Will you help Collier County teachers fill their classrooms with supplies, books, and joyful learning moments? Your gift makes sure that a child has everything she needs to learn on the first day of school and throughout the entire year.
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Every child deserves the opportunity to learn in a way that sparks curiosity, builds confidence, and celebrates their unique strengths. The goal of this project is to transform everyday lessons into meaningful, hands-on learning experiences by creating engaging, personalized instructional materials that inspire students to take an active role in their education.
A Cricut Joy will allow me to design durable, reusable learning tools, interactive center activities, visual supports, classroom displays, and individualized resources that meet the diverse needs of all learners. From reading and math manipulatives to science projects, goal trackers, and student recognition, these materials will foster creativity, increase engagement, and make learning more accessible and memorable.
By investing in resources that can be used year after year across multiple subject areas, this project will create a classroom where students feel empowered, motivated, and excited to learn, helping every child grow academically, socially, and creatively while cultivating a lifelong love of learning.
Students will engage in hands-on, interactive learning experiences using teacher-created materials designed specifically to meet their individual learning needs. The Cricut Joy will be used to create durable learning manipulatives, literacy and math center activities, vocabulary and phonics games, visual supports, science and social studies resources, and personalized materials that encourage active participation and collaboration.
Students will use these resources during whole-group instruction, small-group intervention, independent practice, and learning centers. Personalized goal trackers and recognition displays will celebrate student growth, encourage perseverance, and foster a positive classroom community. Visual supports and individualized materials will provide additional scaffolding for students who benefit from differentiated instruction, helping every learner build confidence and independence.
Because the materials are reusable and adaptable, students will have ongoing access to engaging learning experiences throughout the school year. This project will transform everyday lessons into creative, meaningful opportunities where students learn by doing, explore concepts with confidence, and take ownership of their academic growth.
This project will increase student engagement by providing hands-on, interactive learning experiences that support a variety of learning styles. Students will benefit from personalized, reusable instructional materials that strengthen academic skills, encourage creativity, and promote independence. The Cricut Joy will also allow classroom resources to be used year after year, maximizing the impact of the grant while creating a positive, engaging learning environment where every student has the opportunity to succeed.
Funding will be used to purchase a Cricut Joy and essential supplies, including Smart Vinyl, transfer tape, labels, and cardstock. These materials will allow me to create durable, reusable instructional resources, hands-on learning activities, visual supports, and personalized classroom materials that enhance student engagement across all subject areas. This investment will provide long-term value by producing high-quality educational resources that can be used year after year, benefiting current and future students.
168.54
Cricut Joy
168.54
Launching Into Physics: Engineering Solutions to Newton's Laws
To demonstrate understanding of the principles of balanced and unbalanced forces, Law of Universal Gravitation, and Newton’s Law of Motion through a cooperative and problem-solving project in which eighth grade students will design, build, and launch a water rocket.
During semester two the 8th science students at Corkscrew Middle School will participate in this inquiry based project in which they will work in cooperative groups of 2 to 4 designing, revising, building, and testing a water rocket.
Through this inquiry-based initiative, students will demonstrate their mastery of Florida’s Physical Science Standards—specifically focusing on Big Idea 13: Forces and Changes in Motion. This project shifts the curriculum from abstract textbook modeling to an interactive, experiential framework, culminating in a unique opportunity to expand the learning environment outdoors. By designing, prototyping, and constructing their own operational launch vehicles, students will shift from passive observers to active stakeholders, significantly increasing their intrinsic motivation and personal investment in their own scientific discovery. Furthermore, students will connect physical forces to observable outcomes by measuring the structural success of their rockets using precise flight tracking. By timing and recording the exact duration of airtime from immediate takeoff to final landing, student teams will gather raw data to analyze the balance of thrust, gravity, and drag forces acting on their rockets.
The requested funding will be used to establish a reusable, high-safety classroom rocketry laboratory kit for the 8th-grade science department at Corkscrew Middle School.
While students will provide the primary structural bodies of the rockets using upcycled 2-liter soda bottles, funding is required to procure specialized engineering equipment that cannot be fabricated in a standard classroom. These items will allow students to safely pressurize their vehicles, precisely manipulate experimental variables, and gather accurate data to analyze forces and changes in motion.
Because the core launch infrastructure is highly durable, this grant represents a long-term investment. The equipment purchased will be preserved and reused to benefit multiple classes of 8th-grade science students for several consecutive school years.
Funds will be used for the following rocketry laboratory kit:
1. Commercial Water Rocket Launchers- 3
2. Heavy-Duty Bicycle Floor Pumps with Integrated Pressure Gauges- 5
3. Handheld Digital Stopwatches- 60
4. AltiTrack Altitude Tracker 3
5. Heavy-Duty Construction Materials Kit-Duct Tape, heavy card stock, foam sheets, hot glue
6. Rocket Parachutes
1800.00
AquaPort II Water Rocket Launcher
825.00
Estes - 2232 AltiTrack Altitude Tracker
71.88
XUXU 3 Pack Duct Tape Heavy Duty Waterproof, Strong Adhesive Silver Duct Tape Bulk for Indoor Outdoor Repairs Tear by Hand, 60 Yards x 2 Inch Total
29.97
20 Pack White Foam Board 12" x 16.5", 3/16" Thickness Foam Core Baking Board for Projects, A3 Polystyrene Mat Board Poster Foam Board Sheets for Art Crafts, Presentation, Wedding, School Projects
119.94
10 Pack Mini Hot Glue Gun with 50 Glue Sticks, 5 Colors Mini Hot Glue Gun Set, Small Hot Glue Gun Kit with Storage Box for Crafts & School
The goal of this project is to create a safe, welcoming environment where students can connect with peers in their grade level during lunch and recess. Through structured opportunities to socialize and engage in cooperative games, students will build positive relationships, strengthen their communication and social skills, and increase their confidence. By providing a supportive space for meaningful peer interaction, this project will help foster a sense of belonging, improve student well-being, and encourage positive school connections.
During lunch and recess, students will be invited to participate in a weekly program called Lunch Bunch. Each grade level will have the opportunity to participate throughout the school year. During this 40-minute session, students will enjoy lunch in a safe and welcoming environment where they can socialize with friends and peers from different classrooms.
After eating, students will have the opportunity to choose from a variety of games and activities designed to encourage teamwork, communication, and positive social interactions. Through these structured yet enjoyable experiences, students will build new friendships, strengthen existing relationships, and develop important social and communication skills. The program aims to increase students' confidence, foster a sense of belonging, and create meaningful connections among peers, ultimately supporting their social-emotional well-being and success in school.
The Lunch Bunch program will provide students with a safe and supportive environment to connect with peers, build new friendships, and strengthen existing relationships. Through cooperative games and positive social interactions, students will develop important communication, teamwork, and problem-solving skills while increasing their self-confidence and sense of belonging. The program also supports students' social-emotional well-being by encouraging positive peer connections and helping students feel more engaged and connected to their school community.
Funding will be used to purchase age-appropriate board games, card games, team-building activities, and other interactive materials for the Lunch Bunch program. These resources will provide students with engaging opportunities to socialize, collaborate, and build positive relationships with their peers during lunch and recess.
The purpose of my project is for my all three of my fourth grade Math students to practice and review skills in the Blooket program to achieve mastery in Mathematics and beyond. The program will be used to review various math skills and standards. This program will allow me to create questions so that all of my students will be able to meet our standards. This grant is needed because Blooket is a type of review game that will help students to master the content taught throughout the school year. It is so engaging, that my students will be excited about reviewing, even the most complex topics taught because it uses various game modes to help students learn key concepts taught and review them throughout the entire school year in an engaging way.
My Math students will practice and review skills by playing an online game called Blooket. They will master their academic skills by using various games to master standards that students are actively learning. My students will answer instructional questions created by me that focus on skills and standards that need more practice. It will also build confidence in my students as they practice and master their multiplication and division facts, in a fast and fun manner. It is a great tool for students to review content and prepare for assessments. The program will allow me to be able to monitor each of my student's progress. Blooket is a fantastic program for the classroom because it is so engaging and fun, that the students cannot wait to use it and master topics they have been taught.
