FEA-Retired Grant Winners

Here are a few of the projects created by previous FEA-Retired grant winners.

Ilene M. Feldman, Integrated  Preschool Teacher at Village Elementary school used her grant to create a butterfly garden for  her Pre-K students.


The science project exposed 4 and 5 year olds to use of magnifying glasses and watch the caterpillars larva transform into beautiful butterflies. Feldman also incorporated other hands on activities using clay and puzzles.



Katharine Tremblay, Kindergarten teacher at Shore Acres Elementary school used the grant money to purchase additional playground toys for her Kindergarten students.


Toys purchased with FEA-R grant funds






"When the big box arrived we had a great time opening it and unwrapping all of the goodies. Here are a few pictures of the first day we used the equipment. In addition to purchasing the Ring Toss, Swirl-O-Disks, and Sensory Balls, I put the remainder of the money towards a "Bean Bag Activities and Coordination Skills" cd. Our motor skills and coordination will certainly be enhanced by your generous gift...and the happiness level of my students is priceless!



Again, thank you so much for this generous grant. I appreciate the ease of the process - and I hope others from Shore Acres will participate in this grant application next year.












Pictures of school murals that the FEA-Retired grant funded. The descriptions are: Full Mural-doors open, Mural from stage, Nadia Utto painting, pastedGraphic, Plant_Grow_Eat your greens, soccer player & plane, sunflower field, Treehugger logo & silhouettes.






Janice Hamilton; Dr. N. H. Jones Elementary School; 5th Grace Math & Science Teacher used her grant to help student improve the pond at her school.


"Our pond/garden project turned out amazing. The students had a wonderful time working on the project.


As you will see in the pictures, they had a lot of work to do cleaning the area up before they could even get started. They especially enjoyed that since they managed to get dirty and wet. I also had one student take a water sample, which they took to the science lab to put samples under a microscope to look for bacteria and other organisms.




Next they measured the area of the garden, and calculated the width and depth of the pond in order to figure out the space they had to work with. The width & depth of the pond determined the type of fish and water plants to purchase.




Once calculations were made, they were able to start researching for their materials. My students designed the look of their garden area, then went to different web sites to find the best buy for flowers, mulch, rocks, and stones. I had several of the students meet me at Home Depot one aftenoon after school. We went to the customer service desk and asked to speak with the manager. Upon his arrival, the students introduced themselves to him and told him what they wanted to do. This is where they had to do the most thinking. They needed to figure the cost of the items, and how much of each they could get with the amount of money they had to spend.


Then came the manual labor of planting the flowers, spreading the mulch, spreading the rocks, and laying the stone walkway they designed. You can see how proud they are of their hard work and accomplishments.



Thank you so much for awarding them the $100. I am sure it is a project they will remember always. I plan to continue the project on a yearly basis. Each school year the students will add their own individual touch to make it a special project for them."





Picture of winner from RICE: Gayle Mullins, Patti and Mark Castellano




Stephen Leschak; Fort King Middle School; 7th Grade Math Teacher used his grant to teacger his student the concept of Indirect Measurement


Problem: How can a student determine the height of a flagpole without taking it down? By using indirect measurement, the student can determine the height of an object by using similar figures indirectly, thus figuring the height.



Measure a student's height from eyelevel



Place a mirror on the ground between the student and the flagpole. The student moves until he can see the top of the flagpole in the mirror.


Another student measures the distance from the middle of the signting student's foot to the center of the mirror



The other student then measures the distance from the mirror to the base of the flagpole.



Using similar figures, the student sets up and solves the proportion determining the height of the flagpole.


"I purchased two 30m./100ft. measuring tapes and two Trundle wheels. I followed the procedures stated in the grant proposal with the exception of the flagpole. The ag. students planted flowers around the flagpole, so I used the height of the school, catwalk, palm tree, and an oak tree.



The students were amazed with the results. They were 90 to 95% accurate. Some were going to try the activity at home. I had other faculty members and administrators viewing the activity. Since the items are re-usable, I'll do the activity every year. Thank you."



 0 user(s) rated this page
Login to leave a comment
No Comments yet