{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Edith Bowen Laboratory School","outOfStateSupporters":30.0,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9994174,"projectId":9967829,"letterContent":"The heart chakra and throat chakra singing bowls have quickly become some of the most beloved tools in our classroom. Each day after recess, students come rushing in — not to grab their seats, but to ask if it's their turn to play the bowls. We've built a routine where designated students strike the bowls as their classmates settle in, and the combined tones fill the room as everyone transitions from the high energy of recess into a calm, focused learning space. It's become entirely student-driven — they take ownership of the process, guiding their peers through breathing exercises while the bowls resonate. Watching a sixth grader stand at the front of the room, gently striking a singing bowl while their classmates close their eyes and breathe together, is one of the most powerful things I've witnessed in fifteen years of teaching.\r\nThe students were immediately drawn to the bowls when they arrived. They wanted to know why there were two, what made them sound different, and what \"heart chakra\" and \"throat chakra\" meant. That curiosity led to rich conversations about how different sounds affect how we feel in our bodies and how we can use intentional practices to take care of ourselves. The two bowls played together create this layered, resonant sound that students describe as \"making the whole room vibrate.\" They've developed a real reverence for the instruments — they handle them carefully and treat the routine with a level of respect and seriousness that speaks to how meaningful it's become for them.\r\nGoing forward, we're continuing to build on this daily practice as part of our social-emotional learning work. Students are developing their own mini-sequences — pairing specific breathing patterns with each bowl and even experimenting with how the sounds can support different kinds of classroom moments, from reflective writing time to preparing for difficult academic tasks. The goal is for every student to feel confident leading these moments for their peers by the end of the year. Your generous donations didn't just give us two beautiful instruments — they gave my students agency over their own well-being and a daily practice of caring for one another. Thank you for making that possible","fullyFundedDate":1766435363284,"projectUrl":"project/harmony-in-the-classroom-crystal-singin/9967829/","projectTitle":"Harmony in the Classroom: Crystal Singing Bowls","teacherDisplayName":"Mr. Baggaley","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9994174_orig.jpg?crop=480,480,x0,y105&width=272&height=272&fit=bounds&auto=webp&t=1744156953220","teacherClassroomUrl":"classroom/9994174"},{"teacherId":9994174,"projectId":9904746,"letterContent":"The giant singing bowl has become a cornerstone of our daily classroom culture. We use it to open and close our mindfulness moments, signal transitions, and create space for students to regulate their nervous systems during our SEL practices. One of my favorite moments has been using the bowl during our \"breathing breaks\" — I strike the bowl and students follow the resonance with a slow exhale, trying to match their breath to the fading tone. It's become a powerful anchor for our Breathe for Change techniques, giving students a tangible, auditory cue to shift from the energy of a busy school day into a calmer, more focused state. We've also incorporated it into our TQE reflections, where the sound of the bowl signals the transition into quiet thinking time before students share their thoughts, questions, and epiphanies with their groups.\r\nWhen the singing bowl first arrived, the students were genuinely mesmerized. Several of them had never seen or heard anything like it. They wanted to touch it, strike it, and feel the vibrations with their hands. That curiosity opened up a beautiful conversation about how sound, breath, and our bodies are all connected — which is exactly the kind of learning I want happening in our classroom. It was one of those moments where a single resource sparked wonder and engagement in a way that no worksheet or screen ever could.\r\nMoving forward, the singing bowl will continue to play a central role as we deepen our mindfulness and SEL work throughout the year. We're currently building routines around self-regulation and emotional awareness, and the bowl helps make those abstract concepts concrete for sixth graders. I'm also planning to incorporate it into our place-based learning experiences, using sound and stillness as tools for observation and reflection during outdoor learning. Thank you to every donor who made this possible — you've given my students a daily reminder that slowing down and breathing is just as important as any academic standard we cover","fullyFundedDate":1763517180717,"projectUrl":"project/good-vibrations-tuning-into-calm-in-6th/9904746/","projectTitle":"Good Vibrations: Tuning Into Calm in 6th Grade","teacherDisplayName":"Mr. Baggaley","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9994174_orig.jpg?crop=480,480,x0,y105&width=272&height=272&fit=bounds&auto=webp&t=1744156953220","teacherClassroomUrl":"classroom/9994174"},{"teacherId":994191,"projectId":9288281,"letterContent":"Thanks to your generosity, our RISE hydroponic garden materials have already become a meaningful part of our learning community. Students are using the system daily to observe, measure, and care for our plants, and we recently celebrated an exciting milestone by harvesting our very first vegetables—tomatoes and radishes! Students carefully removed the plants from the hydroponic pods, examined the roots growing in water, and proudly held up their harvest, amazed that food could grow without soil. During harvesting and cleaning, students naturally worked together and reminded one another to be gentle with the plants while discussing how living things depend on proper care. We compared the taste of our school-grown vegetables to store bought. 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Join the 20 supporters who believe in this school.
About this school
Edith Bowen Laboratory School is
an urban public school
in Logan, Utah that is part of Utah Department of Education.
It serves 359 students
in grades K - 6.
Its teachers have had 13 projects funded on DonorsChoose.
Public School
Grades K - 6
359 Students
# of teachers unavailable
6700 Old Main HlContact info is sourced from our partners at MDR Education, and DonorsChoose updates our site ahead of each school year.
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of students receive free or reduced price lunch
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
Source: the National Center for Education Statistics
9%
of students are Black, Latino, Native
American, or Asian
Data about school demographics comes from the National Center for Education Statistics, via our partners at MDR Education. The numbers in this chart may not add up to 100% because of limitations in the available data.
Edith Bowen Laboratory School Support on DonorsChoose
Last updated Feb 20, 2026
DonorsChoose makes it easy for anyone to help a teacher in need, moving us closer to a nation where students
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Edith Bowen Laboratory School
$8,413
raised using DonorsChoose
13
projects
funded
8
teachers
funded
20
donors
2
projects for
technology
3
projects for
books
Edith Bowen Laboratory School has received support from
14 individuals from Utah and
6 individuals out-of-state.
