{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Poudre Community Academy","outOfStateSupporters":30.4,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":2169851,"projectId":10291342,"letterContent":"We are just starting our unit on aquatic ecosystems for Environmental Science. I like to start out introducing my students to microscopy by using pre mounted slide material. This slide set has some insects in it, they were particularly excited about the mosquito head and mouthparts! I have them learn how to use both the compound microscope which has a limited depth of focus. They understand what this means when they figure out using the focus knob will show different subject parts. I then have them learn how to use a variable power stereo microscope but we only have one variable power mic for the classroom!\r\n\r\nWe will be learning how to wet mount live critters in a few weeks! Daphnia vs \r\nHydra is always a hit.\r\n\r\nThank you so much for making it easier for me to better serve my students!","fullyFundedDate":1779283341253,"projectUrl":"project/there-is-a-world-of-complexity-under-a-m/10291342/","projectTitle":"There Is a World of Complexity Under a Microscope!","teacherDisplayName":"Mr. Hawks","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp2169851_orig.jpg?crop=133,133,x0,y22&width=272&height=272&fit=bounds&auto=webp&t=1778790891884","teacherClassroomUrl":"classroom/2169851"},{"teacherId":3637751,"projectId":10453472,"letterContent":"Thank you for your generous donation of pig specimens to use in our forensic entomology unit. \r\n\r\nOur 2nd unit in forensic science class is titled \"Fly and Eye Witnesses.\" Insects are the best way to determine how long a dead body has been in the environment, and this time of death information is critical to identify a person of interest in a murder investigation.\r\n\r\nWe put out 9 small pigs on a Monday afternoon in September. I noted that these pigs were not killed for this experiment: pigs that are stillborn or who are accidentally smothered by the mother pigs are used (rather than being incinerated). We saw that within a minute, the first flies had come to lay eggs on the pigs.\r\n\r\nThe students thought that it would take months for the pigs to skeletonize. In reality, it was about 1 week until most of the pigs were just skeletons. For those pigs that were clothed (in a baby outfit), the process of decay was slowed by a few days. \r\n\r\nThe project has been called \"gross and interesting.\" I agree! Most of the students were engaged in exploring the process of decay, and even saying \"Look at these maggots!\" We collected flies in nets and looked at them under a microscope to see if they were male or remale. (Most were female as expected.) One student even brought in some maggots from her home compost bin and we looked at those under a microscope. We made \"maggot plushies\" from material, and we learned how to distinguish from the fst instar, 2nd instar, and 3rd instar maggots using this model. Finally, we learned how to analyze maggot/insect data in two different ways to estimate a time of death at a scene.\r\n\r\nThank you so much for helping us to have an unforgettable experience in forensic science class!","fullyFundedDate":1787255562925,"projectUrl":"project/fly-witness-testimony/10453472/","projectTitle":"Fly Witness Testimony","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10281382,"letterContent":"Thank you very much for the donation of the Raingutter Raceway and sailboat kits. \r\n\r\nOur 2nd unit for my 8th graders in physical science class has been \"Sailing Science.\" First we learned the story of Jessica, a 16 year old girl from Australia who became the youngest person to ever circumnavigate the world unassisted. We saw how brave she was and how hard she worked towards achieving her goals.\r\n\r\nNext, we made paddleboats from kits. When we were finished, we needed to modify our boats to make them move in a straight line in water. The blow-up \"Raingutter Regatta\" raceway made this possible because I was able to empty it into buckets and store the raceway against the wall. (I have a different class directly afterwards, and so this was really a game-changing gift to our classroom!)\r\n\r\nAfter our paddleboats, we made sailboats from the kits from Donors Choose. These required us to think about modifications that would help the boats to move straight. We added pennies for weights, and we also saw that too much weight made them sink. \r\n\r\nAfter we made the sailboats from kits, we made more sailboats made from \"stuff\" that was in the recycling bin. We also had some lightweight balsa sticks in our closet that we are using. We saw that it's fun to create our own designs. \r\n\r\nThe final step will be comparing paddleboats, sailboats, and home-made boats for design and speed. At the end of the unit, I will pack away the raingutter raceway for the next time that it is needed for science class.