The benefit of my grant if it is funded is that my students will be able to have more practice in mastering information in mathematics and all other subjects, It will empower my students to perform better on classroom tasks and assessments. Blooket is also a great tool for me to be able to quickly and efficiently
monitor all of my students progress. It would also allow me to monitor daily, weekly, and monthly reports to check each of my students' progress. As a result, I will be able to better plan ways to reteach topics as needed in a fun and engaging way. This program would also empower all of my students to learn more and gain confidence in using their fact fluency because they love learning through the use of games.
This grant is for an online subscription to Blooket for 12 months for my fourth grade Math classes of 70 students total. All of my students will be able to log into their review sessions and to practice their math facts in a fast, fun and engaging way.
The goal of this project is to provide fourth-grade students with authentic, hands-on science experiences by using resin-preserved insects, arachnids, amphibians, reptiles, and other animal specimens. Students will safely observe, compare, classify, and investigate real organisms while developing scientific observation skills, asking questions, and making evidence-based conclusions. These specimens will support Florida’s fourth-grade science standards and increase student engagement through inquiry-based learning.
Students will use the resin specimens throughout the school year during whole-group lessons, small-group investigations, and science centers. They will:
* Observe and record physical characteristics using scientific tools and journals.
* Compare and classify organisms based on observable traits.
* Investigate structures and adaptations that help organisms survive in their environments.
* Learn about life cycles, habitats, ecosystems, food webs, and biodiversity.
* Practice scientific observation, questioning, and evidence collection.
* Participate in inquiry labs where students make predictions, test ideas, and communicate scientific findings.
* Use the specimens during review activities and collaborative STEM challenges.
Because the specimens are safely preserved in clear resin, students can closely examine real organisms that would otherwise be difficult or impossible to bring into the classroom.
This project will provide engaging, hands-on learning opportunities that increase curiosity and scientific thinking. Many students have never had the opportunity to closely examine real specimens. Resin-preserved organisms allow repeated observation without damage or safety concerns.
Students will benefit by:
* Increasing engagement through authentic science experiences.
* Developing observation and critical thinking skills.
* Building a deeper understanding of life science concepts.
* Supporting diverse learning styles through tactile and visual learning.
* Encouraging curiosity and inquiry.
* Creating memorable learning experiences that foster a lifelong interest in science.
The specimens will be used with approximately 70 fourth-grade students each day across multiple class rotations and can continue to benefit students for many years, making this a long-term investment in science education
Funding will be used to purchase a classroom collection of high-quality resin-preserved animal and insect specimens. The collection will include a variety of insects, arachnids, amphibians, reptiles, marine organisms, and other preserved specimens that align with elementary life science standards. These durable materials require little maintenance, are safe for repeated student handling, and can be reused for many years. The requested materials will become a permanent part of the classroom science collection and will support instruction across multiple units throughout the school year.
145
Resin animals/insects
145
Growing Innovation: A Student-Designed Biophilic Living Wall for Research, Wellness, and Environmental Learning
The goal of this project is to design, construct, and maintain a student-created Biophilic Living Wall in our school's main hallway (purple cross-curricular intersection wall) that will serve as both a "living" educational research laboratory and a permanent learning resource for our campus. The wall will be designed and maintained by AP Research students while supporting interdisciplinary learning in English Language Arts, AP Research, Environmental Science, Engineering, and Psychology.
This living wall will become an authentic hands-on research environment where AP Research students will investigate real-world questions regarding environmental design, student wellness, sustainability, and innovative solutions for urban and industrial spaces. This wall will be experienced, studied, and enjoyed by our entire student body and faculty/staff (+2,000 people). It will also foster future AP and personal student research projects.
Students will engage in the recursive research process where authentic, inquiry-based research experiences combine environmental stewardship, engineering design, scientific investigation, and communication skills while also improving the physical learning environment of our school.
A group of AP Research students, led by head Barron Collier High School student researcher Megan B. (originator of this idea during her AP Seminar year as she now moves into her AP Research year this 2026-2027 school year), will engage in every phase of the project:
a. researching living wall designs;
b. comparing construction methods;
c. selecting appropriate plant species;
d. designing irrigation systems;
e. monitoring maintenance needs;
f. collecting environmental data;
g. surveying student perceptions;
h. analyzing research findings;
i. presenting evidence-based conclusions.
The completed wall will become a permanent instructional resource that future students across multiple disciplines can continue to study and improve.
Project Timeline: October–April
October- Research & Planning
Students will:
a. Research biophilic design and living wall systems;
b. Read current peer-reviewed literature;
c. Develop individual AP Research questions;
d. Meet with local horticultural professionals and/or university experts (FGCU/FSW/Naples Botanical Gardens, etc.);
e. Evaluate different wall construction methods;
f. Select appropriate indoor plants;
g. Design preliminary layouts;
h. Administer baseline student perception surveys;
i. Collect baseline hallway environmental data (temperature, humidity, air quality);
Student products: Literature review; research proposals; initial engineering sketches; baseline survey data
November- Design & Construction Planning
Students will:
a. Finalize engineering designs;
b. Determine irrigation needs;
c. Create maintenance schedules;
d. Order materials;
e. Assign research teams;
Student products: Final blueprint; materials inventory; maintenance handbook; research protocols and student roles.
December- Installation and Implementation (putting the "petal to the metal"...a little pun here...I couldn't resist)
Students will:
a. Assemble the modular wall;
b. Install waterproof backing;
c. Install irrigation;
d. Plant vegetation;
e. Install environmental sensors.
f. Create educational signage.
g. Launch QR codes linking fellow classmates and school visitors to research.
Student Products: Completed Living Wall; installation documentation; initial survey data (ongoing)
January- Maintenance and Data Collection Phase I
Students begin weekly monitoring.
Data collected may include:
Environmental-temperature; humidity; CO₂; VOC levels; soil moisture; plant growth
Human Factors- Student stress perception surveys; hallway atmosphere surveys; student engagement. Students also begin documenting maintenance requirements.
February – Data Collection Phase II
Students continue weekly monitoring while refining maintenance procedures.
Possible experimental investigations include: Which plant species grow best? Which irrigation schedule is most effective? Does hallway traffic affect plant health? Which design features require improvement?
Students begin preliminary statistical analysis.
March – Data Analysis
Students compile all collected data.
Activities include: Statistical analysis; graphing trends; comparing baseline vs. current data; drafting research papers; creating conference-style posters; designing presentations
Students can also investigate whether exposure to the wall influences creativity through classroom problem-solving activities.
April – Presentation & Reflection
Students present findings to:
a. School administration
b. District leadership
c. Community partners and local organizations
d. Parents
Students submit:
AP Research papers to AP College Board
Presentations
Future research proposals
Students are expected to demonstrate measurable growth in:
a. research methodology
b. scientific literacy
c. critical thinking
d. collaboration
e. communication
f. environmental awareness
g. engineering design
h. leadership
i. problem solving
j. creativity
Student success will be measured through:
a. completed AP Research projects submitted to the AP College Board
b. research presentations
c. student surveys
d. environmental monitoring data
e. maintenance records
f. air quality measurements
g. creativity assessments
h. hallway perception surveys
i. student reflections
j. teacher observations
Evidence of Impact will include:
a. published research papers through AP College Board (and possibly student research publications/journals)
b. AP Research presentations
c. statistical analyses
d. before-and-after survey comparisons
e. environmental data
f. photographs documenting growth
g. engineering design notebooks (AP Research students)
h. maintenance logs
i. student portfolios
j. community presentations
The living wall transitions into a permanent instructional resource for future student researchers.
Biophilic design, the practice of incorporating natural systems into built environments, has become an increasingly important area of study in architecture, engineering, healthcare, mental health, education, and urban planning. However, few secondary students have opportunities to investigate these concepts through authentic research.
