With $25,000 to spend and InspireData® at their fingertips, 18 sixth-grade math students in Pennsylvania learned the ups and downs of investing in the stock market while building data analysis and  math skills.

These students at Ancillae-Assumpta Academy, a preK-8 Catholic school outside of Philadelphia, used their money to buy shares of Juicy Couture, McDonald’s, Nike and Coca-Cola, just to name a few. The money wasn’t real, but that didn’t matter as they learned how to track their investments and use diagrams and graphs to understand data.

Technology coordinator Melinda O’Neill and math teacher Jeanne Hisey used the stock market lesson as a way to teach a state standard on graphing. To make the project come alive, they used InspireData, the visual way to explore and understand data from Inspiration® Software, Inc. With InspireData, students investigate, analyze and interpret data and information in dynamic graphs and charts. InspireData tools make it easy to change variables and plot types so students can explore data in multiple, meaningful ways. This encourages them to investigate data analytically, ask more questions and apply their understanding of the data to form better conclusions and to continue exploration.

Creating pie charts allowed the students to see the total dollar amount spent on each individual stock, as well as the percentage of students who had chosen that particular stock.

“InspireData worked really, really well, and I am so hyped about it,” said O’Neill. “It’s really kid-friendly—very intuitive. They just figured it out as they went and got the hang of it very quickly.”

Using InspireData, Ancillar-Assumpta Academy students created graphs and diagrams to track their investments, see real live results and analyze the data. This InspireData graph was used to analyze stock prices over various date ranges.

The reason for choosing a project that involved capturing live data was two-fold, she said. She wanted the lesson to be meaningful to students, and she was testing InspireData to see if it would be an effective tool for the upcoming science fair, where using live data is critical.

Hisey liked the real-world application of the project. "My strong belief is that when teaching math, we need to show students how it can be used in their daily lives," she said. "This was a fun project because they were able to pick stocks that interested them while they learned about economics and finance."

The students went right to work with InspireData, creating a database that included the purchase price of the stocks, numbers of shares and amount of money spent. Next, they turned the data into pie graphs that showed their stocks and the proportional quantity of each. In the Notes tool in InspireData, they wrote why they picked particular stocks. “Truthfully, no one knew why. They just chose what they liked, and they had some crazy picks,” said O'Neill.

Some students allotted exactly one-third of their $25,000 to each stock, while others put 50 percent of it on one stock and 25 percent on the other two, and some chose completely random amounts—all visible on their pie charts, she said. Because none of the purchases added up to exactly $25,000, the students placed leftover funds in money market accounts and monitored them as well.

Students made bar charts to document live data that they would input each Monday, Wednesday and Friday. Over a three-week period, the students monitored their investments, entering the day’s closing price on each of their stocks.

Next, the students created line graphs, with three lines revealing how their stocks changed over the three weeks. “The students could see in living color how each stock was changing, looking at price over time,” said O’Neill. “They could see how the market fluctuates.” At the end of the three weeks, O’Neill created bar graph data at the classroom level of all the students’ investments and turned it over to them to manipulate the data. “They graphed it by student to see who had the highest gains and losses, and it prompted a discussion about making wise investments,” she said. The students were impressed with the choices of one student, who made the greatest financial gain, and they asked him how he chose his stocks. “He said his dad chose them.”

This project, she said, fit easily into class each day. “It’s not like a lot of projects where teachers don’t have the time to take them on.” O’Neill plans to expand the stock market project to all four sixth-grade math classes, and she believes it will be a strong lesson for students at all ability levels.

Now with school-wide access to InspireData at Ancillae-Assumpta Academy, students will be ready when it’s time for the science fair. “In the past, students have had a hard time applying their science fair data into relevant line and bar graphs,” she said. In addition, O’Neill plans to use InspireData with the fifth- and sixth-grade social studies classes to study population changes. “They’ll love InspireData – it’s just so clear, and they can do so much with it,” she said.

Hisey agreed, noting that visual learning helps students build understanding. “Without InspireData, we would have been building graphs by hand, which is very time-consuming. What the students produced was so impressive. When they were done, they had something they were very proud of.”

The stack plot added up the total dollar amount of earnings for each student, based on their choice of stock purchase.

