. Data in the figures are incorrectly
unclear and
are correctly explained or
difficult to
Data in the figures are explained but clarity unclear and
understand. Incorr
correctly and clearly could be improved difficult to
Written ect statistical
summarized. Statistical upon. understand, or ​
section analysis or
analyses are present and key data points
3. Incorrect statistical incorrectly
interpreted correctly. not explained. No
analysis or interpreted.
statistical analysis
incorrectly
or interpretation.
interpreted.

Pts/15
Discussion 15 Points ​

​ 8-10 Points 7-8 Points 3-6 Points 0-2 Points ​

Major conclusion
Major conclusion Major conclusions from the report is
Major conclusion from the
Interpretation from the report is not clearly stated not stated or
report is accurately and
of Results accurately but not or with some inaccurately
clearly stated.
very clearly stated minor errors. and/or not clearly
stated.

​ 5​​ ​Points 3-5​​ ​Points 2-3​​ ​Points 0-2​​ ​Points

 Discussion of
Discussion of
Discussion of results and
Discussion of results and results and
results and predictions are
predictions is clearly stated predictions are
predictions are not inaccurate or not
and why the results might unclear and the
very clear and the clear and the why
Predictions not match predictions. why is missing.
why is missing. is missing. Future
and Future Future directions are Minor errors in
Future directions are directions are
Directions accurately identified and identifying the
accurately identified inaccurately
described clearly, logically future directions
but clarity and logic identified with
and using appropriate with major flaws
could be improved in major flaws in
words. in clarity and
the describing it. clarity and logic or
logic.
not identified.

References​​ 5​​ ​Points 3-4​​ ​Points 1-3​​ ​Points 0-1​​ ​Points Pts/5​​

1 source cited in
At least 2 source
At least 2 source cited in the the discussion No sources cited,
cited in the
discussion included here included here, or several major
discussion included
with proper referencing and/or major errors in citations
here but with minor
format (MLA). errors in and/or format.
errors in formatting.
formatting.

Style and
25 ​Points /25pts
Presentation

9-10 Points 7-8 Points 3-6 Points 0-2 Points

Little connection
between bullet
8. Many grammar pints. Proper 1: Poorly
10Writing is well structured, mistakes. No bullet tense not used. structured.
Writing bullet points. Proper tense points. Proper tense Grammar errors. Difficult to read.
Style and used. used. (subtract based 1: Little to no flow.
Flow
9: Few grammar mistakes. 7. Excessively on number of Proper tense not
verbose. specific used.
grammatical
errors)

5 Points 4-3 Points 2 Points 1 Point

1 out of the 3
2 out of the 3 Color scheme
following: color
Color scheme readable, following: color unreadable;
Project scheme readable,
correct headers, readable scheme readable, incorrect headers,
Style​​ correct headers,
font sizes. correct headers, unreadable font
readable font
readable font sizes. sizes.
sizes.
 8-10 Points 7-8 Points 3-6 Points 0-2 Points

See list below from elevator

pitch activity 8/10 of the list below 6/10 of the list 0-5/10 of the list
Presentation
10/10 of the list below were were met. below were met below were met.
met

Pts/10
Total
0
Final Project Presentation
Name: Final Project Presentation
Type: Formative
Description: Will assess the students presentation skills and their understanding of
the scientific content. Follow elevator pitch guidelines to evaluate students final
presentations.
For the final project presentations the class will be presenting their work at the Expo, and the rubric the
students have been given before for their elevator pitch activity will be used. The teacher and other
judges will use this rubric to grade student’s project presentation.

Elevator Pitch/Rubric for Expo Presentations:

For each criteria below, rate their performance with: 1-beginner, 2-needs improvement, 3-succinct and
meets requirements, to 4-mastery.

Criteria Rating

1. Content: Ability to distill content of science communication short,

understandable pitch.

2. Organization/clarity: Clear presentation of ideas, pitch is easy to follow

and understand, flows well.

