{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Glacier High School","outOfStateSupporters":63.3,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9693764,"projectId":8805930,"letterContent":"Thank you for donating to my project. We were able to measure the millivolts and milliamps produced by different fan blades and orientations as we studying clean energy sources. Being able to collect quantitative data during our experiment was a lot more impactful than qualitative data on the frequency of LED lights blinking. Students got the chance to learn more about electricity production as well as how amps and volts are used to calculate watts produced. \r\n\r\nMy students used the voltmeters for another unanticipated project as we created a hydrogen cell to run a small electric motor. They were also able to measure the watts from this energy source and make applications toward hydrogen fueled vehicles.","fullyFundedDate":1727046980826,"projectUrl":"project/calculating-efficiency-of-wind-turbines/8805930/","projectTitle":"Calculating Efficiency of Wind Turbines","teacherDisplayName":"Mr. Lillard","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-3_272.png?auto=webp","teacherClassroomUrl":"classroom/9693764"},{"teacherId":9736862,"projectId":8750135,"letterContent":"Please know how honored I have been to have your support of my students' learning in our Forensics class. The project you sponsored was used to teach about the detection of bodily fluids at a crime scene. In this case, we used the presence of amylase in spit recovered from the victim. Amylase is an enzyme found in our salvia that is used to digest starches which are large carbohydrate molecules. As we chew the saliva begins breaking down the starch in our foods to simple sugars which are more readily digestible. \r\n\r\nIn this lab-based investigation, students poured Petri Plates with a starch gel. The next day, when the gels were ready, students collected saliva samples. The saliva was collected from various items at the crime scene: envelope, straw, toothpick and chewed gum, students tested for the presence of saliva. When present, the saliva sample would then be used to harvest DNA. If not enough DNA was present in the sample, students learned that the lab would then amplify the amount of DNA through PCR (Polymerase Chain Reaction). \r\n\r\nThis lab taught students various lab techniques and how Forensics scientists can gather DNA from crime scenes, and the chemistry needed to amplify a piece of DNA as needed. Students in this lab were intrigued by what they were able to accomplish and the results. We then read about a case where saliva collected from a potential perpetrator was used to prove his guilt and he was sentenced for murder. This lab was fun and challenging as students created the back stories and acted them out to explain what possibly happened so as to explain the crime scene.","fullyFundedDate":1733179968402,"projectUrl":"project/who-done-it-applied-reading-in-hands-o/8750135/","projectTitle":"Who Done It? Applied Reading in Hands on Science Labs","teacherDisplayName":"Mrs. Spiess","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/9736862"},{"teacherId":9736862,"projectId":8750143,"letterContent":"My students were most intrigued by the learning of this lesson. Students were able conduct the lab so that they could \"see\" the signature identification banding of DNA. This banding is what gives law enforcement and the district attorney the confidence to bring charges up against an individual whose DNA matches that found at a crime scene. \r\n\r\nStudents prepared ionized gel trays and inoculated 6 of the 8 gel wells with the DNA evidence found at the crime scene, ran an electric current through the gel and compared the resulting banding to four different suspects. Students were then easily able to determine the perpetrator. \r\n\r\nThe district judge who spoke to the class said this type of evidence is invaluable in a court of law. The work of the Innocence Project is heavily relying on DNA evidence to exonerate their clients. \r\n\r\nIn class, we have been reading and learning of various forensic techniques used by law enforcement. DNA has truly become a critical tool as our communities seek justice. Students were pretty impressed that they could actually conduct this lab and get reliable results. We had studied the properties of DNA and how the electrical current drew the molecules down the lane based on molecular size. This prepared them to interpret the results properly. \r\n\r\nThis project warmed by teacher's heart for I could offer my students opportunity to understand and participate in the knowledge and techniques currently being used and developed from paternity cases to capital murder.","fullyFundedDate":1725837143095,"projectUrl":"project/who-done-it-applied-reading-in-hands-on/8750143/","projectTitle":"Who Done It? Applied Reading in Hands on Science Labs.","teacherDisplayName":"Mrs. Spiess","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/9736862"},{"teacherId":9724959,"projectId":8743378,"letterContent":"Thank you for supporting our math students in statistics. The materials have been in use throughout the first semester. \r\n\r\nThe graph paper, sticker dots, and flair pens are used weekly as we move through collecting, displaying, and interpreting data. The size of the graph paper lets us hang it up in the classroom making easily visible for all students. Students are vested in the data because they do the simulations producing the data. This holds their interest more than a graph out of the textbook.