My class of urban transitional kindergarten students are learning how to get along and express their needs in a social group setting, which is especially important since many of my students did not attend preschool. In addition, they are expected to develop foundational skills in reading, writing, and math!
About 50% of my kindergarteners are English language learners, and 30% are classified as Newcomers because they entered my classroom speaking very little or no English.
Our small, Title I school is located in an urban, high-poverty neighborhood in Northern California. My transitional and traditional-aged kindergarteners are eager to learn and full of energy. Many of my families are unable to take their children to the library or to provide access to lots of books at home.
My urban transitional kindergarteners are very interested in marine life. I would like to give them the opportunity to see up close, live moon jellyfish in our own little two gallon, salt water aquarium.
We do not have the funding to go to the local aquariums or to the beach, so it is important for me to bring as many experiences as I can into our classroom.
I have books about the ocean, but nothing is as memorable as witnessing live jellyfish moving in an aquarium. It is important for my young students to understand why we need to protect our marine environment, and this could be the first step.
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