3. Completeness: Level of detail and depth is appropriate for 30 second

pitch, does not run over time.

4. Volume: Projects voice, appropriate for group size/distance from

audience.

5. Pace: Not too fast or slow, easily understood given accent/vocal style.

6. Diction: Pronunciation is clear and deliberate.

7. Enthusiasm/energy: Demonstrates interest in subject matter through tone

and energy of speech.

8. Body language/posture: Does not fidget, uses hands for emphasis,

upright posture.

9. Eye contact: Maintains eye contact throughout pitch, engages each

audience member.

10. Ability to answer audience questions: Demonstrates knowledge of topic,

clear and thoughtful response.

11.Appearance: Appropriate and professional attire

Out of 44 points____________________
Qualification of Applicant

Both teachers have participated in the Geaux Teach Program at LSU.

Courtnie Dicapo
(225)-610-6073 | CDICAP1@LSU.EDU

Objective
Gain experience in the workforce and gain experience that will help me succeed in all my professional
endeavors.

Education
HIGH SCHOOL DIPLOMA | MAY 2015 | LIVE OAK HIGH SCHOOL
· GPA: 4.0, Summa Cum Laude, Soaring Eagles

FOURTH YEAR STUDENT| GRADUATE FALL 2019 | LOUISIANA STATE UNIVERSITY

· Major: Biological Sciences with a concentration in Secondary Education (Geaux Teach)

STUDENT INVOLVEMENT
· AED (Pre-med Honors Society)-Active member since fall 2015.
· Student Christian Medical Honors Society- Active member since fall 2015.
· Dance Marathon Leadership Team- Associate Director of High School Dance Marathon (April 2017-April
2018)

Experience
DATA ANALYSIST| LSU STUDENT WORKER| MAY 2018- PRESENT
· I work with Excel and JMP programs to analyze various survey data for Dr. William Wischusen.

SALES | BATH & BODYWORKS | APRIL 2018-PRESENT

· I am a saleswoman at the Mall of Louisiana.

SALES | LUCY’S HEALTH FOODS | JANUARY 2018-PRESENT

· I help customers find their vitamins or food around the store and I help with inventory shipments.

SALES AND SUPPORT SPECIALIST | VICTORIA’S SECRET | OCTOBER 2016-DECEMBER 2017

· I was a saleswoman at the Mall of Louisiana.

SKATING CARHOP | SONIC DRIVE IN | SUMMER 2013-PRESENT (SEASONAL)

· I am a skating server. I am always willing to help a customer, and I am always portraying a positive image of the Sonic
Brand when I deliver food.

PATIENT TRANSPORTER | OUR LADY OF THE LAKE HOSPITAL | JUNE 2016-MAY 2017 (PRN)
· I transport patients from around the hospital to the imaging department of the hospital, and when the tests are complete I
bring the patients back to their rooms (MRI, CT, X-RAY, exc.).

CAMP COUNSELOR | CHILDREN’S EDITION CHILDCARE | SUMMER 2015 AND SUMMER 2016
· I taught a class of four-year-old children one summer, and I was a counselor for the elementary school children (6 to 10-
year old’s). As a positive role model, I instructed the children in numerous crafts and projects, and I was a mediator
between the children, their parents, and other staff members.
Morgan Story
12752 Farnham Drive, Baton Rouge, LA 70818 | (225)-315-5381 | mstory4@lsu.edu

Education
BACHELORS | DECEMBER 2019 | LOUISIANA STATE UNIVERSITY
· Major: Biological Sciences
· Concentration: Secondary Education

Skills & Abilities

MANAGEMENT
· Throughout high school and college, I managed to maintain high grades while juggling school, work,
friends, extracurricular activities. I thrive with projects that have a lot of moving parts, but know when
to say no.