\r\n\r\nThe students really enjoyed the M&M activity because it is hands on and relatable (plus they got to eat some!). Again they are collecting their own data and working in a group which leads to good conversation about the topic and even a little bit of competition amongst them. \r\n\r\nThank you for supplies we are using for the entire year: candy, plates, cups, and bowls. I am looking forward to the activities that use the skittles and Hersey kisses coming up this spring.","fullyFundedDate":1726237864576,"projectUrl":"project/statistics-here-we-come/8743378/","projectTitle":"Statistics, Here We Come!","teacherDisplayName":"Mrs. Birks","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9724959_orig.jpg?crop=3024,3024,x0,y504&width=272&height=272&fit=bounds&auto=webp&t=1725585330024","teacherClassroomUrl":"classroom/9724959"},{"teacherId":9779272,"projectId":8825576,"letterContent":"Thank you so much for the donations to purchase the items I really needed as a new high school geometry teacher. The markers were used to help students stand and think in small groups at vertical whiteboards. Compasses were used to help students get away from electronic technology and helps students create and understand angle bisectors, line bisectors, and incenters. The spacial awareness they learn using these \"tools of math construction\" are vital in mastering geometry. \r\n The many laminated posters purchased with your funds helped students and I quickly review past material to put into long term memory. The colored posters also allow the room to look bright and full of color.\r\n However, the most important item I purchased with Donors Choose was \"Building Thinking Classrooms\" by Peter Liljedahl. After thirty years of teaching chemistry, physics, and mathematics, this book has helped change my mindset to help students think more and mimic less, bringing more enjoyment to learning. Both my advanced students and below grade level students have benefited from this instructor's mind shift!","fullyFundedDate":1727551190259,"projectUrl":"project/new-teacher-in-hs-geometry/8825576/","projectTitle":"New Teacher in Hs Geometry","teacherDisplayName":"Mr. Hashley","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/9779272"},{"teacherId":9748947,"projectId":8780146,"letterContent":"When the new materials arrived, students were thrilled with the wide array of materials to express their interests and personal style. \r\nDuring our geometry unit, a student who is typically hesitant about math grabbed a neon marker and confidently mapped out a complex triangle proof across the entire wall. Carpenter pencils became unexpected favorites, making geometric constructions feel more like creative exploration than traditional learning.\r\nOur transformations unit came alive as students used sticky notes to map coordinate plane changes, turning a static lesson into an interactive experience. The rolling cart became our mobile math station, while the smart panel's flexibility meant technology could move with our learning.\r\nNow, we're exploring geometric transformations in design. Students create scaled architectural drawings, using compasses for precise measurements and presenting on our expansive dry-erase surface. What's most remarkable is the newfound confidence—math is no longer a rigid subject, but a canvas for creative thinking.\r\nTo our donors: You've given us more than materials. You've opened a world of mathematical possibility.","fullyFundedDate":1726491073872,"projectUrl":"project/individualized-learning-pathway-math-cla/8780146/","projectTitle":"Individualized Learning Pathway Math Classroom","teacherDisplayName":"Mr. Lapke","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-4_272.png?auto=webp","teacherClassroomUrl":"classroom/9748947"}],"pageName":"schoolpage_94369","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":1476,"numTeachers":77,"percentFrplEligible":67,"percentAsian":0,"percentBlack":0,"percentWhite":88,"percentIndigenous":0,"percentLatinx":4,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"19.2:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"RURAL","ncesMetroType":"TOWN_REMOTE"},"inStateSupporters":36.7,"schoolId":94369,"financialInfo":null,"twitterShareText":"Learn more about Glacier High School on @DonorsChoose:","schoolName":"Glacier High School","canonicalPageUrl":"schools/montana/kalispell-public-school-district-5/glacier-high-school/94369"}