{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Trinidad High School","outOfStateSupporters":36.2,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9832372,"projectId":9434425,"letterContent":"Thank you again for your help in acquiring these force and motion sensors! Students were excited when I announced that our project had been funded. The sensors have seen a lot of use in the last three weeks. \r\n\r\n My physics students have been studying force and the sensors have allowed us to be hands-on far more than we would have been otherwise. There were two great moments. The students were collecting data with the sensors and graphing it and the lab led them to come up with the equation for Newton's 2nd Law of Motion for themselves - from scratch. Two days later, they used the sensors for a simple activity on Newton's 3rd Law and had a blast. I overheard more than one lab group saying, \"There it is! The number is the same but the direction is flipped.\"\r\n\r\n I also designed two simple activities for my algebra classes. They had just started the graphing unit and were learning about linear vs nonlinear relationships. It was a simple activity, measuring the mass hanging on the sensor, the force it produces and then graphing the data to produce a straight line, but it combined a lot of concepts and skills that their physical science teacher has introduced recently and I was able to take to the next level.\r\n\r\n I'll continue to use the force sensors a lot. The Physics students will see them again when we get to waves and the Algebra II students will use them to explore sine waves in the trigonometry unit near the end of the school year. I'll also use the force sensors to keep the Algebra I students honest :) They will measure several other linear relationships, but I will also have them do a rubber band lab (which is nonlinear) to really get students thinking.\r\n\r\n Thank you again for helping me provide hands-on learning for my students! They have probably already as many \"math labs\" as most math students will get in a year - and there is still a lot more we can do.","fullyFundedDate":1756703686913,"projectUrl":"project/acceleration-in-the-math-classroom/9434425/","projectTitle":"Acceleration in the Math Classroom","teacherDisplayName":"Mr. Stockbridge","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9832372_orig.jpg?crop=829,829,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1742959248673","teacherClassroomUrl":"classroom/stockbridgemath"},{"teacherId":9832372,"projectId":9061928,"letterContent":"Thank you again for your help with the light sensors! I started using them with students this past week. I don't know if the students quite knew what to make of the sensors at first :) \r\n\r\nI'm making Mars the theme for the semester in all of my classes. The goal is to use any new math skill or physics concept to help students learn about some aspect of Mars. The physics students (juniors and seniors) were the first to use the light sensors. We ran some calculations on how Mars's distance from the Sun compares to Earth's distance from the Sun. Then we pulled out the light sensors and turned the lights in the lab off. We measured the brightness of a light source, changed the distance and measured again, changed and measured again, etc. Of course students know that the farther away a light source is, the dimmer it will be, but this is the first time they've ever been able to see the trends numerically. The line of best fit to our data was really good. At one point, I heard one of my top students say, \"Mmmm, inverse-square!\" How many students ever get to see an inverse-square law in action like that?!\r\n\r\nThe next step was to take the trends in the data students just collected and apply them to the planetary distances we started class with so students can calculate predictions for how solar panels will will on Mars missions compared to how they work here on Earth. Math, science, technology and Mars.\r\n\r\nNow that I've used the sensors for the first time, I am actively looking for ways to use them even more.\r\n\r\nMy Algebra II students will be ready for a similar activity in the next few weeks. The Algebra I students will get a simplified version after Christmas. Actually, they'll get at least two labs with using the light sensors. Right before Christmas, I'll have them measure the intensity of light at different angles to simulate how seasons work. A perfect introduction to the winter solstice and a fun way to close out the semester before the holidays.\r\n\r\nOne of my goals is to change the culture of our school and having hands-on lessons like this are starting to have an effect. Thank you again for your help with these sensors to make it all happen!","fullyFundedDate":1747057155995,"projectUrl":"project/i-can-see-the-math-so-clearly-now/9061928/","projectTitle":"I Can See the Math So Clearly Now","teacherDisplayName":"Mr. Stockbridge","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9832372_orig.jpg?crop=829,829,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1742959248673","teacherClassroomUrl":"classroom/stockbridgemath"},{"teacherId":6898243,"projectId":9650292,"letterContent":"Thank you so much for your donation!\r\n\r\nWe received the sketchbooks Monday, and I handed them out on Tuesday. The students were so excited! I wasn't prepared for that level of excitement. I had students come to me the next day showing me drawings they had already made in the first day! My heart is full of joy and gratitude for the gift you provided to my students! \r\n\r\nThese sketchbooks are made of acid-free paper, so they will last a lifetime. I let the students know this, and they lit up! I told them I hoped they kept their sketchbook for decades like I have. They were unaware that paper self-destructs over time, so they learned just from me handing them out.","fullyFundedDate":1758811073783,"projectUrl":"project/quality-art-journals-for-multimedia-arts/9650292/","projectTitle":"Quality Art Journals for Multimedia Arts, Graphic Design and Photography","teacherDisplayName":"Ms. Reilly","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6898243_orig.jpg?crop=1346,1346,x0,y228&width=272&height=272&fit=bounds&auto=webp&t=1760020841050","teacherClassroomUrl":"classroom/teacherjenreilly"},{"teacherId":9832372,"projectId":9061856,"letterContent":"Thank you so much for your help with the sound sensors for my math classes! We got some good use out of them when they first arrived back in March, but I forgot to take photos at the time. The Algebra II students did a few things on their first sound-based project. They investigated direct vs inverse relationships (size of tuning for compared to the frequency and wavelength the sensors recorded). I think the biggest benefit was when they saw sine waves (from trigonometry) appear on the screen. For the first time, they saw something appear in real life that had just been a hypothetical shape in a math lesson.