LEADERSHIP
· In high school I was a member of my youth group’s youth board, a group of individuals chosen to be
peer leaders. Here I worked with others my own age and several adults to plan fun and engaging youth
nights for other high school students. Once in college I continued to work with the youth board as a
college mentor to help guide the high school youth board members to grow and plan. Shortly after, I
took on the responsibility of creating and leading a young adult group at my church, in which I now play
an active role in interacting with other adults as a leader.

Experience
SALES ASSOCIATE | LUCY’S HEALTH FOODS | JANUARY 2017 - CURRENT
· At Lucy’s Health Foods, I work with several customers to help them find the foods and supplements
they are looking for. Many of our customers have serious or life-threatening conditions, and therefore I
many times provide not only customer service, but also emotional support to them. Working in a small
business has allowed me to form relationships with many of our customers, which has enhanced my
already developed communication skills.

ASSISTANT MANAGER | KINNUCAN’S SPECIALTY OUTFITTERS | APRIL 2016-DECEMBER

2016
· While working as an assistant manager at Kinnucan’s I was responsible for maintaining superb
guest/team member interactions, keeping my team happy, and communicating expectations to the
team members. I was responsible for keeping in touch with our store manager, our district manager,
and several other people in charge of the company.

HOSTESS | SAMMY’S GRILL | SEPTEMBER 2015- FEBRARY 2016

· While at Sammy’s I had to work with other staff members to seat hundreds of customers in one of the
most popular restaurants in Baton Rouge. Usually my responsibility was to be the hostess who
strategized seating arrangements in the quickest and most effect way because I could think fast on my
feet, while keeping guests happy as they entered the restaurant.
Budget Narrative

The following Budget outlines all materials that will be needed for the completion of this
Project-based Instruction unit. Many of the materials, such as craft supplies and
students materials, will be able to be used for future projects. A detailed description of
each item, the amount required, the cost, the vendor, and the purpose can be found
below.

Itemized Budget

Budget Item Number of Cost Cost of Vendor Category/Purpose

items ($) items total

Transportati 1 $215 $215 First Transportation

on to and Student
from Field
Trip

Materials for 1 per group $30 per $180 TBD This will allow a
each group (6 groups) group portion of funds to
be dedicated
directly to each
individual group
needs, as they are
allowed to design
their own
experiments.
(Possible
gardening supplies
and tools,gloves,
paper, miracle
grow fertilizer, soil
and gardening
pots)

Binders 2 packs of $17.99 $35.98 Amazon These binders will

four be used throughout
https://ww the project for
w.amazon student groups to
.com/Ama keep up with
zonBasics materials, for
-D-Ring-Bi teacher to use as
nders-2-In checkpoints
ch-4-Pack throughout the unit,
 -x/dp/B07 and in the final
7XCJ6S1/ expo for students
ref=sr_1_4 to display
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b_2_sl?s= project.
office-prod
ucts&ie=U
TF8&qid=
15432637
04&sr=1-4
-acs&key
words=sch
ool+binder

Plastic Two 3 packs $22.99 $45.98 Amazon Dividers will be

dividers with https://ww used in group
tabs w.amazon project binders to
.com/Bind organize materials
er-Divider
s-Multicolo
r-dividers-
Plastic/dp/
B07GN93
5GG/ref=s
r_1_2_ssp
a?s=office
-products
&ie=UTF8
&qid=1543
263814&s
r=1-2-spo
ns&keywo
rds=binder
+dividers&
psc=1

White 1 pack of $11.99 $11.99 Amazon To be used for

cardstock 300 sheets https://ww lesson on day ?
w.amazon (the one with the
.com/Nee different scenarios)
nah-Cards
tock-Heav
y-Weight-
Brightness
-91437/dp/
 B07D4YF
3K4/ref=sr
_1_4?s=of
fice-produ
cts&ie=UT
F8&qid=1
54326393
6&sr=1-4&
keywords=
white+car
dstock+8.
5+x+11

