{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Pinecrest Academy Four Corners","outOfStateSupporters":42.0,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10248063,"projectId":9933716,"letterContent":"Thank you so much for supporting our classroom through your generous donation. With the gift card, I was able to purchase a creative, interactive Westward Expansion unit that has completely transformed how my students engage with history. While many of you use technology at home, in our classroom it becomes a tool for deeper learning. Students use digital resources to explore maps, analyze primary sources, and complete interactive activities that allow them to \"experience\" history rather than just read about it. This approach helps students better understand cause-and-effect relationships, perspectives of different groups, and the real impact of westward expansion.\r\n\r\nWhat excites students most about this new resource is how creative and hands-on it is. Instead of traditional worksheets, students are participating in simulations, choice-based projects, and visually engaging assignments that allow them to take ownership of their learning. They enjoy being able to make decisions, create products, and connect historical events to real-life situations. I've seen a noticeable increase in engagement—students are more eager to participate, ask questions, and dive deeper into the content.\r\n\r\nI've also seen a strong impact on students who typically struggle or hesitate to engage. Some of my quieter students and English language learners have especially warmed to this approach because it provides multiple ways to access and show understanding—through visuals, guided activities, and step-by-step tasks. These students are more confident, more willing to take risks, and more involved in discussions than before. Because of your support, my students are not just learning about history—they are actively experiencing it in a meaningful and memorable way.\r\n\r\nWith gratitude,\r\nMs. Hess","fullyFundedDate":1764675885942,"projectUrl":"project/westward-expansion-us-history-simulati/9933716/","projectTitle":"Westward Expansion U.S. History Simulation","teacherDisplayName":"Mrs. Hess","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/10248063"},{"teacherId":10248063,"projectId":9934465,"letterContent":"Thank you so much for supporting our classroom with headphones and a large timer. These tools may seem simple, but they have made a meaningful difference in how my students learn and stay engaged every day.\r\n\r\nMany of you use technology at home, but in our classroom, headphones play an important role in helping students focus and learn at their own pace. Students use them to listen to instructional videos, interactive civics lessons, and audio supports that help break down complex topics. This is especially helpful for students who need content read aloud or who benefit from hearing information more than once. The headphones create a more focused, distraction-free environment, allowing each student to fully engage with the lesson.\r\n\r\nThe large timer has also become a powerful tool in our classroom. It helps students manage their time, stay on task, and understand expectations for each activity. Instead of constantly asking how much time is left, students can visually see it, which helps reduce anxiety and keeps the class moving smoothly. It has made transitions quicker and learning time more productive.\r\n\r\nWhat excites students most is the independence these tools give them. They feel more in control of their learning when they can listen, pause, and replay information as needed. The timer also adds a sense of structure and even a bit of excitement, especially during activities and review games.\r\n\r\nI've seen a particularly strong impact on students who struggle with focus or confidence. Some of my quieter students and English language learners have really benefited from using headphones because they can process information at their own pace without feeling overwhelmed. Students who often get off-task are more aware of time and expectations with the timer, helping them stay engaged and complete their work more successfully.\r\n\r\nBecause of your support, my classroom is more focused, inclusive, and supportive of all learners. Thank you for helping create an environment where every student has the tools they need to succeed.\r\n\r\nWith gratitude,\r\nMs. Hess","fullyFundedDate":1767287098355,"projectUrl":"project/a-lesson-in-time-management/9934465/","projectTitle":"A Lesson in Time Management","teacherDisplayName":"Mrs. Hess","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/10248063"},{"teacherId":10248063,"projectId":9933829,"letterContent":"Thank you for supporting our classroom through your generous donation of paper and materials. While it may seem simple, these resources have had a powerful impact on how my students learn and express their understanding every day.\r\n\r\nWe use the paper in a variety of hands-on ways that bring civics to life. Recently, students created foldables to break down the three branches of government and their powers. They also designed their own \"citizen action plans,\" where they wrote and illustrated ways they can participate in their communities. Having access to different types of paper—colored, sturdy, and easy to organize—allowed students to create projects they were proud of and actually wanted to keep and refer back to.\r\n\r\nWhen students first saw the materials, they were genuinely excited. It may sound small, but for many of them, having fresh, colorful supplies made the classroom feel more engaging and special. I heard comments like, \"This looks like a real project!\" and \"Can we use this again?\" That excitement translated into more effort, creativity, and focus during lessons.\r\n\r\nOne moment that stood out was during a Constitution activity where students worked in groups to design their own classroom government. They used the materials to create posters, charts, and written proposals. Students who usually hesitate to participate were fully involved—discussing ideas, writing, and proudly presenting their work. The materials helped remove barriers and gave them a way to show their thinking in a hands-on, meaningful way.\r\n\r\nNext, we are continuing our civics unit by diving deeper into the Bill of Rights and civic participation. Students will use these materials to create interactive notebooks, write reflections, and complete project-based assignments where they connect their rights to real-life situations. These resources will continue to support their learning by allowing them to actively engage, organize their thinking, and take ownership of their work.\r\n\r\nThank you again for making these experiences possible. Your support has helped create a classroom where students feel motivated, capable, and excited to learn.