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 Students
Every year students enter my room asking, "When do we get to dissect?"
My students are from a variety of backgrounds.
Some are in honors classes and are gifted academically, while others struggle with basic reading and writing skills due to learning disabilities. Our school is a regular public school and does not receive the grant funding that the new science charter school within the district receives.
My Project
As a culminating project at the end of our human body unit, students will get to dissect real sheep hearts and frogs. By dissecting the heart, they will get to see what the heart really looks like and have a hands on opportunity to trace the path of blood as it travels through the heart. The sheep heart is ideal because it is the same size as our hearts. Frog dissection gives students a chance to see how all of the body systems function together to make the entire organism function. It is a four day comprehensive dissection that examines the same body systems that we have as humans.
Our school already owns the dissection equipment but due to lack of funding, we have not been able to afford dissection specimens for many years.
The only way in which we can put our equipment and lesson plans to use is to receive donations for annual consumable materials. Your contribution will help us to provide the same quality science instruction as our local charter schools.
More than three‑quarters 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
DonorsChoose is the most trusted classroom funding site for teachers.
As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Pfeiler and reviewed by the DonorsChoose team.