\r\n\r\n When the students first saw the sensors, they were like, \"I guess that's cool.\" Of course these are high schoolers, so when they used the sensors for the first time they played it cool and came across as subdued, but there were also a few comments along the lines of, \"They can do that?!\" They got into it more once I put the tuning forks in their hands. I heard a lot of, \"That's not a good wave, try it again.\"\r\n\r\n Right now I am in the process of setting up for a lab where students will measure the speed of sound from scratch. A pulse of sound will go down the tube and echo back. Students will record the time it takes for the sound to travel down and back. After that, calculating the speed of sound is as simple as distance divided by time, but I'll enrich it by having every group take multiple readings and averaging their results. Also, each group will have a different length tube so their data is different even though their results should be the same. I'm hoping to layer in some discussions about linear relationships and slopes by pooling everyone's data. I've been looking forward to this particular math lab for months and am excited we are almost to the point in the new school year where students are ready for it. Pulling the sound sensors out in the spring so Algebra II students can have some hands-on work with logarithms by learning how the decibel scale works.\r\n\r\n My plan is to put together some videos of students working with the sound sensors and post it on our dept.'s YouTube channel (@trinidadmathscience). I'll be sure to give you a shout out in the video! Thanks again for helping me take my students far, far beyond worksheets!","fullyFundedDate":1742314107421,"projectUrl":"project/what-does-that-equation-sound-like/9061856/","projectTitle":"What Does THAT Equation Sound Like?","teacherDisplayName":"Mr. Stockbridge","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9832372_orig.jpg?crop=829,829,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1742959248673","teacherClassroomUrl":"classroom/stockbridgemath"},{"teacherId":9832372,"projectId":9147892,"letterContent":"Thank you for helping us with this project! The temperature sensors are working well and the force sensor was a great hit with my Algebra II students. The students really enjoyed seeing some trigonometry appearing on the screen in front of them with the hands-on demo they set up. It was one of the those moments where I think they realized that the math was not just equations on the page - the equations described something they could physically relate to. My physics students will get to use that force sensor a lot starting a few weeks from now. I also have big plans for the gas pressure senor. The freshmen (Algebra I) are about to start working with solving equations in my class and are in the chemistry unit with their science class next door. We will be exploring the relationship between temperature, pressure and volume - physically and mathematically thanks to these sensors.\r\n\r\n Thanks for helping make these powerful learning experiences possible! Special thanks to General Motors for their generous one-to-one match of all other donations!!","fullyFundedDate":1741818681041,"projectUrl":"project/math-with-my-hands/9147892/","projectTitle":"Math with My Hands","teacherDisplayName":"Mr. Stockbridge","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9832372_orig.jpg?crop=829,829,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1742959248673","teacherClassroomUrl":"classroom/stockbridgemath"},{"teacherId":9832372,"projectId":9373279,"letterContent":"We are two weeks into the new school year and we have used these tape measures almost every single day! I decided to start all of my classes with an introduction to the Metric System to lay a foundation for the rest of the year. I am so glad I did! The students have been active every day just getting used to measuring things. The Algebra II students are probably having the best time of it. I taught them how to pace distances. We measured a distance with the tape measures and students paced it off. They then used that ratio (paces to meters) to walk the perimeter of the building and make a to-scale map of the school. I've done this before, but it went exceptionally well this time! One of the Algebra II classes got so far ahead of the other group that I did a special activity with them. We used the tape measures and made pinhole projectors to measure/calculate the diameter of the Sun! Their results were only about 10% off of the true distance. Not bad at all!\r\n\r\nWhen the students first saw the tape measures, I'm not sure they knew what to make of them. It took a while before it sunk in that these were metric tape measures - no inches or feet marked anywhere. You could see the wheels begin turning in their heads as they had to start thinking in centimeters and millimeters. My classes have definitely enjoyed being able to be hands-on for virtually the entire first two weeks of school. \r\n\r\nIt is still going to take a while for students to get used to real precision - mastering the decimals on the metric tape measures. They will get there, though. The next big lab I am looking forward to with the metric tape measures is a new one: measuring the speed of sound. In a different Donors Choose project, we received sound sensors. Students will use the tape measures to measure the length of various cardboard tubes I've assembled. The sound sensors will tell us how long it takes a sound to travel the length of the tube and then echo back. It is then an easy calculation from there to get the speed of sound. Every group will measure different combinations of tubes for different lengths. That way everyone's measurements are different (to prevent copying) even though their results should be close to the same. This will get students working with equations, graphs and making predictions in some fun, hands-on ways. Powerful learning coming our way soon! I intend to post a video \"highlight reel\" of that lab on the YouTube Channel I started for the our math and science dept. Search @trinidadmathscience to find us.