This project addresses several educational needs:
a. authentic student-led research experiences;
b. interdisciplinary STEM and humanities collaboration;
c. environmental literacy;
d. sustainability education;
e. mental wellness awareness;
f. engineering design thinking;
g. scientific communication;
h. community engagement;
i. teamwork;
j. and of course my favorite as an English teacher...RESEARCH and real-world application of that research!
Learning Goals, Academic Standards, and Outcomes: This project supports numerous academic standards across disciplines.
a. English Language Arts- Students will:
i. conduct sustained research
ii. evaluate credible sources
iii. synthesize complex information
iv. write technical reports
v. communicate research findings
v. present evidence-based arguments
AP Research- Students will:
i. identify research gaps
ii. develop original research questions
iii. design mixed-method studies
iv. collect qualitative and quantitative data
v. perform statistical analysis
vi. defend conclusions supported by evidence
Science- Students will investigate:
i. photosynthesis
ii. plant physiology
iii. indoor ecosystems
iv. environmental monitoring
v. air quality
v. sustainability
Engineering & Technology- Students will design and evaluate:
i. irrigation systems
ii. modular construction methods
iii. maintenance procedures
iv. material durability
v. cost efficiency
Mathematics- Students will analyze:
i. survey data
ii. environmental measurements
iii. statistical significance
iv. longitudinal data trends
Connection to School and CCPS District Priorities- This project strongly supports district priorities emphasizing:
i. authentic student learning
ii. project-based learning
iii. STEM integration
iv. college and career readiness
v. environmental responsibility
vi. student wellness
vii. innovation
viii. collaborative learning
ix. community partnerships
Students are expected to demonstrate measurable growth in:
a. research methodology
b. scientific literacy
c. critical thinking
d. collaboration
e. communication
f. environmental awareness
g. engineering design
h. leadership
i. problem solving
j. creativity
Student success will be measured through:
a. completed AP Research projects submitted to the AP College Board (May)
b. research presentations (April-May)
c. student surveys (January-May)
d. environmental monitoring data (January-May)
e. maintenance records (January- May)
f. air quality measurements (January-May)
g. creativity assessments
h. hallway perception surveys (May data finalized)
i. student reflections (ongoing)
j. teacher observations (ongoing)
Evidence of Impact will include:
a. published research papers through AP College Board (and possibly student research publications/journals)
b. AP Research presentations
c. statistical analyses
d. before-and-after survey comparisons
e. environmental data
f. photographs documenting growth
g. engineering design notebooks (AP Research students)
h. maintenance logs
i. student portfolios
j. community presentations
Because data will be collected over multiple years, future students will build upon previous findings, creating a continually expanding body of original research.
The wall will become a permanent campus feature, and as such, future students will continue using it for research, creating a sustainable instructional resource rather than a one-time classroom project.
The wall may also become a showcase for community partnerships with local universities such as FSW and FGCU, horticultural organizations (we've already created a partnership with the Naples Botanical Gardens through Let's Grow!), environmental agencies, and industry professionals.
This proposal funds a living laboratory as a permanent campus resource that integrates environmental science, engineering, psychology, English language arts, and research methodology. By empowering students to design, build, maintain, and study the wall over multiple years, the project cultivates critical thinking, collaboration, and evidence-based problem solving while contributing original research on how biophilic design can enhance school environments and inspire solutions for future urban and industrial spaces.
The requested funding of up to $1,750 will provide the essential materials needed to establish our BCHS student-designed Biophilic Living Wall that serves as both a permanent campus enhancement and an interdisciplinary research laboratory. Funds will be used to purchase a modular living wall system, waterproof mounting materials, an automated irrigation system, a water reservoir, indoor plants, lightweight growing medium, LED grow lights, environmental monitoring equipment, maintenance supplies, and student safety materials. Additionally, funding will support the purchase of air quality monitoring equipment and environmental sensors that allow AP Research students to collect authentic quantitative data on temperature, humidity, indoor air quality, and plant health throughout the school year. Each item will provide students with the tools needed to design, construct, maintain, and evaluate the living wall while conducting meaningful scientific research.
This investment will directly support student learning by creating a permanent, hands-on learning environment where students apply research methodology, engineering design, environmental science, data analysis, and technical communication to solve real-world problems. Initially, the project will directly benefit approximately 30 students enrolled in AP Research while cross-curricularly enhancing the educational experience of every student, teacher, staff member, and visitor who passes through the BCHS purple hallway. Because the living wall will remain on campus for years to come, the requested funding represents a sustainable investment that will continue to provide authentic research opportunities, promote environmental stewardship, support student wellness, and inspire future cohorts of learners to investigate innovative solutions for healthier schools and more sustainable urban environments.
1750
Modular Living Wall Panels (10-12 panel system that will act as the main structure for vertical garden)
500
Waterproof PVC Backing Board & Mounting Hardware (Protects school wall and secures installation)
The goal of this project is to create an organized, engaging, and student-centered science and social studies classroom that encourages curiosity, independence, and collaboration. Funding will provide flexible learning materials, instructional resources, and classroom organization systems that help students access materials independently while fostering an inviting environment where they are excited to learn.
Students will use the improved classroom environment daily during science and social studies instruction. Organized learning materials will allow students to independently access classroom resources, participate in hands-on investigations, collaborate with peers, and explore nonfiction texts and learning centers. Flexible seating and an inviting classroom atmosphere will encourage student discussion, inquiry, and engagement while supporting a positive learning community.
An organized and welcoming classroom allows students to focus on learning instead of managing clutter or searching for materials. Flexible seating and comfortable learning spaces support collaboration, small-group instruction, and independent work. Improved organization promotes student responsibility, while science equipment and instructional displays encourage inquiry, observation, and exploration. Together, these improvements will increase student engagement, independence, and enthusiasm for learning science and social studies.
Funding will support the creation of a highly organized, engaging, and student-centered science and social studies classroom where students can explore, collaborate, and learn in a welcoming environment. The requested materials will improve classroom organization, enhance instructional spaces, provide hands-on learning opportunities, and create an environment that encourages curiosity, independence, and academic success. By investing in both instructional resources and the learning environment, this project will positively impact every student who enters the classroom throughout the school year.
To prepare Engineering Academy students for success in college and the workforce by developing professional behaviors, recognizing academic achievement, and strengthening students' confidence during work-based learning experiences. Students who earn industry certifications will receive Engineering Academy professional attire and career readiness materials to represent Lely High School during internships, competitions, business partnerships, and community events.
Students will participate in career readiness workshops, certification preparation, mock interviews, networking activities, guest speaker sessions, and job shadow experiences. Students earning industry certifications will receive embroidered Engineering Academy polos and professional portfolios to wear during advisory committee meetings, career fairs, engineering competitions, and work-based learning experiences. The project reinforces professionalism while celebrating student achievement.
Students will develop professional workplace skills, strengthen communication and networking abilities, increase motivation to earn industry certifications, and represent the Engineering Academy with pride. The project will strengthen relationships between students and local business partners while preparing students for internships and future employment.
50 embroidered Engineering Academy polos
Professional portfolios
Name badges
Resume folders
Shipping
To enhance engineering instruction through hands-on design challenges that allow students to apply the Engineering Design Process while solving authentic engineering problems.
Students will complete a series of engineering design challenges focused on structural engineering, mechanical systems, renewable energy, manufacturing, and transportation. Working in collaborative teams, students will research, design, prototype, test, evaluate, and redesign engineering solutions using industry practices.
Students develop critical thinking, teamwork, creativity, problem-solving, and technical communication skills while applying math and science concepts in authentic engineering scenarios.
Funds will purchase:
Engineering building materials
Measurement tools
Fasteners
Acrylic
PVC
Cardboard engineering kits
Foam board
Adhesives
Prototyping supplies
1950
Foam Board (30-Pack)
135
Cardboard Engineering Kits
250
PVC Pipe & Connectors
175
Acrylic Sheets
240
Nuts, Bolts & Fasteners
150
Hot Glue Guns
200
Glue Sticks
80
Digital Calipers
250
Tape Measures
150
Utility Knives & Safety Supplies
120
Miscellaneous Engineering Supplies
200
Engineering Academy Professional Trucker Hat Initiative
To enhance student professionalism, safety, and academy identity by providing official Engineering Academy trucker hats for students participating in engineering projects, work-based learning experiences, outdoor STEM activities, engineering competitions, field studies, and community outreach events. The initiative will help students develop a strong professional identity while representing the Engineering Academy with pride.
