- Classroom: 111
- No. Students: 315
- Grade(s): All elementary
- Subject(s): Science (Natural)
- Greatest funding need: Math, technology and science education, STEM
-
I teach physical, earth, and life science to all classes in the school, grades K-5 including special ed. Id be happy to receive almost any type of science equipment or a number of consumables, such as potting soil, seeds, plastic cups, plastic baggies, food coloring, to name a few. Having these types of items donated would allow me to do more investigations with the children since I cannot afford all of them on an ongoing basis and school funding is severely limited.
- Adopted in 2013 by Monica Samec, Office Depot
- Adopted in 2012 by Allison & Partners, Allison & Partners, Amy Toosley at Allison & Partners, Amy Toosley at Allison & Partners, Chantell, Allison & Partners, Conor Campbell, Emily Gibbs, Jeannie Horner
- View Previous Years
|
|
|
- Classroom: 102
- No. Students: 13
- Grade(s): All elementary
- Subject(s): Special needs
-
My classroom has students who have moderate to severe disabilities and I strive to provide them with learning opportunities, both in academic and functional skills. Each student has very different and individual needs, so I need to purchase various items from subscriptions to Internet websites, reading and math manipulatives, games, and computer programs in order to facilitate their learning. The potential is there for every student, it is my job to find ways to access it. I would appreciate any help in order to make this possible.
|
|
|
Did you know there are other classrooms to support and other ways to help schools?
Check it out:
Tell us the teacher you want to support
This classroom in
San Diego
can use your help right now.
Mary Conner
9th Grade
Crawford Senior High
The students in our small school (Crawford Invention and Design Educational Academy) have chosen our school because they are interested in careers in engineering and architecture. I have found that by providing hands-on projects, the students find the curriculum more relevant and become more engaged in their learning. In my current project, I am teaching the geometry curriculum, including basic trigonometry, through surveying. To do this, I need surveying equipment and supplies. Our urban school serves a student population that that is economically disadvantaged and includes a high proportion of refugees. Many of our students have no prior experience with hands-on measurement, or with construction toys that are common in middle class homes. A lecture-based classroom experience leaves them trying to deal abstractly with things they have not experienced in real life. By allowing them to measure and survey parts of the campus, make scale drawings, and build scale models, they can immediately use the mathematics that they are learning in the classroom to complete a hands-on activity that relates closely to a field in which they have expressed interest. This makes for a lively, active learning environment that is attractive to the students and relevant to their interests.