\r\n\r\nThanks again for these tools! They've made a HUGE difference to start the school year. I couldn't have done it with what we used to have.","fullyFundedDate":1749763558312,"projectUrl":"project/measuring-up-in-algebra/9373279/","projectTitle":"Measuring Up in Algebra","teacherDisplayName":"Mr. Stockbridge","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9832372_orig.jpg?crop=829,829,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1742959248673","teacherClassroomUrl":"classroom/stockbridgemath"},{"teacherId":9245265,"projectId":8601620,"letterContent":"We want to thank you so much for the supplies you were able to provide us with for our new technical theater program. We were finally able to start working on some great Fractured Fairy Tale scenes, giving the kids a chance to cast the characters act out and block scenes, and to figure out what they imagine for lights and sound as well as props and scenery. This is what CTE is supposed to be about. It's about hands-on learning to help kids obtain skills to go into a career field they love.\r\n\r\nMy students are extremely grateful to have the new costumes, wigs, and make-up as well so that they can bring their characters to life on-stage. They are looking forward to performing for the community and serving as the tech crew for local theaters.","fullyFundedDate":1733241644860,"projectUrl":"project/what-happened-to-theater/8601620/","projectTitle":"What Happened to Theater?","teacherDisplayName":"Ms. Jones","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9245265_orig.png?width=272&height=272&fit=bounds&auto=webp&t=1693503378348","teacherClassroomUrl":"classroom/jonestheater"},{"teacherId":9832372,"projectId":8934736,"letterContent":"Thank you again for your donations to provide motion sensor probes so I can have students exploring math in a more hands-on way. \r\n\r\n The probes arrived just after Thanksgiving, but the end-of-the-semester rush prevented me from using them right away. I started using them the first day back in school in January. I explained that the sensors were the result of donations from people they would never meet but who thought that understanding math was important enough that they were willing to donate their hard-earned money. Honestly, the students didn't quite know what to make of that - especially the freshmen!\r\n\r\n Our first lesson using the motion sensor probes were great! Students always have trouble interpreting motion graphs, but they started figuring them out this time! I drew several graphs and students had to figure out how to move to recreate each graph. They then had to write a few sentences describing what they did. Some of my lowest-performing students did the best on this one!\r\n\r\n I'm very much looking forward to using the sensors with my Algebra II students again when we get to trigonometry. The equipment has worked so well, I'm looking into sound sensors, too, so we can explore the decibel scale (while studying logarithms) and sound waves (for more trigonometry). Meanwhile, the other new math teacher is set to borrow the motion sensors to use with her students this week and I am exploring an activity in which the Algebra 1 students use the sensors to determine kinetic energy.\r\n\r\n Thank you again for making a difference for these students! Couldn't have done it without ya'!","fullyFundedDate":1732237051791,"projectUrl":"project/bringing-hands-on-algebra-and-re-launchi/8934736/","projectTitle":"Bringing Hands-on Algebra and Re-launching Physics in a Rural School","teacherDisplayName":"Mr. Stockbridge","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9832372_orig.jpg?crop=829,829,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1742959248673","teacherClassroomUrl":"classroom/stockbridgemath"},{"teacherId":6898243,"projectId":7782488,"letterContent":"My students were happy to have clay and quality paints and watercolor paper to work with. Some students combined a vision board digital drawing project with the fine art media of watercolor and acrylic paints to make their own coloring pages. Other students used that same project to create bas-relief sculpture in clay. A clay artist friend of mine agreed to fire their artworks for free! \r\nAll the artworks are currently on display in the school's student center for a midyear show. The student body will be voting for their favorite pieces. The top 15 will be entered into the regional student art show \"Shades of the Southwest\" in Raton, NM, in January. Wish them luck in that show which has monetary prizes!","fullyFundedDate":1695302350906,"projectUrl":"project/fine-art-materials-for-multimedia-digita/7782488/","projectTitle":"Fine Art Materials for MultiMedia Digital Art","teacherDisplayName":"Ms. Reilly","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6898243_orig.jpg?crop=1346,1346,x0,y228&width=272&height=272&fit=bounds&auto=webp&t=1760020841050","teacherClassroomUrl":"classroom/teacherjenreilly"}],"pageName":"schoolpage_42634","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":204,"numTeachers":15,"percentFrplEligible":88,"percentAsian":0,"percentBlack":0,"percentWhite":25,"percentIndigenous":0,"percentLatinx":72,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"13.6:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"RURAL","ncesMetroType":"TOWN_REMOTE"},"inStateSupporters":63.8,"schoolId":42634,"financialInfo":null,"twitterShareText":"Learn more about Trinidad High School on @DonorsChoose:","schoolName":"Trinidad High School","canonicalPageUrl":"schools/colorado/trinidad-school-district-1/trinidad-high-school/42634"}