Students enrolled in the Engineering Academy will receive a professionally embroidered trucker hat featuring the Academy logo. The hats will be worn during engineering design competitions, robotics events, construction site visits, outdoor engineering projects, career fairs, advisory committee activities, STEM outreach programs, community service events, and field experiences.
Engineering often extends beyond the classroom into outdoor environments where sun protection and professional appearance are important. The hats will provide practical protection while reinforcing teamwork, professionalism, and academy pride.
Students will also learn about personal protective equipment (PPE), workplace expectations, and the importance of maintaining a professional image when working with industry partners and community members.
The Engineering Academy Professional Trucker Hat Initiative will:
Promote professionalism during engineering and work-based learning activities.
Provide sun protection during outdoor engineering labs and field experiences.
Foster teamwork and a shared academy identity.
Increase student pride and engagement in academy events.
Strengthen the Engineering Academy's visibility within the school and community.
Help students confidently represent Lely High School while interacting with business and industry professionals.
Ensure all students have consistent academy attire regardless of financial circumstances.
Students will gain a greater understanding of workplace professionalism while developing confidence in representing themselves and their academy in real-world engineering settings.
Assessment of Success
Success will be measured through:
Student participation in academy-sponsored activities.
Increased involvement in engineering competitions and outreach events.
Student surveys measuring academy pride and engagement.
Teacher observations of professionalism and teamwork.
Feedback from industry partners and advisory committee members.
Documentation of academy participation through photographs and event attendance.
Grant funds will purchase embroidered Engineering Academy trucker hats for students enrolled in the Engineering Academy. The hats will serve as official academy attire during instructional activities, engineering competitions, work-based learning experiences, outdoor laboratories, field trips, STEM outreach events, and business partnership activities.
Providing consistent academy apparel promotes professionalism, student recognition, safety during outdoor activities, and a stronger sense of belonging within the Engineering Academy.
2000
Custom Embroidered Trucker Hats
1725
Embroidery Setup Fee
75
Shipping
75
Contingency for Size/Replacement Hats
125
Basking in Books: A Sunshine State Reading Adventure
The Sunshine State books are selected by committees of Florida media specialists through the Florida Association for Media in Education. The committees review numerous books and select titles based on literary quality, student interest, genre variety, and opportunities to introduce students to different experiences and perspectives.
The goal of this project is to motivate students to read more frequently and encourage them to explore a wide variety of books, genres, authors, characters, and perspectives. Through increased access to engaging, high-quality literature, students will strengthen their reading stamina, vocabulary, comprehension, critical thinking, and literary analysis skills.
This project addresses the need for consistent access to high-interest books that provide an appropriate level of challenge for advanced fifth-grade readers. Popular Sunshine State titles are often checked out or unavailable through school and public libraries, which can prevent students from maintaining their reading momentum and reaching their individual goals.
Students in my two advanced fifth-grade ELA classes will be encouraged to read all 15 books on the 2026–2027 Sunshine State Young Readers Award grades 3–5 list. Because these students are advanced readers, those who complete the grades 3–5 list will continue their reading journey by selecting books from the grades 6–8 Sunshine State list.
The project aligns with grade-level ELA standards involving independent reading, vocabulary development, comprehension, theme, character development, point of view, text structure, and the use of textual evidence. It also supports broader school and district priorities related to literacy growth, differentiated instruction, student ownership, and the development of lifelong readers.
Students will participate in a yearlong Sunshine State reading program supported by individual goals, progress tracking, classroom discussions, and incentives. At the beginning of the project, students will be introduced to the books through book talks, author information, classroom displays, peer recommendations, and book previews.
Students will track their own reading data throughout the school year. They will record the books they begin and complete, monitor their progress toward their individual goals, and use that information to make decisions about their next reading steps.
Student growth and progress will also be displayed on an interactive classroom bulletin board. Students will update the board as they complete books and reach reading milestones. This visual display will help students celebrate their growth, encourage one another, and remain motivated throughout the year.
The combination of individual data tracking and the interactive bulletin board adds a creative and student-centered component to the project. Students will be able to see both their personal progress and the collective growth of the classroom reading community.
Students will first work toward reading the 15 titles on the grades 3–5 Sunshine State list. Students who complete that list will then be encouraged to continue reading titles from the grades 6–8 list, providing an appropriate extension for advanced fifth-grade readers.
Throughout the year, students will participate in independent reading, teacher conferences, partner discussions, comprehension activities, and book recommendation projects. They will analyze themes, characters, plot development, vocabulary, point of view, and authors’ choices while making connections across multiple texts.
Teaching strategies will include differentiated independent reading, student goal-setting, and individual reading conferences. The books will connect directly to classroom instruction by giving students authentic opportunities to apply the reading skills and strategies taught during ELA lessons. Rather than practicing these skills only through short passages, students will apply them while reading complete, engaging works of literature.
Students will receive recognition and small incentives as they reach their monthly reading goals and progress through the Sunshine State book lists. Because the books, data-tracking system, and bulletin board can be reused each year, the project has the potential to become a sustainable part of the advanced ELA program and can be replicated with future groups of students.
This project will benefit approximately 46 students (in my two advanced fifth-grade ELA classes) during the 2026–2027 school year. It will provide equitable and convenient access to popular Sunshine State books that are often checked out or unavailable through school and public libraries.
Having these books readily available in the classroom will motivate students to read more often and help build a positive classroom culture in which reading is exciting, social, and celebrated. The variety of genres, authors, topics, characters, and perspectives will allow students to select books that match their interests while also encouraging them to try books they may not typically choose.
Tracking their own reading data will help students take greater ownership of their learning, set meaningful goals, monitor their progress, and recognize their growth as readers. The interactive bulletin board will provide a visible celebration of student achievement while creating positive encouragement among classmates.
Students will strengthen their reading stamina, fluency, vocabulary, comprehension, critical thinking, and literary analysis skills. Advanced readers will also have access to more challenging grades 6–8 titles after completing the traditional grades 3–5 list, allowing them to continue progressing rather than reaching the end of the challenge.
Expected outcomes include an increase in the number and variety of books students read, improved ability to sustain independent reading, stronger comprehension and literary-analysis skills, improved vocabulary, and greater confidence and independence when selecting and discussing books.
Grant funding will be used to purchase two copies of each book on the 2026–2027 Sunshine State Young Readers Award grades 3–5 and grades 6–8 lists.
The requested materials include:
• Two copies of each of the 15 grades 3–5 titles
• Two copies of each of the selected grades 6–8 titles
Two copies of each title are requested so students in both advanced ELA classes can borrow books consistently, read alongside classmates, participate in partner or small-group discussions, and move between titles without lengthy waiting periods.
The purpose of the funding is to create a classroom collection that supports independent reading, differentiated instruction, reading conferences, comprehension activities, book discussions, and the yearlong Sunshine State reading incentive program. These reusable books will remain in the classroom library and continue supporting future groups of students.
457.42
The Bug Bandits: The Museum Is Her Home. Her Mission Is to Save It.
The goal is to help students stay as organized as possible, so they can remain focused on learning.
These seat sacks allow the students to have a place to store everyday supplies that they use in a convenient location close by. They can store supplies, books, and other educational materials that they use on a daily basis.
These seat sacks will help alleviate clutter on students' tables, while keeping students' daily essentials close by. This set would allow every student to have one to use. They also come with name holders so that each student can label theirs. They can be washed and reused each year.
These seat sacks are bought on Amazon and the total cost with tax is $55.11 for a total of 24. They can be reused each year.
55.11
24 PCS Chair Pockets for Classrooms,19.5"x16.5" Seat Sacks for Classroom Chairs K-2,Classroom,School, and Home Seating Storage
The goal is for students to have access to STEM blocks within the classroom. The blocks will be of different varieties and sizes. The idea is to have enough so all students can participate and explore based on their ideas and interests.