Telannia Norfar’s students were so engrossed in a recent project—collecting and analyzing data to improve the quality and selection of food in their school cafeteria—that their class time would vanish long before they were ready for it to be over. To accommodate the students, Norfar and her colleagues opened their classrooms to them at the end of the day, so they could continue their work.

“They loved this project,” said Norfar, a ninth-grade math teacher at Northwest Classen High School in Oklahoma City. “Even the students who were not usually motivated to learn were excited about it.”

Throughout the project, from collecting data to analyzing the results, the students used InspireData®, the visual way to explore and understand data from Inspiration Software®. With InspireData, students build critical data literacy skills as they actively explore and analyze data using dynamic Venn diagrams and bar, stack, pie and axis plots to interpret information and draw conclusions.

Norfar team-teaches in a “ninth-grade academy” at Northwest Classen, a school with a diverse study body of 1,300. The cafeteria-food project was a collaborative effort with her colleagues across the curriculum. Norfar’s focus was on math, as she guided students in analyzing the data they had gathered using InspireData. In English class, the students worked on writing skills, as they wrote business letters to the principal and the cafeteria manager. From their social studies teacher, the students learned about other cultures, including the geography and cuisine of different regions. And they worked with their science teacher to create lab reports about the patterns they saw in their data and to learn about environmental considerations in the cafeteria.

“Project-based learning is very beneficial because students are able to see how everything is related,” explained Norfar. “Maybe they are doing math, but they are using English, science and social studies, too.”

Norfar’s students had a vested interest in the project because it was tangible—it would likely change their school dining experience. Each year, district administrators sign a one-year contract with a food service provider, and they agreed to consider the students’ findings when choosing the next provider. To kick off the planning, Norfar had her students use Inspiration®, the visual learning tool, to build concept maps. “With Inspiration, students can analyze their planning process graphically, and it helps them to think logically,” she said.

Using InspireData, Northwest Classen High School students created pie graphs and other plots to analyze data they collected about fellow students’ eating preferences. Their data analysis helped cafeteria staff create menus that were more appealing to students.

Next, the students divided into groups to create a survey that would be conducted school-wide, using the e-Survey feature of InspireData. Each team wrote three questions, and the students ensured that the answer options spanned the tastes of a variety of cultures. “I love the e-Survey capabilities of InspireData—that’s my favorite part,” said Norfar.

The survey included questions about numerous aspects of food service, including types of cuisine and portion sizes, as well as the accommodations in the cafeteria. Would students prefer to hear music, and if so, what kind? In addition, with a school remodel right around the corner, Norfar’s students even included questions about the color and configuration of the cafeteria. Students school-wide had the opportunity to take the survey during English class. With 240 valid responses received, Norfar’s students set out to analyze the data. “They were so happy they could go into InspireData to tabulate,” she said. She had previously assigned her students an exercise in analyzing data manually “so they would appreciate how technology can help them with this task, and they certainly did.”

Creating different plots using InspireData made it easy for Norfar’s students to interpret information and draw conclusions.

Using InspireData, the class built Venn diagrams and saw which groups overlapped in their choices. They analyzed data in tables, bar graphs and pie graphs and broke down responses by gender. Norfar designated class time on Tuesdays and Thursdays to analyze data as a group, “and these were their favorite times of the week,” she said.

“Students really got into the updates and graphs. I helped them figure out the right way to click, and they took it and ran. This was the highlight of the entire project to me: getting students to understand and use technology to analyze data for themselves and by themselves,” said Norfar.

As a self-described “tech junkie,” Norfar regularly uses blogs, movies, podcasts, “nings” (online platforms for creating social websites and networks) and “wikis” (Web pages that anyone can edit) in her class projects. On the cafeteria-food project, she created a “collaboration center” on the Internet—one where students could find answers to their questions and participate in online discussions about the project. There, they could find examples of any of the components in their project, such as a business proposal or a type of graph, or see the grading rubrics for each piece of the project. She also kept a blog, where she posted updates and video images of some of her students working on the project.

Research outside of their school was part of the project as well. Students investigated what other districts were serving, compared food costs and studied nutrition. Sampling healthy foods relevant to the cultures of the student population was also part of their research. Students tasted fried tofu, edamame, guacamole, brown rice and tabouli. And, they interviewed the school cafeteria manager and principal. “They even considered bringing in catering or building a garden at school,” said Norfar.

