Our new science classroom gets very hot during the warm months in New York City.
I teach science in a school in Brooklyn with a 57% poverty rate.
I work with 250 second grade to fifth grade students. My students are always full of questions. They enjoy doing experiments in class, observing, manipulating materials, measuring, and making predictions. They love to learn how scientists gather and share information.
My Project
We need an air conditioner for my science classroom. For this year, I have been assigned a new classroom that gets very hot and stuffy during warm months. I'm afraid that it will be hard for my students to concentrate on their work in such conditions.
My students participate every year in an environmental conservation project, raising trout from eggs and then traveling upstate to release them in the New York watershed. We have done this project for several years but I am afraid that this year, the trout will die because the room gets so hot.
I was able to start our "Trout in the Classroom" project, thanks to a grant from a few years ago.
I am afraid that if I don't get an air conditioner in my room, I won't be able to continue with the project. Our school recently lost a lot of funding, so we are not able to buy anything beyond covering the basic needs of the classroom. It would be a shame for my students to not be able to participate in this wonderful environmental conservation project.
More than a third of 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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