The students will be given time throughout the week to explore and build with STEM blocks. They will work together to explore and complete challenges.
Allowing students the time to explore with STEM blocks of different kinds will provide major benefits for the students such as improving their spatial skills, boosting problem-solving, and supporting social growth. Students count, measure, notice patterns, and test ideas. They work together with their peers, use their imagination, along with building their fine motor skills.
The NEOACT 600 PCS Building Blocks STEM / Interlocking Solid Plastic Toys total cost is $23.99 and comes with a storage container.
The 200PCS Magnetic Cubes total cost is $52.99.
The Brain Flakes 500 Piece Set total cost is $19.99 and comes with a storage container.
The Apluses 54 PCS Magnetic Blocks set cost is $26.99 and comes with a storage container.
The LEGO Classic Large Creative Brick Box Building Set total cost is $33.50 and comes with a storage container.
All together the total cost is $157.46, and all can be purchased on Amazon.
157.46
NEOACT 600 PCS Building Blocks STEM Toys, Interlocking Solid Plastic Toys | Safe Material Creativity Educational Toys Sets for Preschool Kids Boys and Girls Aged 3+
23.99
200PCS Magnetic Blocks, Magnetic Building Cube Toys for Kids, STEM Montessori Stacking, Sensory Education Toys for Toddlers Building World Set, Christmas Birthday Gifts for Kids Age 3 4 5 6 7 8 9 10
52.99
Brain Flakes 500 Piece Set, Ages 3+, Interlocking Plastic Disc Toy for Creative Building, Educational STEM Learning, Construction Block Play for Kids, Teens, Adults, Boys, and Girls
19.99
Apluses 54 PCS Magnetic Blocks, Magnetic Building Blocks for Kids 3+, Montessori Toys, Magnet Cubes, Preschool STEM Educational Sensory Magnet Toys for Kids
26.99
LEGO Classic Large Creative Brick Box 10698 Building Set, Toy Storage Solution for Home or Classrooms, Interactive Building Toy for Kid
The goal is to have a Life Vac Portable Suction Rescue Device readily available in the classroom in the case of a choking incident that can be used on a child or an adult.
The Life Vac Portable Suction Rescue Device Kit will be kept in the classroom in a place that will be readily available to be used in the case of a choking incident. It comes with a storage container so that it will stay clean and sanitary.
Students have a daily snack in the classroom. Having a Life Vac Portable Suction Rescue Device Kit readily available to use in the case of a choking emergency is priceless. It is something that we hope will never happen, however if it was to happen would be a valuable tool to save a life.
The Life Vac Portable Suction Rescue Device Kit comes with a portable airway suction device, one adult mask, one pediatric mask, instructions for use, and a storage bag. It can be purchased on Amazon and the total cost with tax is $84.79
84.79
LifeVac Blue Travel Kit - Portable Suction Rescue Device, First Aid Kit for Kids and Adults, Portable Airway Suction Device for Children and Adults
The goal of this project is to create a positive, engaging classroom environment that recognizes and reinforces students' positive behavior, active participation, and commitment to learning. Students earn raffle tickets throughout the week by demonstrating respectful behavior, volunteering to answer questions, participating in classroom discussions, completing assignments, and showing kindness and responsibility.
Each Friday, students use their earned raffle tickets to participate in a prize drawing. Small incentives, such as individually packaged snacks (including hot chips, candy, or other age-appropriate treats), serve as rewards that motivate students to remain engaged and consistently make positive choices.
This incentive-based program is designed to increase classroom participation, improve student behavior, strengthen attendance and engagement, and foster a positive classroom culture where students feel recognized and encouraged for their efforts. Grant funding will be used to purchase raffle prizes and supplies needed to sustain the weekly recognition program throughout the school year.
Throughout the school year, students will have opportunities to earn raffle tickets by demonstrating positive behavior, actively participating in class discussions, volunteering to answer questions, completing assignments, showing respect toward peers and staff, and exhibiting responsibility both academically and socially.
Teachers will consistently recognize and reward these positive actions by distributing raffle tickets during classroom instruction and daily activities. At the end of each week, students will enter their earned tickets into a classroom raffle for a chance to win small incentive prizes, such as individually packaged snacks and other low-cost rewards.
This program encourages students to stay engaged, participate confidently, make positive choices, and contribute to a supportive classroom community. By recognizing and celebrating positive behaviors on a regular basis, the project helps build student motivation, improve classroom climate, and reinforce habits that support academic and personal success.
This grant will provide students with meaningful incentives that encourage positive behavior, active classroom participation, and consistent engagement in learning. By recognizing students for making responsible choices, volunteering to answer questions, completing assignments, and demonstrating respect, the program helps create a positive and supportive classroom environment.
The weekly raffle system motivates students to stay focused, improve attendance and participation, and develop habits that contribute to academic success. Celebrating positive behaviors also helps build students' confidence, strengthens relationships between students and teachers, and promotes a classroom culture where effort and good citizenship are valued.
Grant funding will ensure that the incentive program can be implemented consistently throughout the school year, allowing all students to have regular opportunities to be recognized and rewarded for their positive contributions to the classroom community.
Grant funds will be used to purchase low-cost incentives and supplies that support a weekly classroom recognition program. Items may include individually packaged snacks (such as chips and candy), small prizes, raffle tickets, storage containers, and other materials needed to implement the program throughout the school year.
The purpose of this funding is to sustain a positive behavior incentive program that recognizes students for demonstrating respectful behavior, active classroom participation, responsibility, academic effort, and positive citizenship. The incentives serve as a motivational tool that encourages students to make positive choices, remain engaged in learning, and contribute to a supportive classroom environment.
By providing consistent recognition and rewards, the program helps improve student engagement, reinforce positive behaviors, and foster a classroom culture that supports academic achievement and social-emotional growth.
I want to get the complete 2026-2027 SSYRA Grades 6-8 book collection into my sixth-grade classroom so my students have access to books they'll actually want to pick up and read. These are the type of high-interest novels that get reluctant readers hooked, and I'm hoping they'll spark more independent reading, better classroom discussions, and stronger connections to other grade level texts they are reading in the classroom. Beyond the day-to-day reading skills, my ultimate goal is helping kids find books they enjoy enough to keep reading on their own.
Providing students with the complete SSYRA collection will increase access to high-quality literature and encourage more students to read independently and for enjoyment. I expect to see greater student engagement, increased reading stamina, stronger classroom discussions, and improved confidence in analyzing and responding to literature. Success will be measured through student reading logs, reading conferences, written responses, classroom discussions, participation in literature circles, and an end-of-year student survey that measures changes in reading attitudes and interest. My goal is for every student to discover books they enjoy while developing stronger literacy skills that extend beyond the classroom.
This project will benefit my students by providing them with equitable access to the complete 2026–2027 SSYRA Grades 6–8 book collection, allowing every student to experience high-quality, engaging literature regardless of their ability to obtain books outside of school. These titles will encourage students to read more frequently, strengthen reading comprehension, expand vocabulary, and develop critical thinking and communication skills through meaningful discussions and written responses. Most importantly, offering students a variety of award-nominated books that reflect diverse perspectives and interests will increase reading motivation, foster a love of reading, and help build a classroom community where all students feel inspired and empowered to become confident, lifelong readers.
Grant funds will be used to purchase the complete set of the 2026–2027 Sunshine State Young Readers Award (SSYRA) Grades 6–8 books for my classroom library. These books will be used throughout the school year during independent reading, literature circles, classroom discussions, and literacy activities. As a permanent classroom resource, this collection will benefit not only my current sixth-grade students but also future classes for years to come, ensuring continued access to engaging, award-nominated literature.
The Seahawk Design Works will provide students with authentic entrepreneurial experiences by transforming creative ideas into marketable products. Through the use of 3D printing, sublimation, vinyl production, laser-ready design, and other maker technologies, students will learn to design, prototype, manufacture, market, and sell products that serve our school community.