\r\n\r\nWith gratitude,\r\nMs. Hess","fullyFundedDate":1764625476259,"projectUrl":"project/pages-with-purpose-supporting-hands-on/9933829/","projectTitle":"Pages With Purpose: Supporting Hands-On Learning","teacherDisplayName":"Mrs. Hess","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/10248063"},{"teacherId":10248063,"projectId":9837215,"letterContent":"Thank you so much for supporting my project, \"Helping My Students Understand Civic Participation Through Hands-On Activities!\" Your generosity has made a meaningful difference in how my students experience civics in the classroom.\r\n\r\nWhile many of you use technology in your daily lives, the way it is used in our classroom goes beyond basic tasks. This technology allows students to actively engage with civics concepts instead of just reading about them. For example, students can participate in interactive simulations of government processes, analyze real-world scenarios, and respond to questions in real time. This helps them better understand ideas like voting, citizen responsibility, and how government decisions impact their lives. It also gives me immediate feedback, so I can adjust instruction and support students right when they need it.\r\n\r\nWhat excites students most is how interactive and engaging the learning has become. Instead of passively taking notes, they are able to collaborate, compete in review games, and express their ideas in creative ways. Many of my students light up when they realize they can \"show what they know\" through activities that feel more like experiences than assignments. It has increased both their confidence and their willingness to participate.\r\n\r\nI have also seen a powerful impact on students who typically struggle or hesitate to engage. Some of my quieter students, including English language learners, have become more active participants because the technology provides multiple ways to respond—whether through visuals, short written responses, or guided prompts. Students who often lack confidence are now more willing to take risks and share their thinking because the environment feels supportive and interactive.\r\n\r\nBecause of your support, my classroom has become a place where students are not just learning about civics—they are experiencing it. Thank you for helping my students build the skills they need to become informed and active citizens.\r\n\r\nWith gratitude,\r\nMs. Hess","fullyFundedDate":1762266320662,"projectUrl":"project/helping-my-students-understand-civic-par/9837215/","projectTitle":"Helping My Students Understand Civic Participation Through Hands on Activities!","teacherDisplayName":"Mrs. Hess","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/10248063"},{"teacherId":10248063,"projectId":9696910,"letterContent":"Receiving the donation of 20 copies of *Shh! We're Writing the Constitution* had a powerful and lasting impact on my 6th grade class, transforming what can often feel like an abstract and challenging topic into an engaging, meaningful learning experience. Prior to having access to these books, many students struggled to understand how the Constitution was actually written and why it was necessary. The process felt distant—something done long ago by people they couldn't relate to. With a full class set, every student was able to actively participate in close reading, follow along with discussions, and revisit key sections independently or with a partner. The story's narrative style, humor, and age-appropriate language helped students grasp that the Constitution was not written quickly or easily, but through debate, compromise, disagreement, and collaboration among delegates with different ideas and priorities. Students began to see the Constitutional Convention not as a single event with a perfect outcome, but as a messy, human process that required patience and problem-solving.\r\n\r\nAs we read and discussed the book, students gained a deeper understanding of *why* the Constitution was written—to fix the weaknesses of the Articles of Confederation, to unite the states, and to create a system of government that balanced power and protected freedoms. The book helped students visualize the delegates arguing behind closed doors, worrying about the future of the country, and trying to balance large-state and small-state interests. This led to rich class discussions about compromise, representation, and leadership. Students were especially engaged when we connected the delegates' challenges to situations they experience in their own lives, such as resolving disagreements with classmates or making group decisions. The shared reading experience also supported diverse learners, including students reading below grade level and English Language Learners, by providing common vocabulary, repeated exposure to key ideas, and opportunities for guided discussion. Because every student had access to the text, participation increased, confidence grew, and students were more willing to ask questions and share their thoughts.\r\n\r\nTo culminate the unit, students completed a creative writing activity that allowed them to step into the shoes of the Constitutional delegates themselves. They wrote letters to loved ones as if they were delegates attending the Constitutional Convention in 1787. In these letters, students explained where they were, what they were working on, the challenges they faced, and why their work mattered for the future of the country. This activity demonstrated a deep level of understanding and empathy. Students wrote about long days of debating, frustration with opposing viewpoints, fear of failure, and hope that their decisions would create a stronger nation. Many referenced specific compromises, such as balancing state power or creating fair laws, showing that they understood both the process and purpose of writing the Constitution. This final reflection brought the learning full circle—students were no longer just learning about the Constitution; they were connecting emotionally and intellectually with the people who wrote it. The donation of these books made this level of engagement and understanding possible, and it helped turn a complex civics topic into a memorable, meaningful experience for my students.","fullyFundedDate":1760624895669,"projectUrl":"project/shhh-were-learning-about-the-constitut/9696910/","projectTitle":"Shhh! We’re learning about the Constitution!","teacherDisplayName":"Mrs. Hess","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/10248063"}],"pageName":"schoolpage_125500","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":583,"numTeachers":null,"percentFrplEligible":41,"percentAsian":2,"percentBlack":16,"percentWhite":45,"percentIndigenous":0,"percentLatinx":30,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"K - 8","studentTeacherRatio":null,"demographicsDataSource":"MDR District Weighted Average","equityFocus":true,"titleOne":false,"metroType":"SUBURBAN","ncesMetroType":"TOWN_FRINGE"},"inStateSupporters":58.0,"schoolId":125500,"financialInfo":null,"twitterShareText":"Learn more about Pinecrest Academy Four Corners on @DonorsChoose:","schoolName":"Pinecrest Academy Four Corners","canonicalPageUrl":"schools/florida/lake-county-school-district/pinecrest-academy-four-corners/125500"}