Before the project was even complete, the cafeteria manager was asking for data, so Norfar shared the InspireData graphs of the responses. Shortly after that, students began seeing a cafeteria menu that was more closely aligned with their tastes. “This was great news,” said Norfar. “The students actually got to see that what they do can make a difference.”

After the students completed their research and analyzed their data in InspireData, they used their conclusions to create a proposal for their school’s new cafeteria menu. That recommendation is now in administrators’ hands.

Norfar plans to embark on similar projects next school year, because she has seen great value in using InspireData to engage students in understanding how to collect and analyze data in various ways.

“My students use a whole lot of interesting tools when they come to my class, but there are only a few products they are excited about, and InspireData is definitely one of them,” said Norfar. “InspireData really allows them to manipulate and analyze data. I love it. I think every teacher should use it.”

The last couple of years have been a time of upheaval for students and faculty at Slidell High School, located in the New Orleans suburb of St. Tammany Parish.  When Hurricane Katrina ripped though the region, many who had lost their homes left the area, and students from the other side of Lake Pontchartrain, whose schools had been destroyed, joined Slidell.

The school’s enrollment, now at 1,700, is slightly lower than it was pre-Katrina, in this district of 35,000 students and 52 schools—many still reeling from the damage. Slidell High School, a historic institution erected in 1908, was largely spared by Katrina, and with the work of teachers such as Glenda Schmidt, innovation in teaching continues.

Last fall, Schmidt, a science teacher, was tasked with adding earth sciences to the curriculum to meet district exit exam criteria. After reading on a science Web site about a project called “Mapping the Air in Your School,” she decided to put it to the test with all of her Chemistry I Honors classes.

This project fit well with her curriculum, as she was about to launch a unit on gases. She had recently learned about InspireData®, the visual way to explore and understand data, and thought it might just be what she needed to bring the project to life. InspireData builds critical data literacy skills and engages students. Students actively explore and analyze data using dynamic Venn diagrams and bar, stack, pie and axis plots to interpret information and draw conclusions. Already a fan of Inspiration® visual learning software, she said she “knew InspireData would be good.”

Collaborating to Collect Data

“My students were very excited and curious, and they really latched on to InspireData,” said Schmidt. “I didn’t have to instruct them on it all; the only thing I had to explain was lab techniques.” Her second-period class filmed the project. “I like new projects, and this one really grew,” she said.

Relative humidity was interesting to measure and discuss “because it’s kind of a nebulous thing about feeling comfortable,” said Schmidt. She divided her students into groups: One group read background information she had collected, one formed questions to create a survey, another input data into InspireData, and yet another learned how to use the lab materials: a data-collection device, digital temperature probes and graphing calculators.

On a cold day in December, her students took measurements in various rooms around the school. “A number of teachers asked to have their room temperatures measured, but we couldn’t do them all,” she said. Students used two digital temperature probes: one wet, with the end covered with a shoelace and dipped in water before each reading, and one dry. Students connected both to the data-collection device and the graphing calculator, which recorded the temperatures to determine relative humidity. Next, using InspireData, they analyzed the data.

During her second-period class alone, students collected data !lling a table 35 columns wide and 136 rows long. “The students were extremely involved in the collection and interpretation, even volunteering extra time outside of class to enter the data into InspireData,” she said.

“We expected the older rooms in the !rst wing, with window heating units, to be draftier and colder, but these rooms turned out to be the hottest rooms in the school,” said Schmidt. Another prediction was that if the temperature increases, so does the relative humidity. However, the hottest rooms in the !rst wing also had the lowest relative humidity. “Everyone had ideas about humidity, and their attempts to explain the results interested me the most,” she said.

“Mapping the Air” With InspireData

InspireData has many valuable capabilities, she said, noting that it separates the data for students so they can clearly visualize the data and see what happened. Perhaps Schmidt’s favorite feature is the ability to make slides with live data, she said. “You can click on any axis and change any variable, and it’s still live. The little icons, representing each data point, move across the screen to their new spot, which everyone !nds interesting and amusing.”

The speed is another bonus, as data plots are instantaneous. “It is fascinating to watch. It keeps up with how students think,” she said. “In today’s world, with all the electronics kids use every day, you have to have something that moves fast, and this is it. You don’t have to be bogged down to plot something and see a relationship. For them to see and watch the graph form before their eyes is extremely powerful.”