\r\n\r\nThank you so much for your generousity to my school and my students.","fullyFundedDate":1782846423309,"projectUrl":"project/raingutter-raceway/10281382/","projectTitle":"Raingutter Raceway","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10246477,"letterContent":"Thank you so much for the generous donation of the 3D Printer Pens! \r\n\r\nMy physical science/STEM class begins the year with a unit on polymers. The students investigate polymers with different properties: polymers that act as both solid and liquid, polymers that change when heated, polymers formed from two liquids that turn into a solid foam! The goal in this unit is to get the students used to thinking that the structure of a substances determines its properties and function.\r\n\r\nThe 3D printer pens have been part of our polymer unit. The first thing that we did was to learn how to use them. The filament is fed through the back of the pen and heated. To advance the filament, students press the forward key. They control the flow of the plastic filament. We made a puzzle piece to practice using the 3D printer pen.\r\n\r\nAt the end of the unit, we have a polymer project. Students are to choose 3 polymers to incorporate into their project. They are to make their project creative and colorful. The 3D printer pen can be used in this final project. One student used the 3D printer pen to make the orange body of a car. We have five printer pens available so that students can easily switch colors without needing to reload the pen.\r\n\r\nThe pens are very easy to use and seem to be quite durable. The story boxes are strong and will allow the pens to be carefully stored between uses.\r\n\r\nI am already starting to think about other uses for the pens in both physical science and my other classes. Thank you so much for your generous donation to our classroom!","fullyFundedDate":1778261881530,"projectUrl":"project/3d-printer-penguins/10246477/","projectTitle":"3D Printer PENguins!","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10192664,"letterContent":"Thank you so much for the molecule sets for our chemistry class at my alternative high school. \r\n\r\nWe already have used several of the kits in our class. A few students were done with their lab activity before other students. I brought out the kits for them to explore. They started making structures and asking me \"What's this?\" (I tried to give the best name possible to their molecule creations.) Most of their molecules probably didn't exist, and so I started to say, \"Put three black carbon atoms in a row... now take a red oxygen.... put white hydrogen atoms all around.\" I gave another student the molecule guide, and he was working on C60 (a \"buckyball\"). I thought this would be a good challenge for him.\r\n\r\nI plan to use these models in the conclusion to this unit. We are studying the tragic story of Lake Nyos. Carbon dioxide displaced the air at the bottom of a mountain and smothered 1800 people and thousands of livestock. While we are studying particle diagrams and density, using the kits to create models of oxygen vs. carbon dioxide will help them see that the size of the molecules are different. I always think it's a good idea to give the students hands-on models in chemistry. \r\n\r\nIt was also great to see the students using the model kits just for fun after they were done with their work for the day.\r\n\r\nThank you again for your generosity and supporting science at my alternative high school. Hands-on materials are incredibly valuable for my students. You rock!","fullyFundedDate":1778004052035,"projectUrl":"project/molecules-are-marvelous/10192664/","projectTitle":"Molecules Are Marvelous!","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10500367,"letterContent":"Thank you very much for the donation of four magnetic chess boards to our school. Within days of their arrival, students were already playing and learning chess.\r\n\r\nThe chess games are of very nice quality. The board is made of wood. It hinges at the middle, and all the pieces are stored inside the board in felt spaces that fit each piece. So it's really helpful to have a way for kids to put them away correctly so that the games came be used for a long time.\r\n\r\nOne of my English learners came over to where I was teaching a student the rules of the game. I was playing with the person who had never played chess. We played against the student who is learning English (but was really good at chess)! The chess board was a way for my English speaker and English learner to connect together.\r\n\r\nIn two of my science classes, students that had finished up a lab earlier than the other students played chess until the end of the period. One of our school goals is \"Mental Health and Belonging.\" I think that these chess boards are a great opportunity for the students to have real conversations rather than resort to their computers. This game also builds logic skills. It's a double win!\r\n\r\nThank you again for your generousity and your continued support of Poudre Community Academy.","fullyFundedDate":1787248916790,"projectUrl":"project/chess-treasure-chest/10500367/","projectTitle":"Chess Treasure Chest","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10367621,"letterContent":"Thank you very much for the Teachers Pay Teachers $100 gift card. This gift will stretch a long way into adding authentic \"real-deal\" evidence into my classroom. \r\n\r\nThe items that I have started with to enhance my forensics curriculum are:\r\n\r\n1) Fingerprint Secrets: Why Even Identical Twins Leave Different Marks on the World. We will be using this in our Fingerprint unit. The article explains how our fingerprints are due to the genetics and the environment in the womb before birth.