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Mrs. Avery's Classroom

  • The Academies at Jonesboro High School
  • Jonesboro, AR
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Make a donation Mrs. Avery can use on her next classroom project.

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show projects from all time

Past projects 6

  • Tools for Success in Engineering

    Funded Aug 30, 2018

    Thank you for supporting my classroom. My students have been able to design and build classroom projects successful using the bench sander and saw that were purchased from this grant. My robotics teams all qualified for our state championship competition and we also had one team qualify for worlds. None of this would have been possible without having the proper tools to build their design ideas. This year, our teams are already busy working this year to build their robots for this year's competition season.”

    With gratitude,

    Mrs. Avery

    This classroom project was brought to life by Craig Newmark Philanthropies and one other donor.
  • Crafting Minds with Robotics and Coding

    Funded Oct 21, 2016

    My students want to thank you for your generous donation. Our Ozobots have been a great hit in my classroom. My students have been learning the basics of computer coding and the Ozobots have been a technology tool to bring coding to life in front of their eyes. They've been able to write the computer code and automate the little robots to perform various commands. Several have been so excited, they've been inspired to participate in other STEM elective classes that our school offers. I have 3 students who will be displaying the Ozobots and what they've learned from them at our district's upcoming Technology Expo next week!”

    With gratitude,

    Mrs. Avery

  • Building Atoms with Models

    Funded Oct 12, 2015

    Dear Donors,

    Thank you for your donation to help buy our Atom Building Kits. Our students were able to build models of atoms showing the number of protons, neutrons, and electrons in an atom. Since my class is a junior high science class and not a high school chemistry class, we were able to focus on the number of subatomic particles in each energy level. Many kits are too in-depth by going into suborbitals and these kits were perfect for the level of my students without being too complicated. And they are handy too since all the parts can fit inside!”

    With gratitude,

    Mrs. Avery

  • Rocket Boys

    Funded Oct 12, 2015

    Dear Donors,

    Thank you so much for your donation. My students participated in a grade-level project where they researched Newton's Laws and their application to rockets! In their Social Studies classes they researched the Cold War while they discussed propaganda from the Cold War era in their English classes. Those students taking Art, designed Mission Patches for their rockets. In science, we researched the parts of the rocket and their functions while creating a model rocket to launch. Students were able to use technology on launch day to record their launch data, where it could be shared with all students. After the launch, students analyzed the launch data in their math classes and calculated the altitude of the rocket's flight using Geometry.

    This project enabled our students to make connections to real topics across different subject areas. When students left one class, they were able to see how what they learned in history would connect with the content they were learning in science. This was our second year with this grade level project and having the rocket kits available through your donation allowed students to work in smaller groups. Our launch day was very successful!”

    With gratitude,

    Mrs. Avery

  • It's All in a Bug's Life

    Funded Oct 8, 2014

    My students were very happy about the resources they received. They were excited to receive enough materials where they could work in small groups with two to three students each. The materials were of great quality and will be able to used for insect projects in the future.

    My students were able to use the insect nets to get out of the classroom and use the grounds of the school to collect insects. Some students checked out nets to take home over weekends to collect insects from around their home. The jars were used to hold specimens in until the students could pin their insects. The students used the foam boards to pin their insects while they worked to identify them using their identification books.

    This project helped my students work on a long-term project and provide them an opportunity to move out of the classroom. They were excited to spend time outside the classroom instead of being inside a classroom. Students were able to spend multiple days outside while searching for different insects. From the insects they collected, my students classified the insects according to their taxonomic group and learned their scientific names. After all of these were completed, my students created visual presentations of their insect collections. Thank you for providing my students this amazing opportunity!”

    With gratitude,

    Mrs. Avery

  • Bridging the Gap

    Funded Oct 8, 2014

    Thank you so very much for providing my students the opportunity to participate in a project like this. The premise of our project was that students would design and build a model bridge that would represent a replacement to the Bono Bridge which used to be located in Bono, Arkansas. The materials we received were used in a two-month long project that started back in December when students began researching different types of bridge designs. Students identified the strengths and weaknesses of each basic category and then identified which type of bridge they intended to design on their own. Students developed their designs by creating three different schematic drawings (drawn the scale). They created a side view, top view, and end view of their planned bridge design. Once their drawings were complete, the students created a written Bridge Proposal that detailed their bridge plan, including the expected cost of building. All construction materials were given an associated cost and the students had to develop their building budget to win the proposed contract to build a new Bono Bridge. Students created a poster presentation where they orally presented their designs and their budget to the class. After building approval, the students built their model bridges and then tested their efficiency by determining how much weight they would support. Students calculated the efficiency load of their bridge.

    The students were extremely excited to have the balsawood materials to use in the construction of their bridges. Although there was a lot of planning before they began constructing their bridges, the students were eager to get busy. The glue was especially strong and the materials worked very well in our overall project. This project allowed my students to work on a long-term project that many had not had an opportunity to do beforehand. There were many parts to this project and students were able to see how researching a topic can be very useful to scientists. This project allowed an excellent opportunity to link engineering and physics topics in the everyday world.”

    With gratitude,

    Mrs. Avery

I teach at one of two junior high schools in my district in northeast Arkansas. Of the 600 students in my school, over 70% are from low-income families. The majority of students in my class are minorities, students who speak English as a Second Language or students who receive special education services. Most of my students come from limited backgrounds with little real-life experience in science. They struggle to find how science is relevant to them in their everyday lives. My hope is that my class will spark creativity and innovation.

About my class

I teach at one of two junior high schools in my district in northeast Arkansas. Of the 600 students in my school, over 70% are from low-income families. The majority of students in my class are minorities, students who speak English as a Second Language or students who receive special education services. Most of my students come from limited backgrounds with little real-life experience in science. They struggle to find how science is relevant to them in their everyday lives. My hope is that my class will spark creativity and innovation.

About my class

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