Schmidt also appreciates the color coding, which she said makes the data very easy to see. In the project, students saw the lowest relative humidity in blue. “The results were not what we expected, and by putting the color coding on it, it really blew their minds.” Being able to plot text was a plus, too, she said. “InspireData gave us the ability to ask questions and answers, so we were not limited to numbers.”

InspireData also allows students to predict the outcome of their project, something Schmidt sees as a powerful teaching tool. “When we were making predictions, it really struck me that this can do for graphical analysis what word processing lets you do with words. You can rearrange and clarify.”

Interacting With the Data Using InspireData

Schmidt said as she has used InspireData, she has become more aware of “how "exible, powerful and interactive this program actually is. Because it yields changes in visible results so quickly, it facilitates more questions and much more critical thinking.” Another teacher at Slidell had planned to use a spreadsheet program to do his scienti!c analysis until Schmidt showed him what InspireData could do, she said, and then he added it to his project as well.

Thinking ahead for next school year, Schmidt is planning more innovative science projects using InspireData, including repeating the relative humidity project. She is looking forward to teaching Slidell’s 100th class and believes the centennial festivities will bring the school a much-needed lift.

As she and the community around her make strides in recovering from the devastation of Katrina, Schmidt finds joy in following her passion: teaching kids about the science behind the world that surrounds them. “It’s exciting to see my students on the edge of their seats, wanting to know about science,” she said. “They’re working together, asking great questions and really learning. They are amazing.”

Students collected data in InspireData’s Table View and then chose an axis plot to show the correlation between a room’s temperature, relative humidity, and whether or not it had a window heating unit.

At Groves Academy in St. Louis Park, Minn., juniorsand seniors in Will Bohrnsen’s project-based science classes receive hands-on experience in data collection and analysis. Bohrnsen’s students—who face various learning difficulties—often struggle with the abilities to manage projects and organize data to make meaningful analyses. Recipient of the Inspired Teacher Scholarship Best Project Award for InspireData^®, Bohrnsen was thrilled to discover InspireData last fall and immediately introduced it to his students. With InspireData, his students learned to organize their data into tables and explore the integrated plots to solve problems and draw conclusions.

InspireData helps students organize and analyze collected data

Bohrnsen’s students completed several projects last fall that required the collection of detailed observations and measurements, followed by careful analysis of the gathered data. In one project, students collected water samples from several nearby lakes and streams to compare water quality and discover how the water quality a"ected invertebrate life. Students worked with scientists from the local Minnehaha Creek Watershed District to learn the correct way to collect water samples. Standard chemistry kits were employed by students to test various attributes of water quality. Students used keys and guides to identify the aquatic invertebrates found in each sample.

A second group of students chose to compare diversity among invertebrates found in the leaf litter of deciduous and evergreen forests. Students visited local parks and worked with state park rangers to gather invertebrate samples using a complicated extraction device. After dissecting the samples, students sorted by class and order.

Once data collection was complete, both groups of students entered their data into tables in InspireData and switched to Plot View to analyze the results. Stack and Venn plots were used to compare and interpret the data. “The kids could immediately see correlations that were impossible to visualize prior to using InspireData,” says Bohrnsen. “By using InspireData, both groups of students were able to quickly and intuitively set up data charts, input factors and create visual plots that were easy to manipulate, evaluate and reproduce.”

Students used the tables and plots from InspireData to create posters representing the results of their study. The posters were displayed in the school, an area nature center and visitor centers for the city and state parks divisions.

Students investigate timed experiments with InspireData’s Time Series animation

Bohrnsen’s students are currently in the midst of a project that uses InspireData’s Time Series features to track several timed experiments. One group of students is creating a classic mouse maze to compare maze completion times of a control group of mice to an experimental group. Students will test the experimental group to determine if negative noise reinforcement will lead the mice more quickly through the maze. Each time an experimental mouse makes a wrong turn, students will make loud noises until the mouse chooses the correct path.

A second group of students is building a fish maze, using food to train fish to swim through a series of plates with colored holes in them. Once fish can complete the maze on their own, students will move the plates around and test the time it takes for the fish to find their way through the maze using only the colored holes. Students will enter results into InspireData using tables set up as series and analyze the data in Plot View with InspireData’s Time Series animation.