\r\n\r\n2) We will also be using a case study titled: \"The Bad Man's Bullet: A Forensic Investigation.\" This has a photograph of a bullet and the report from the St. Louis Department of Correction. Very interestingly, it also comes with lyrics to a song written about the case. This is a really interesting connection to social studies, English, and science.\r\n\r\n3) I also purchased the \"Apocalypse Lab: Deciphering the Zombie Menace.\" This lab is meant to be done around Halloween. It involves both trace evidence and Hollywood style \"zombie wound make-up.\" Our art teacher shows the students how to create realistic ghoulish make-up, and I think this activity will be a perfect way to have a cross-curricular connection at my school.\r\n\r\n4) Finally, I chose the recent/current case from the Moscow, Idaho police department and the case study involving the murders of Kaylee Goncalves, Madison Mogen, Xana Kernodle, and Ethan Chapin at the University of Idaho. Students will analyze the evidence in this case and decide which evidence they think is the most critical. Bryan Kohberger is trying to recant his plea deal this summer, and so the case is very current. \r\n\r\nAlthough Forensic Science is a heavy and sometimes very sad class to teach, it is important for the students to know that our justice system should rely on evidence, data, and sound conclusions.\r\n\r\nThank you so very much for your generous contribution to my class this year. I'm excited to bring all of these to my classroom in the next year.","fullyFundedDate":1785512353876,"projectUrl":"project/real-deal-evidence-analysis-in-forensic/10367621/","projectTitle":"Real Deal Evidence Analysis in Forensic Science","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10191649,"letterContent":"Thank you so much for the donation for our forensic science \"skullptures\" project at Poudre Community Academy! This is my favorite project that we have done in our class. \r\n\r\nThe purpose of this project is to follow the process of a facial reconstruction from a replica of a human skull. They're not trying to make any face on the skull. The task is to try to create the face of this individual skull. \r\n\r\nThe students started with measuring and sling tissue depth markers (straws) at given locations on the skull. We created facial muscles and then placed them on the skull so that the tissue was at the depth of the tissue marker. We added eyes, eyelids, and lips. Some of us added hair to our models. \r\n\r\nIn the end, ALL students were heavily engaged in the process. Some took their skull home to work extra on it. One student who often avoids schoolwork came in outside of the class to work on it. That's a huge feat at an alternative high school! Attached are some photos of the skullptures at different points in the process. \r\n\r\nThis is such a memorable project! In the end, we took apart our skulls and we cleaned our skulls and packed our clay back into blocks so that the material can be reused next year. . \r\n\r\nThank you so much for supporting my classroom and our school community!","fullyFundedDate":1777119164644,"projectUrl":"project/skullptures-in-forensic-science/10191649/","projectTitle":"SKULLptures in Forensic Science","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10180840,"letterContent":"The Flower Power project began last spring and continues to thrive at Poudre Community Academy. Students planted seeds for zinnias, snapdragons, coneflowers, and dwarf sunflowers in March in small pots. On Earth day, we transplanted these seedlings into planters outside the school. We also added wildflower seeds into above the ground beds on the school grounds for pollinators in Colorado. By the end of the school year, the plants were showing many leaves. \r\n\r\nThe flowers are now blooming. I go to the school at least every other day to water the planters so that the community can enjoy the flowers. They should be thriving when school starts next month. \r\n\r\nMy school is a very old building. The flowers have taken our old school building g to a beautiful new level. Kids often take walks around our small building or eat outside during lunch. They will see the flowers that they planted or that others have planted. I think that the flowers will bring joy or peace to our community. I know I've enjoyed the experience, and I'm happy to share this is gift with our school community.\r\n\r\nThank you so much for your kind gift in support of my school. Blooms of joy to you!!","fullyFundedDate":1775779812162,"projectUrl":"project/flower-power/10180840/","projectTitle":"Flower Power","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10191115,"letterContent":"Thank you very much for materials that we used in our Skullptures Facial Reconstruction project in forensic science. We spend 2-3 weeks on this project in May for our final project of the year. It really was a student favorite, and they were engaged the entire time.