Help me give my students TIME Magazine for Kids to learn about current events in a way that is developmentally appropriate.
This project expired on December 24, 2019.
Hooray! This project is fully funded
My classroom is comprised of 27 eager-to-learn fourth graders. My students come to school every day ready to learn and achieve new heights. They are inquisitive and love exploring new ideas. I have a wide variety of learners in my classroom and each one enjoys an academic challenge.
While many of my students come from loving and supportive homes, some of them find love and support only while they are at school.
Each day I strive to give my students what they need academically as well as emotionally and socially. My goal is to maintain a classroom environment where no student feels left out or uncomfortable. From day one of each school year, I work hard to create and maintain a sense of community within my four classroom walls, that I hope students can then carry with them into the world around them.
By having access to TIME Magazine for Kids, my students will be able to learn about current events in a way that is developmentally appropriate. It is often difficult to discuss current events with young learners because much of what we see and hear in the media is presented in a negative or morbid connotation. Too often, we only see the negative things that are happening in our world, when I know there are plenty of positive things going on that we just don't hear about.
TIME does a fantastic job capturing some of those positive events and presenting them to children in a way they can understand and relate to.
Having TIME Magazines for Kids in my classroom will provide my students with supplemental information for all subject areas as each issue presents topics in science, math, and social studies. Students will then use their language arts skills to read and respond to the articles. TIME magazines will also give my students more opportunities to have meaningful discussions regarding science, technology, and politics.
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