Bohrnsen plans to use InspireData throughout his science classes and hopes to introduce the software to other faculty for use across the curriculum. “Graphically, visually and intuitively, InspireData makes sense for my students,” says Bohrnsen. “It is easy for students to get their data organized and to transfer between different ways of viewing information.”

Will Bohrnsen’s high school science students used InspireData™ to investigate correlations between water quality and diversity of invertebrate life.

Middle school science teacher Richard Comeau has a strategy for keeping his sixth-graders involved in their class work and motivated to find answers to their inquiries. His hands-on physical and earth science courses at William Diamond Middle School in Lexington, Mass., reflect his involvement in scientific endeavors outside the classroom by including extensive data collection and analysis. Through guided discussions, students drive their own inquiry and process of analysis. Comeau uses InspireData^® as a tool to encourage students to form their own questions, collect data, analyze results and make inferences to acquire a deeper understanding of science concepts.

Richard Comeau’s inquiry-based classroom and hands-on science activities encourage students to arrive at their own understanding of concepts.

InspireData extends students' understanding of experimental data

Every year, Comeau's students participate in an extended project to learn what it is like to design and conduct a controlled experiment to discover the effects of salt on plant growth. InspireData plays a key role in helping students critically examine different data sets and make valid conclusions.

To begin, students grow their own plants known as Wisconsin Fast Plants (Brassica rapa)—a genetically engineered plant from the crucifer family that completes its entire life cycle in about 40 days. Each student cares for six plants: two plants receive regular tap water, two receive a low-sodium water solution, and the final two are watered with a high-sodium solution. Students use color-coded water bottles and plant trays, together with growing carts and adjustable-height lamps, to avoid errors and control variables.

Students track the growth of each plant, recording plant height, number of leaves, number of flowers, seed pod count and seed pod mass. “My kids get really excited and take great ownership of their plants and the data they collect,” says Comeau. 

Following completion of the plants' life cycle, students enter their data into an InspireData table and complete a series of exercises to gain an understanding of the graphing process and familiarity with the results of their own experiment. Then, Comeau introduces the concept of large sample size. He aggregates each student’s InspireData table into one class data set, setting up the table in a multi-series format so that students can compare their own results to the rest of the class and observe changes in the data over time.

After students enter data from their plant growth experiment, Comeau combines the data into one class data set in InspireData.

Students then switch to InspireData’s Plot View to analyze growth and compare individual results with the class data. Ultimately, each student is able to track their plants in each salt group within the largest sample size of 170 plants in each group.

Using InspireData’s Time Series animation, students can watch how plant growth changes over time and compare results of treatments.

Using InspireData’s Time Series animation, students can track plant height over time with an axis plot and watch as the data moves, showing daily growth. Students can also use other plot types—Venn, pie and stack plots—to compare growth indicators, such as number of leaves, flowers and seed pods. Using the class data set, students draw conclusions about the overall effects of salt on plant growth. “InspireData is "uid and visually engaging. It allows more kids with diverse learning styles to make sense of the data,” says Comeau. “Kids want to work with the data because they have so much control over how they represent the information and make sense of it—and they can do it quickly and easily.”

InspireData analysis enables conclusions and wows scientists

Comeau also uses InspireData outside the classroom for research and analysis. Last summer, Comeau had the unique opportunity to hone his data analysis skills in a private-industry externship through a Massachusetts Science, Technology, Engineering and Mathematics (STEM) initiative. He spent five weeks at the Mount Washington Observatory, a private, non-profit weather station in New Hampshire. Home to some of the world’s worst weather—150+ mph wind storms and temperatures far below freezing—the observatory collects and analyzes data with a mission to advance understanding of the natural systems that create the Earth’s weather and climate.

Comeau’s task was to analyze data collected from five temperature sensors run by solar-powered batteries located at various elevations on the mountain. The observatory had received a grant to connect additional probes measuring soil temperature, relative humidity and ozone at each site, but scientists were concerned that the batteries were not maintaining the minimum voltage requirements needed to sustain the probes. Since Mt. Washington’s extreme weather would prohibit the scientists from making regular visits to each site, the observatory looked to Comeau to investigate why the batteries were not adequate and recommend how to improve each site. InspireData provided him with just the right tool to compile and analyze the data that had been collected over the past 18 months and to enable Comeau to draw accurate conclusions. “I knew all along that I was going to use InspireData for my fellowship to do meaningful work,” recalls Comeau.

