Help me give my students hands-on atomic modeling kits which teach students the location and charges of subatomic particles (protons, neutrons and electrons).
$549 goal
Hooray! This project is fully funded
Hooray! This project is fully funded
Celebrating Hispanic & Latinx Heritage Month
This project is a part of the Hispanic & Latinx Heritage Month celebration because
it supports a Latino teacher or a school where the majority of students are Latino.
My Dallas ISD 8th graders have so many ideas, opinions, and goals and often love to be very vocal about them! As a science teacher, curriculum developer, and STEM advocate, I feel it is critical to help develop these young minds who aspire to be our future scientists, chemists, engineers, astronauts, astronomers, and doctors!
I believe a hands-on approach is the best way to engage students and pique their interest and prepare them to be tomorrow's thinkers and change-makers in a STEM world!
I am passionate about developing rigorous projects that support globally sought-after STEM skills through inquiry and innovation.
Thwarting our progress has been the complete destruction of several neighboring schools last year when a rash of tornados hit DFW. Class sizes skyrocketed as we absorbed displaced students. Teachers were left without materials or resources to pursue STEM projects. Our students suffered further interruption to hands-on learning when COVID forced us out of our labs and into our homes. Already a school primarily comprised of very low income, high-risk youth, these challenges have us scrambling for more options to pursue the project-based learning we so desperately need to be competitors at the forefront of a STEM society.
My Project
Distance learning has forever changed the educational landscape, and in many ways for the better! Previous methodologies for getting STEM concepts across were limited to mostly textbooks, with only well-funded suburban schools offering the materials needed for experimentation and opportunities for students to apply their knowledge. This needs to change.
Far too often students of color attending underfunded schools do not have access to quality STEM resources, leading to a great disparity in knowledge and proficiency required to pursue careers in technical fields.
My students would benefit from utilizing chemistry kits that include physical models to support them in discovering atomic structure using models they build themselves. The urban environment in which my students belong should not be a limiting factor in their exposure to and pursuit of a quality STEM education.
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