Rather than participating in simulated business activities, students will operate a real student-run enterprise. They will research product ideas, determine pricing, calculate production costs, fulfill customer orders, manage inventory, deliver finished products, and reinvest profits back into the program.
This grant will establish the foundation for a sustainable entrepreneurship club that teaches innovation, financial literacy, teamwork, problem solving, and career-ready technical skills while giving students ownership of a business that grows alongside their creativity.
The Seahawk Design Works will be a student led makerspace where creativity, technology, and business come together. Students will learn to use digital design software to create original products from their own ideas rather than simply printing files created by someone else. They will design, test, refine, and produce items using technologies such as 3D printing, sublimation printing, and Cricut machines, learning how a simple idea can become a finished product.
Students will create sample products to showcase their work and gauge customer interest before adding them to the school's product line. They may design and produce items such as articulated dragons, personalized keychains, classroom signs, spirit wear, mugs, tumblers, holiday decorations, and other custom products. As orders are placed, students will calculate production costs, determine pricing, manage inventory, market their products, fulfill customer orders, and deliver finished items while maintaining high quality standards throughout the process.
The Seahawk Design Works will operate as a student managed business where every order becomes a real learning experience. Revenue generated through product sales will be reinvested into the program to purchase additional materials, expand equipment, and support other student clubs and school initiatives. By combining creativity, technology, and authentic business experiences, students will discover that their ideas have value and that the skills they develop can create opportunities both inside and outside the classroom.
The Seahawk Design Works will give students the opportunity to turn their ideas into real products while learning skills they can use for years to come. Students will learn not only how to use equipment like 3D printers, sublimation printers, and Cricut machines, but also how to design their own products using digital design software. Instead of simply printing someone else's file, they will create original designs, test ideas, make improvements, and produce items that people actually want to buy. As they run the program, students will learn about budgeting, pricing, inventory, customer service, marketing, and working as a team. They will experience the satisfaction of taking an idea from a sketch on a computer to a finished product in someone's hands, building creativity, confidence, problem solving skills, and a sense of pride in what they have created.
Funding will be used to establish The Seahawk Design Works, a student led program where students learn to design, create, produce, and market custom products while developing creativity, problem solving, and real world business skills.
The requested 3D printers will provide students with the ability to design original products using digital modeling software and manufacture them in house. The Bambu Lab P1S Combo will serve as the primary production printer for larger and more complex projects, while the Bambu Lab A1 Mini Combo will allow additional students to work simultaneously, increasing production capacity and providing opportunities for collaborative learning.
PLA Basic and PLA Silk filament will provide the materials needed to produce prototypes, sample products, and customer orders while allowing students to experiment with different finishes and applications. Cricut cutting mats will support the creation of vinyl and heat transfer projects, expanding the variety of products students can design and sell.
The sublimation mug and tumbler press, along with sublimation paper, heat resistant tape, gloves, and shrink wrap sleeves, will enable students to create high quality custom drinkware and other personalized products for sale to staff, students, and families. These supplies are essential to teaching students the complete production process from digital design through finished product.
Together, these materials will establish a sustainable student business where learners create original products, manage customer orders, determine pricing, produce high quality merchandise, and reinvest proceeds into additional supplies and equipment. This funding will provide the foundation for a program that continues to grow while giving students authentic experiences in design, technology, manufacturing, customer service, and financial decision making.
1434.01
Bambu Lab P1S Combo - Amazon - Bambu Lab P1S Combo, P1S 3D Printer and AMS, Multi-Color 3D Printing | MakerWorld Model Library, Multi-Color 3D Printing,High Speed & Precision CoreXY 3D
549.00
Bambu Lab A1 Mini Combo - Amazon - Bambu Lab A1 Mini Combo, A1 Mini 3D Printer&AMS lite, Multi-Color Printing | Beginner-Friendly Ecosystem with MakerWorld Model Library, Multi-Color 3D
339.00
ColorSub 3-in-1 - Amazon - $129.99 - ColorSub 3 in 1 40 OZ Tumbler Heat Press Machine 110 V 20 OZ Mug Press Sublimation Machine for Sublimation 40 OZ Tumbler with Handle Straight Tumblers
129.99
Sublimation Wrap Sleeves - $10 per 100
30.00
A-SUB Sublimation Paper 8.5 x 11 inches - Amazon - 2 @ 19.99. A-SUB Sublimation Paper 8.5x11 Inch 110 Sheets 125g | ONLY Compatible with Sublimation Printer and Sublimation Ink
39.98
3 Pack of Sublimation Tape - Amazon - 2 @ 12.99 - 3 Pack PTFE Teflon Sheet 12 x 16" and 3 Rolls 10mm X 33m Heat Resistant Sublimation Thermal Tape for Heat Press Transfer,Non Stick Paper
25.98
Heat Resistant Gloves - Amazon - 2 pair @ 5.99 - HTVRONT Heat Resistant Gloves for Sublimation 2Pcs with Silicone Bumps | Silicone Grip Zero Slip,Burn-Proof Barrier,One Size, Both Hands,Versatile
11.98
Filament - Bambu Lab - $12.99 per roll when you buy 10 rolls of Basic PLA filament
129.90
Filament - Bambu Lab - $149.40 - $14.94 per roll when you buy 10 rolls of PLA Silk filament
149.40
Cricut Mat - Variety 4pk - Amazon - 2 @ 14.39 - Cricut Cutting Mat Variety Pack (4 Count, 12in x 12in) | For Explore & Maker Machines - Includes 2 StandardGrip, 1 LightGrip, 1 StrongGrip
My goal is to create a comfortable and inviting reading area for my students to relax and enjoy reading books. As an elementary teacher I have noticed a decline in the number of students who voluntarily choose books during independent reading time. Students have become accustomed to fast-paced digital entertainment and they do not always view reading as an enjoyable activity. I want to change that perception by creating a space that feels special to help build their confidence as readers. Providing cozy seating will make reading feel less like an assignment and more like an experience students look forward to.
Second-grade students will use the library during independent reading, partner reading and literacy center time. They will be encouraged to explore a variety of genres, books recommended by their friends or teachers, and reflect on their reading experiences. Students will also be encouraged to participate in book talks, reading challenges, and classroom discussions to build excitement around reading.
The benefits of providing a comfortable seating area will extend beyond simply improving the appearance of our classroom library. A welcoming reading environment can help students build stronger reading habits, increase the amount of time they remain engaged with a book, and develop a positive attitude toward reading.
The project items needed are four Flex-Space Comfy Floor seats at a cost of $79.99 each. The total amount requested for the seating is $319.96. The seats are designed to provide a comfortable, supportive seating within the classroom library.
319.96
Flex-Space Comfy Floor Seat
79.99
Flex-Space Comfy Floor Seat
79.99
Flex-Space Comfy Floor Seat
79.99
Flex-Space Comfy Floor Seat
79.99
Books That Build Bridges to Reading: High-Interest, Low Level Books for Special Needs Students
The goal of this project is to increase reading engagement, confidence, and foundational literacy skills for special needs learners by providing high‑interest, low‑level books that match their developmental reading levels. These accessible texts will allow students to experience success, build stamina, and practice essential skills—such as decoding, fluency, vocabulary, and comprehension—within stories that motivate and inspire them.
Students will participate in daily, structured reading experiences using high‑interest, low‑level books that match their individual reading abilities. They will engage in small‑group and one‑on‑one reading sessions where they practice decoding, sight words, fluency, and comprehension using texts that feel achievable and exciting. Students will read independently, listen to modeled fluent reading, and respond to stories through guided discussions, visual supports and simple written or verbal comprehension tasks.
These books will be used during literacy centers, intervention blocks, and individualized instruction to help students build confidence, increase reading stamina, and experience success with texts designed specifically for their needs. Students will also practice choosing books that interest them, fostering independence and a love of reading.
Increased Reading Engagement:
Students who normally avoid reading will be drawn in by books that match their interests (animals, superheroes, real‑world topics) but are written at a level they can successfully access. This boosts motivation and participation during literacy time.