\r\n\r\nWe began by choosing a full-size model of a skull. We glued on straws that were cut to the expected tissue depths on different places of the skull. This took students about two classes to finish. After that, they picked an eye color. They determined if their skull was likely from a male or female. (Most of our skulls were male.)`\r\n\r\nWe looked at a muscle diagram of the face each day. The technique we used involved creating and placing them on the skull while being mindful of the tissue depth markers. The progress is slow but sure. Kids were very invested in the process. \r\n\r\nI have included photographs of skulls at different phases of development. At the end of the project, students and I both assessed the project using a rubric. Finally, we took apart the skulls (leaving two for examples). The skulls, clay, and eyes are neatly put away to be used again next year.\r\n\r\nThank you so much for your support and interest in our classroom!","fullyFundedDate":1776112034376,"projectUrl":"project/skullptures-in-forensic-science/10191115/","projectTitle":"SKULLptures in Forensic Science!","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10180885,"letterContent":"Thank you very much for the donation for our school flower project. On the day after spring break, my students planted seeds. They chose from zinnia, marigolds, Billy buttons, blue coneflowers and snapdragons. We put them on our classroom cart. Over the next few weeks, the cart was wheeled in and out to catch some sun. \r\n\r\nThe students kept track of where there plants were on the cart, and when we went outside, they checked their progress. I told them to put 2 - 3 seeds in each little starter pot, and so I laughed when 30 plants sprang up. \"I thought you meant 2-3 pinches!\" Oh well. Their pots were the most impressive! :)\r\n\r\nOn Earth Day, we transplanted the seeds into bigger planters around the school. Some of the kids wanted to take theirs home. One of the girls took home a marigold. A few weeks later, she showed me a picture of it to show me how much it had grown. \r\n\r\nAttached are photos of the planters. We are still at the leaf stage, but I will water the flower pots over the summer, and they should be very colorful in August when we return. I think that tending to flowers shows people how much a place is valued. Our school is a more beautiful place now after this project. Thank you for your kind donation to our school.\r\n\r\nBest wishes!","fullyFundedDate":1776100002095,"projectUrl":"project/growing-beauty-at-our-alternative-high-s/10180885/","projectTitle":"Growing Beauty At Our Alternative High School","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"},{"teacherId":3637751,"projectId":10136798,"letterContent":"My students really enjoyed working with kaleidoscopes this spring. We began the unit with a \"traditional\" type kaleidoscope made with cardboard tubes, beads, and reflective mirrored cardboard. \r\n\r\nThen we began to work with the materials that you donated through Donors Choose. This was a 1 mm thick mirrored plexiglass sheet. Students used plastic cutters to scrape and score the sheets so that we had rectangles. Since they were nice and thick, we asked a contractor who happened to be working nearby to use his saw to cut them into the triangle shapes we needed.\r\n\r\nStudents covered the edges of one side with tape. We used acetone to dissolve off the paint in lines so that light could get through. This took a while to get a clear line. We learned to keep the acetone off the plastic side of the sheet so the plexiglass didn't get cloudy.\r\n\r\nSome of the students colored in the lines, and one student chose to leave the lines so that their kaleidoschope was just white light reflecting. When we were done, we assembled our kaleidoscopes and used a flashlight in our dark basement to see the cool patterns of light. Below are some photos of our kaleidoscopes in action! Thank you so much for your generous donation to my school!","fullyFundedDate":1773381091762,"projectUrl":"project/beautiful-kaleidoscopes/10136798/","projectTitle":"Beautiful Kaleidoscopes","teacherDisplayName":"Mrs. Sue Bober (Science Teacher)","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3637751_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1727051962100","teacherClassroomUrl":"classroom/3637751"}],"pageName":"schoolpage_70837","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":220,"numTeachers":10,"percentFrplEligible":40,"percentAsian":2,"percentBlack":1,"percentWhite":40,"percentIndigenous":0,"percentLatinx":48,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","percentHawaiianImputed":0,"percentMultiracialImputed":6,"gradesServed":"8 - 12","studentTeacherRatio":"22.0:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"URBAN","ncesMetroType":"CITY_MIDSIZE"},"inStateSupporters":69.6,"schoolId":70837,"financialInfo":null,"twitterShareText":"Learn more about Poudre Community Academy on @DonorsChoose:","schoolName":"Poudre Community Academy","canonicalPageUrl":"schools/colorado/poudre-school-district/poudre-transition-center-fullana/70837"}