Table cloths 1 per group $11.99 $71.94 Amazon The table cloths
(6 groups) https://ww will be used to
w.amazon protect tables in
.com/Gee- the event that
Moda-Rec students have any
tangle-Tab products that
lecloth-Re include plants or
ctangular/ soil.
dp/B017O
2ZM8Q/ref
=sr_1_5?s
=kitchen&i
e=UTF8&
qid=15432
64004&sr
=1-5&key
words=tab
le+cloths

Note cards 1 pack of 10 $11.99 $11.99 Amazon Note cards will be

https://ww used by students
w.amazon for their elevator
.com/dp/B pitch in class as
06XSRLP well as to keep on
51/ref=ssp hand during the
a_dk_deta expo if they are
il_2?psc=1 needed.
&pd_rd_i=
B06XSRL
P51&pf_rd
_m=ATVP
DKIKX0D
 ER&pf_rd
_p=21517
efd-b385-
405b-a405
-9a37af61
b5b4&pd_
rd_wg=x7
1ZA&pf_rd
_r=86FAM
H873FP7
E3EJCBQ
F&pf_rd_s
=desktop-
dp-sims&p
f_rd_t=407
01&pd_rd
_w=qgL66
&pf_rd_i=
desktop-d
p-sims&pd
_rd_r=d6c
071ae-f1b
9-11e8-ae
a6-e10ad1
dcec26

Tri-Fold 1 per group $21.56 $64.68 Amazon Tri-Folds will be

portfolio 3 Packs of 2 https://ww used by each
poster w.amazon group to display
boards .com/BAZI the most important
C-Tri-Fold information from
-Corrugate their project in
d-Present whatever way they
ation-2-Pa choose. These will
ck/dp/B01 be presented
E4J6TAW/ during the science
ref=sr_1_5 expo.
?ie=UTF8
&qid=1543
264227&s
r=8-5&key
words=trif
old+poster
+board
Glue sticks 1 pack $5.68 $5.68 Amazon To be used in
https://ww constructing poster
w.amazon boards.
.com/Elme
rs-Non-To
xic-Stick-D
isappearin
g-Purple/d
p/B00ATJ
LLC8/ref=
sr_1_4?ie
=UTF8&qi
d=154326
4324&sr=
8-4&keyw
ords=glue
+sticks

Multi 3 packs $19.98 $59.94 Amazon To be used in

Colored https://ww creating poster
cardstock w.amazon boards.
.com/Card
-Stock-Col
orful-Asso
rtment-Col
ors/dp/B0
006HXSU
6/ref=sr_1
_1?ie=UT
F8&qid=1
54326438
8&sr=8-1&
keywords=
multicolor
ed+cardst
ock

Craft Supply 1 $25 $25 TBD Additional funds to

fund be used for craft
supplies students
request in order to
create their poster.

Sticky Notes 1 pack $9.99 $9.99 Amazon To be used

https://ww throughout the unit
 w.amazon for exit tickets and
.com/Post- student feedback
Americas- for peers and
Favorite-S teacher.
ticky-Cana
ry/dp/B00
006JNNE/
ref=sr_1_5
?s=office-
products&i
e=UTF8&
qid=15432
73331&sr
=1-5&key
words=stic
ky+notes

Large post-it 1 pack $18.86 $18.86 Amazon To be used in the

sticky https://ww Investigative
boards w.amazon lesson for
.com/Post- Explanation
Tabletop-5 posters.
63-Portabl
e-Premiu
m/dp/B00
1H9TKOK
/ref=sr_1_
9?s=office
-products
&ie=UTF8
&qid=1543
273418&s
r=1-9&key
words=po
st+it+stick
y+board

Disposable 2 packs of $31.95 $64 Walmart To be used in the

camera five photo scavenger
Fujifilm cameras for hunt on the field
QuickSnap a total of 10 trip.
400 Speed cameras.
Single Use
Camera with
Flash
(5-Pack)

Total cost: $821.03