Improved Confidence and Independence:
High‑interest, low‑level books allow students to experience success. When students can read a book on their own, they feel capable, proud, and more willing to try new literacy tasks.
Better Access for Diverse Learners:
Special needs students often require materials that are visually supportive, predictable, and developmentally appropriate. These books meet those needs and ensure every student can participate meaningfully in reading instruction.
This grant will fund the purchase of 20 high‑interest books and book sets at a total cost of $160.49. These titles were selected based on student reading levels, IEP goals, and current literacy data indicating a need for more accessible, motivating texts for students with special needs.
The requested funds will be used solely for book purchases. Adding these materials to our classroom library will allow for targeted small‑group instruction, increased independent reading opportunities, and improved alignment between intervention goals and available texts. This investment will directly support measurable growth in decoding, fluency, and comprehension.
164.96
Emergent Science- Who Lives in the Artic?
5.21
The Koala Who Could
3.74
The Tale of Peter Rabbit
2.99
National Geographic: Kids Look and Learn Opposites
4.46
Now I Know Seeds
3.71
A World of Homes
3.71
Fire Engine number 9
5.21
Meet Some Mammals
3.71
Too Many Tamales
6.71
Learn About Animal Homes Set
22.99
Rainbows
3.71
Amelia Bedelis Makes a Friend
4.46
Wild World HabitsValue Pack
23.76
Bugs
3.71
Little Critter: Going to the Firehouse
3.71
National Geographic: Helpers in Your Neighborhoodn
4.46
3 Billy Goats Gruff
2.99
Raise a Reader Set:
29.00
Wild World: Pets and Wild Animal Value Pack
23.76
We Can Go to the Beach (Sasons)
2.96
Interactive Math Mastery w/Double-sided Mobile Whiteboards
The purpose of this project is to integrate small, double-sided magnetic whiteboards into daily mathematics instruction, transforming passive listening into active, tactile problem-solving and immediate peer collaboration.
These mobile white boards will create vertical learning opportunities for individuals and small groups. This highly engaging medium will allow for them to quickly test hypotheses, sketch geometric figures, manipulate magnetic tiles, and erase errors instantly without frustration.
Students will be provided with a mobile double-sided magnetic whiteboard, marker, and eraser. During lessons, students will actively participate by immediately working out equations, graphing coordinates, drawing fraction models, or using magnetic counters on the boards to display their answers to the teacher or a partner on command.
These boards cater to diverse learning styles, particularly visual and kinesthetic learners. They foster an inclusive environment where every student is accountable and equipped to participate simultaneously, eliminating the downtime associated with distributing and collecting traditional worksheets.
The requested double-sided magnetic whiteboards directly empower student learning by providing a versatile canvas for immediate trial and error. The magnetic feature allows students to pair dry-erase work with manipulatives (such as base-ten blocks, algebra tiles, or fraction strips), bridging the gap between concrete objects and abstract mathematical notation.
This project will directly benefit at least 75 students across four math classes this academic year, with the reusable nature of the boards ensuring that hundreds of future students will benefit in years to come.
At Highlands Elementary, we are Glowing in Leadership this school year. We want to embrace the Leader in Me philosophy and empower every student to recognize the leader within themselves. The goal of "One Glowing Rock at a Time" project is for our Student Leadership Team to learn that leadership begins with kindness, respect, and serving others. Students will have the opportunity to paint, decorate, hide, and spread happiness in our school community with each rock they create. Rock designs will inspire by day and GLOW by night. This project will also promote inclusion and positive relationships while helping students develop creativity, confidence, and social-emotional skills. Students will learn that small acts of kindness can have a meaningful impact on others as well as themselves and contribute to a welcoming school community.
The "One Glowing Rock at a Time" Student Leadership Team will paint rocks, using bright colors, inspirational words, and positive messages such as "Be Kind", "You Matter", "Smile", etc. Once rocks are completed students will place rocks throughout the school campus for classmates, staff, and visitors to enjoy. Students will have the opportunity to grow as leaders while making a positive difference in our school community. Together students will discover their talents, practice using their strengths, learn to encourage and support others, and create a welcoming school where everyone feels valued, included, and inspired to do their best. At the end of school year, the Student Leadership Team will each select a fifth-grade student and gift them with a rock they created for them remember their time at Highlands Elementary. Once a Hawk, always a Hawk.
The "One Glowing Rock at a Time" project will be a creative and meaningful project that will bring our Student Leadership Team together to spread kindness throughout our school community. As students paint colorful rocks with encouraging words, positive messages, and cheerful design they will have fun expressing their creativity, build friendships, and develop a sense of belonging. Students will also learn how their words and actions can brighten their day and someone else's.
This grant funding will provide materials needed for the "One Glowing Rock at a Time" project for our Student Leadership Team. Funding will help purchase smooth landscaping rocks, acrylic paints, paint pens, paintbrushes, palettes, sealant, and protective supplies. The following materials will allow our students to create lasting kindness rocks that can be displayed throughout the school campus.
411
Smooth landscaping rocks- 200 ct
$100.00
Acrylic paint (2 oz bottles, assorted colors)-34 bottles
The overall purpose of "Project Literacy Haven" is to transform my standard middle school English classroom into an inviting, print-rich, and visually stimulating learning environment. By integrating flexible reading nooks, instructional anchor charts, literary posters, and functional organization tools, this project aims to foster a welcoming culture of reading, increase student engagement, and create an atmosphere where students feel inspired to write and explore literature.
Beanbags, Classroom Rug, & Fairy Lights: Students will transition to a dedicated, low-anxiety "Reading Nook" during independent reading blocks. The soft lighting and comfortable seating reduce reading anxiety and help middle schoolers build focus and reading stamina.
Bookcase & Approved Book Bundle: Students will browse organized, genre-labeled shelves to independently select high-interest books matched to their reading level, fostering reading autonomy.
Classroom Caddies (loaded with Crayola Crayons, Glue, Scissors, Highlighters, Construction & Colored Paper): During small-group ELA stations, table groups will use these materials to create visual plot diagrams, character maps, text annotation activities, and interactive notebook pages without losing time searching for supplies.
Index Cards: Every student will build and maintain a personal "Vocabulary Deck" kept in their table caddy. They will write target ELA academic vocabulary words, definitions, and visual cues on these cards to study throughout novel units.
Walkable Desk & Desk Chair: I will use the mobile walking desk to circulate around the classroom with my laptop during independent writing or station rotations. This allows you to monitor student progress, provide individual check-ins, and keep students on task through proximity.
Feedback Stamps & Stickers: As I walk the room, I will be able to give instant, actionable feedback directly on student drafts (e.g., stamping "Please review" next to a paragraph needing revision or "Perfect!".
Student Mailboxes : Students will submit their daily exit tickets, completed assignments, and revised work into their assigned numbered slots, establishing clear routines and teaching personal responsibility.
Milk Crates: Each class period will have a designated crate to quickly grab and return their daily ELA interactive notebooks at the start and end of class, cutting down on transition time.
Bulletin Board Frames & Cover Paper: Students will see their polished writing pieces and dynamic anchor charts displayed on well-organized, attractive bulletin boards, building pride in their work and providing visual reference tools around the room.
Lowered Reading Anxiety: Middle schoolers often view reading as a chore when confined to hard wooden desks. Moving to a dedicated reading nook with a soft rug, beanbags, and warm fairy lights creates an inviting environment that helps reluctant readers settle in and focus.
Greater Book Autonomy: Having an organized bookcase, forward-facing book rack, and a fresh book bundle allows students to independently discover, choose, and read high-interest titles that match their reading levels, directly increasing their weekly reading volume.
Targeted ELA Scaffolding: Using index cards to build individual vocabulary decks gives students a hands-on, visual way to master complex ELA terms and text-analysis vocabulary.
Enhanced Creativity in Writing Projects: Having fully stocked group caddies (highlighters, glue, crayons, scissors, construction paper) allows students to create character maps, plot diagrams, and annotated texts without wasting valuable class time hunting for basic supplies.
