Steam Chart Mapping|Legit essays
Posted: March 7th, 2023
Rather than teaching science, technology, engineering, arts, and mathematics as separate and discrete subjects, STEAM integrates them into interdependent learning units based on real-world applications. This allows students to make cross-curricular connections and teaches them to apply their learning. It can also be beneficial in allowing students to access their own strengths and use them to build on their weaknesses. For example, a student who struggles with fractions may have less trouble applying them in a real-life science project compared to a general list of practice problems.
This assignment requires research of STEAM activities. Use the “STEAM Chart” to create inquiry-based learning activities that align to the various components of STEAM. For each grade range (K-3, 4-8, and 9-12), select a domain/anchor standard related to health or science. Create an activity to connect that domain/anchor standard to each component of STEAM.
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At the bottom of the STEAM Chart, write a 250-500 word rationale explaining how you would use performance data from the activities to guide and engage students in their own thinking and learning and promote discovery in the inclusive classroom. Include how the data could inform future instructional planning based on identified learning gaps and patterns.
Support your research with a minimum of two scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
STEAM Chart
Grade K-3 Domain/Anchor Standard:
| Science Connection | Technology Connection | Engineering Connection | Arts Connection | Mathematics Connection | |
| Inquiry-based learning activity | |||||
| Inquiry-based question for class to explore | |||||
| Content vocabulary and strategies to teach it | |||||
| Opportunities to guide students through learning progressions and promote achievement of content standards | |||||
| Technology tools |
Grade 4-8 Domain/Anchor Standard:
| Science Connection | Technology Connection | Engineering Connection | Arts Connection | Mathematics Connection | |
| Inquiry-based learning activity | |||||
| Inquiry-based question for class to explore | |||||
| Content vocabulary and strategies to teach it | |||||
| Opportunities to guide students through learning progressions and promote achievement of content standards | |||||
| Technology tools |
Grade 9-12 Domain/Anchor Standard:
| Science Connection | Technology Connection | Engineering Connection | Arts Connection | Mathematics Connection | |
| Inquiry-based learning activity | |||||
| Inquiry-based question for class to explore | |||||
| Content vocabulary and strategies to teach it | |||||
| Opportunities to guide students through learning progressions and promote achievement of content standards | |||||
| Technology tools |
Rationale:
References
SOLUTION
Rationale:
Performance data can be a valuable tool in guiding and engaging students in their own thinking and learning. By collecting data on student performance during STEAM activities, teachers can identify learning gaps and patterns, allowing them to adjust their instruction accordingly. For example, if a significant number of students struggled with the math component of the activity, the teacher can provide additional support in that area. Data can also be used to promote discovery in the inclusive classroom. By allowing students to analyze their own performance data, they can reflect on their strengths and weaknesses and identify areas for growth. This process can be particularly empowering for students with learning differences who may struggle in traditional classroom settings.
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