{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Ashley Elementary School","outOfStateSupporters":53.1,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":5698653,"projectId":5359232,"letterContent":"The impact of this project extended far beyond simply adding new science equipment to our classroom. It gave my fifth-grade students the opportunity to experience science as it is meant to be experienced—through exploration, experimentation, collaboration, and discovery. After spending so much of their learning time separated from their classmates and limited by the challenges of virtual instruction, having access to high-quality, hands-on materials brought excitement and curiosity back into science learning.\r\n\r\nThe constant motion vehicles, spring cars, and drilled mass spheres transformed our study of force and motion from concepts students read about or observed on a screen into phenomena they could investigate for themselves. Instead of simply being told how forces affect the motion of an object, students were able to make predictions, conduct trials, collect evidence, and determine whether their observations supported their thinking. They explored how changes in force affected speed and distance, examined patterns in the movement of objects, and investigated what happened when moving objects collided. These experiences helped students develop a much deeper understanding of force, motion, momentum, and collisions because they were able to see these scientific principles happening directly in front of them.\r\n\r\nJust as importantly, the materials encouraged students to think and work like scientists. Students had opportunities to ask questions, design investigations, measure results, compare data, identify patterns, and revise their thinking when their evidence did not match their original predictions. There was tremendous value in hearing students discuss why one vehicle traveled farther than another, debate what variables needed to remain constant during an experiment, or excitedly ask if they could conduct another trial to test a new idea. These moments represented exactly the type of authentic scientific thinking that I hoped this project would inspire.\r\n\r\nThe collaborative nature of these investigations also had a significant impact. Our students had spent considerable time learning independently during virtual instruction, so returning to opportunities in which they could investigate problems with classmates was especially meaningful. Working with the equipment required students to communicate clearly, divide responsibilities, listen to one another's ideas, and reach conclusions based on evidence. Science became not only an opportunity to learn academic content but also a way to rebuild the classroom community and collaborative learning experiences that students had missed.\r\n\r\nFor students at our Title I school, access to durable, high-quality STEM materials is particularly important. Hands-on science equipment can provide experiences that students may not otherwise encounter outside of school. This project helped ensure that access to engaging scientific investigation was not determined by what resources a student's family could provide at home. Every student had the opportunity to manipulate real equipment, conduct meaningful investigations, and experience the excitement of discovering how the physical world works.\r\n\r\nThe impact of this project is also especially meaningful within our military-connected community. With nearly one-third of our students connected to the military, many of our children experience transitions, deployments, and other circumstances unique to military families. Creating a classroom environment that is engaging, welcoming, collaborative, and filled with opportunities for success helps provide consistency and a sense of belonging. Hands-on STEM experiences gave students opportunities to connect with classmates while working toward a shared goal and celebrating discoveries together.\r\n\r\nOne of the greatest strengths of this project is that its impact did not end with a single class or school year. These materials were intentionally selected because they are durable, reusable pieces of science equipment rather than consumable supplies. The constant motion vehicles, spring cars, and mass spheres have become part of our school's collection of science resources and can continue supporting force and motion instruction for future groups of students. Because of this, each donation to this project represented an investment not only in the students who initially received the materials, but also in the many students who will enter our classrooms in the years ahead.\r\n\r\nMost importantly, this project reminded our students that their education matters and that people outside of their classroom believe in their potential. After demonstrating remarkable resilience through the challenges of virtual learning, they returned to science experiences that encouraged them to build, test, question, collaborate, and discover. The generosity of our donors helped turn difficult-to-visualize scientific concepts into memorable experiences and gave our students access to the type of quality STEM resources they deserve.\r\n\r\nBecause of this project, science became something our students could touch, test, measure, question, and understand. The equipment will continue to inspire curiosity long after this particular group of students moves on from fifth grade. We are incredibly grateful to the donors who made these experiences possible and who invested in both our students today and the young scientists, engineers, problem-solvers, and innovators who will use these materials in the future.","fullyFundedDate":1619541139843,"projectUrl":"project/measuring-motion-in-the-classroom/5359232/","projectTitle":"Measuring Motion in the Classroom","teacherDisplayName":"Mr. Autry","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp5698653_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1534433089189","teacherClassroomUrl":"classroom/j-autry"}],"pageName":"schoolpage_1344","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":181,"numTeachers":15,"percentFrplEligible":95,"percentAsian":11,"percentBlack":44,"percentWhite":25,"percentIndigenous":0,"percentLatinx":10,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","percentHawaiianImputed":0,"percentMultiracialImputed":8,"gradesServed":"3 - 5","studentTeacherRatio":"12.1:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_MIDSIZE"},"inStateSupporters":46.9,"schoolId":1344,"financialInfo":null,"twitterShareText":"Learn more about Ashley Elementary School on @DonorsChoose:","schoolName":"Ashley Elementary School","canonicalPageUrl":"schools/north-carolina/cumberland-county-schools/ashley-elementary-school/1344"}