Continuous Teacher Proximity: A walkable desk allows me to move freely around the room while managing my laptop lessons. Being physically close to students increases time-on-task, deters off-task behavior, and makes you immediately accessible to struggling readers and writers.
Instant Validation & Guidance: Feedback stamps (“Perfect!”, “Please review” etc) and stickers give students immediate, clear reinforcement while they are actively writing, allowing them to self-correct in real time rather than waiting days for a graded paper.
Zero-Friction Transitions: Designated milk crates for each class period notebooks and numbered mailboxes for assignment submissions establish seamless daily routines. Less time spent passing out or searching for papers means more time spent on active reading and writing.
Pride of Ownership: Framed, well-designed bulletin boards showcasing student work instill a sense of pride and community, showing students that their effort and voices are valued in the classroom.
This grant funding will transform my middle school ELA classroom into an organized, literacy-rich learning environment designed to increase student engagement, reading stamina, and instructional efficiency. Funds will be used to equip group stations with hands-on learning tools (caddies, annotation supplies, index cards for vocabulary decks, and feedback stamps for real-time draft coaching), establish seamless classroom routines through period-specific notebook crates and student mailboxes, expand our library with an approved high-interest book bundle, and create a calm reading nook featuring a rug, beanbags, soft fairy lights, and accessible book displays to lower reading anxiety. Additionally, a mobile walking desk will allow for continuous teacher circulation and targeted one-on-one writing support, directly benefiting 90 students this school year and even more students in the years to come.
1909
Mobile Laptop Standing Desk
150
Desk Chair
100
Bulletin Board Boarders
20
Bulletin Board Cover
40
Middle School Novel Collection
725
Area Rug
120
Classroom Mailbox
119
Milk Crates for Notebooks
50
Bean Bags for Reading Nook
200
Ambient String Lights
60
Classroom Caddies for supplies
34
Crayola Classroom set
50
Classroom Glue Sticks, Highlighters, and Scissors Set
The goal of this project is to provide kindergarten students with engaging, hands-on learning experiences that strengthen foundational literacy, math, and critical-thinking skills through educational game-based learning. By incorporating interactive learning games into daily instruction and center activities, students will have opportunities to practice essential academic concepts in a fun, motivating, and developmentally appropriate way. These resources will support diverse learning styles, increase student engagement, encourage collaboration and problem-solving, and help build the confidence and skills necessary for long-term academic success.
This project will bring engaging, hands-on educational games into our kindergarten classroom to support the development of foundational literacy, math, and critical-thinking skills. The Kindergarten Shark Tank Bundle will be incorporated into daily learning centers, small-group instruction, intervention activities, and independent practice opportunities throughout the school year.
Students will participate in interactive game-based learning experiences that reinforce key kindergarten standards, including letter recognition, phonemic awareness, early reading skills, number sense, counting, addition and subtraction concepts, pattern recognition, and problem-solving. During literacy and math centers, students will work individually, with partners, and in small groups to complete game challenges that encourage active participation and collaboration.
These activities will provide students with meaningful opportunities to practice and apply academic skills in a fun and engaging environment. The games will also help strengthen important social-emotional skills such as communication, teamwork, perseverance, and confidence. Because the materials are designed to be hands-on and interactive, they will support a variety of learning styles and help keep students motivated and focused during instruction.
By integrating these resources into daily classroom routines, students will receive repeated practice with essential kindergarten concepts while developing a positive attitude toward learning. The project will create an inclusive learning environment where all students can build academic skills, experience success, and develop a strong foundation for future achievement.
This project will provide significant academic and social benefits for kindergarten students by making learning interactive, engaging, and accessible. The educational games will give students repeated opportunities to practice essential literacy and math skills in a hands-on format that promotes active participation and deeper understanding.
Students will benefit from increased engagement and motivation as they learn through play-based activities that make challenging concepts more enjoyable and meaningful. The games will support the development of foundational skills such as letter recognition, phonemic awareness, vocabulary, number sense, counting, problem-solving, and critical thinking. Through repeated practice and immediate feedback, students will build confidence in their abilities and develop a stronger sense of independence as learners.
In addition to academic growth, students will strengthen important social-emotional skills. Working with peers during game-based activities will encourage communication, cooperation, turn-taking, and teamwork. Students will also learn perseverance as they work through challenges and celebrate successes in a supportive learning environment.
The hands-on nature of these resources will benefit a wide range of learners, including students who learn best through movement, visual supports, and interactive experiences. By providing multiple ways to engage with academic content, the project will help ensure that all students have opportunities to succeed.
Ultimately, this project will create a positive and inclusive classroom environment where students are excited to learn, actively engaged in their education, and equipped with the foundational skills needed for future academic success.
Funding for this project will be used to purchase the Kindergarten Shark Tank Bundle, a collection of hands-on educational games designed to support kindergarten literacy, math, and critical-thinking skills. The materials will be integrated into daily classroom instruction, learning centers, small-group activities, and intervention opportunities throughout the school year.
The requested funds will provide durable, reusable resources that can be utilized by current and future students, maximizing the long-term impact of the investment. These materials will help create engaging learning experiences that reinforce academic standards while promoting collaboration, problem-solving, and student confidence.
The purpose of this funding is to increase student engagement and achievement by providing high-quality, interactive learning tools that support diverse learning styles and developmental needs. By incorporating game-based learning into classroom instruction, students will have meaningful opportunities to practice and strengthen foundational literacy and math skills in an enjoyable and motivating environment.
This investment will help ensure that all students have access to enriching educational resources that foster academic growth, encourage a love of learning, and build the skills necessary for success in kindergarten and beyond.
199.99
1 kindergarten set
199.99
Write, Wipe, Wow! Thinking Big with Wipebook in 5th Grade
To create an engaging, collaborative Thinking Classroom where all 24 fifth-grade students actively solve problems, communicate their thinking, and learn from one another using reusable Wipebook products. Students will use these tools across all subject areas to build confidence, strengthen critical thinking, and develop a growth mindset while reducing paper waste through sustainable, reusable learning materials
This project will transform our classroom into a Thinking Classroom where students work together to make their thinking visible every day. Wipebook reusable notebooks and writing surfaces will be used during collaborative small-group activities in math, science, reading, writing, and social studies. Students will solve problems, brainstorm ideas, organize their thinking, annotate texts, conduct investigations, and explain their reasoning while receiving immediate feedback from peers and the teacher.
With the Wipebook Scan feature, students can instantly save their work digitally before erasing it, creating a portfolio of their learning throughout the school year. This allows students to reflect on their growth while keeping their reusable workspace ready for the next learning task. Because the products are reusable, they also support environmentally responsible classroom practices by significantly reducing paper consumption and unnecessary waste.
*Increases student engagement through active, collaborative learning.
*Supports the Thinking Classroom model by encouraging students to communicate and defend their thinking.
*Builds confidence by allowing students to take risks, make mistakes, revise their work, and try again without fear of wasting paper.
*Promotes critical thinking, problem-solving, and meaningful classroom discussions across all subject areas.
*Creates digital portfolios through Wipebook Scan so students can save, reflect on, and celebrate their learning.
*Encourages teamwork, communication, and peer learning.
*Reduces paper use and classroom waste by replacing disposable worksheets and chart paper with reusable learning tools.
*Provides a sustainable resource that can be used for many years with future classes.
Funding will be used to purchase Wipebook reusable notebooks and writing surfaces, along with access to the Wipebook Scan feature for my classroom of 24 fifth-grade students. These resources will support daily collaborative learning experiences aligned with the Thinking Classroom approach across all academic subjects.
Unlike traditional paper materials that are used once and discarded, Wipebook products are designed to be reused hundreds of times, making them a cost-effective and environmentally friendly investment. The Scan feature preserves student thinking digitally before work is erased, allowing students to document growth, reflect on their learning, and maintain portfolios without creating additional paper copies.
This funding will provide long-lasting instructional tools that increase student engagement, foster collaboration, support deeper thinking, and continue benefiting students for many years beyond this grant cycle.