While working at a weather observatory on a summer fellowship, Comeau used InspireData to analyze and present conclusions drawn from large amounts of data to demonstrate how scientists could improve the observatory’s solar-powered, data-collection devices.

Comeau organized the data, which included dates, elevation measurements, voltage readings and sunlight minutes, into several different types of tables in InspireData to !nd the best method of analyzing the readings and drawing conclusions. He created various plots depicting differences in voltage readings between elevations, seasonal range of sunlight minutes and the voltage variations during different seasons. Other InspireData tools, such as box-and-whisker plots and count computations, provided additional useful information to support his analysis.

Comeau then studied the results of his data analysis in InspireData in combination with site-specifc issues and extensive research on solar panels, sun azimuth and vertical altitude. As a result, he was able to recommend how and when to adjust the solar panels relative to the ground and the horizon to enable each solar panel to collect enough sunlight to sustain the additional probes. His five weeks of analysis culminated in a presentation to the observatory staff, using InspireData’s Slide Show tool to capture the sequence of data analysis and present the live data. “It was wonderful to show scientists at the observatory what InspireData could do,” says Comeau. “When I showed the changes over time using the animated time series controls and then exploded the data to show battery voltage changes at each of the sites over the 18 months, that got eyebrows! The scientists appreciated being able to look at the data from so many different angles.”

When Comeau returned to the classroom, he showed students his work in InspireData and discussed how his data analysis had challenged assumptions and enabled authentic, meaningful conclusions. He plans to use InspireData for a classroom project that gets students involved in collecting and comparing local weather data to Mt. Washington’s. “InspireData is my go-to software,” says Comeau. “It is important to get kids to think critically. The construction of knowledge and the corrections of misconceptions take place over time. Powerful learning and deep understanding happen when kids have a chance to make sense of their own data and arrive at their own ‘ah-hahs.’”

InspireData’s Time Series animation helped Comeau to give scientists a clear picture of the problems and to support his recommendations for improvements.

"As software that can enhance visual learning and lead students to create their own thinking, InspireData ranks very highly with me. It is practical for students to use in whole-group, small-group and individual learning situations. InspireData has some of the features of spreadsheet and database software, but can also do some of the things that seem to only come with subject specific software for science and math."
Kyle Nielsen
Computer Technology Teacher
Kingston Junior High, WA

"InspireData offers a unique learning experience because it allows students to process large amounts of information, both numerical and textual, in a visual manner. As students work with data, they ask important higher-level questions, while understanding information and discovering answers in a visual representation. The uses of InspireData are widespread from upper elementary through high school."
Tom Plati
Director of Curriculum, Assessment, and Technology
Hopedale Public Schools, MA

"There are a lot of software programs that can make graphs, but InspireData is in its own category. It is easy to understand and has the depth to cut across grade levels, making it a better value for schools. The combination of the survey and the motion of the data points is outstanding. This is a great product!"
Dale C. Steen
Director of Instructional Technology
The Lamphere Schools, MI

"You have to see it to believe it! InspireData supports inquiry and higher-level thinking in a very unique and visual manner. It is easy to use and as you work with it you are constantly surprised by its simple, elegant power."
Lynn Ochs
Director, Technology for Learning Center
Hamilton County Educational Service Center, OH

"InspireData 1.5 is incredible! Students love watching the data points move as they create different plots; it gets them excited about working with data and helps them formulate and answer questions."
Valerie Coffey
Instructional Technologist
Owosso Public Schools
Owosso, MI

"InspireData is fantastic! The visual aspect of InspireData makes data more meaningful, and will greatly improve students' data literacy."
Ann Johnston
Instructional Technology Specialist
Lincoln Intermediate Unit No. 12
New Oxford, PA

"Visually representing data using InspireData plots helps students make inferences and draw conclusions. InspireData makes it easy for students to work with data, and keeps them focused on data analysis rather than the task of graphing."
Linda Townsend
Instructional Technology Design Specialist
Longwood University, ITTIP
South Boston, VA

"The e-Survey tool and other new features in InspireData 1.5 are very useful, especially in a classroom with many students, few computers and limited time. This software is invaluable to me because of the quality and depth of thought and analysis it allows my students to experience."
Glenda Schmidt
Chemistry Teacher
Slidell High School
Slidell, LA