As a middle school science teacher at a Title I middle school, I believe that my students deserve to experience learning science in innovative, creative ways. Many of my scholars have been affected by Harvey and engaging activities will help to inspire and motivate them.
Many of my students are classified as economically disadvantaged, yet they are eager to know what exciting activities they will experience in science class each day.
Although I do not have control over circumstances they may be experiencing outside of school, I know that I can make a difference by providing them with engaging, innovative, and real-world application and activities in my classroom each day.
My students come to my class with different science experiences and backgrounds, and many are faced with barriers such as learning disabilities, language barriers, or lack of experiences and exposure to engaging science investigations and the use of technology. Regardless of these barriers, I am challenged with the responsibility of making sure each individual student receives the best learning experience so that they can be prepared for their next level of learning and their future career.
My Project
Students will learn science best when they are able to see, touch, and explore. We need frogs, cow eyes, exam gloves, and pencils for dissections. We have just recently learned about organs in the human body and how they work together. While there are various aspects that may differ between humans and other animals, many of the organ systems in complex animals work in similar ways to those of humans.
This opportunity will be a learning experience that my scholars will remember for the rest of their life.
Apart from inspiring the medical professionals of tomorrow, I hope that by learning about their own bodies through comparative analysis with dissections, students will come to respect how their bodies work, and think about how they treat them and what they put into them.
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