Stem unit 7 assignment
Due Date: 11:59 pm EST Sunday of Unit 7 Points: 150
Overview:
The final assignment requires you to self-assess the knowledge and skills you have
acquired throughout this course. You will reflect on fundamental STEM in early
childhood education concepts, best practices, tools, resources, class discussions and
implemented activities. In writing, you will demonstrate the knowledge and skills you
gained through research and applications of the STEM course topics. You will have two
weeks (Units 6 and 7) to compile a written report comprised of the following 8
components.
Instructions: Write a reflective written response for each of the following 8 components. Organize your report using the item numbers with your answers below each.
1. Developmentally Appropriate Topics
In Unit 2, you began working on the topic that you selected to focus STEM
inquiries for children. Reflect on how you used the topic to engage children’s
interest and curiosity. Provide an example from your work in the Unit 2 “Activity
Plan or Picture Books” assignments. Comment on why it is important to select
developmentally appropriate topics for early childhood STEM curriculum.
(NAEYC 1c)
2. Virtual Field Trip
Unit 3 required you to plan a virtual field trip (VFT) and implement a Math or
Science lesson at home. Reflect on how technology is used to support and
document child inquiry. Describe how you used technology effectively with
children using examples from your work in the Unit 3 “Analog and Digital
Technology assignment” and “Virtual Field Trip” discussion. (NAEYC 6c)
3. Using Assessment for Curriculum Planning
The Unit 4 ”Bucket Challenge” discussion activity required you to assess and
problem solve to achieve a goal. Reflect on what this experience taught you
about: 1) the role of assessment, and 2) use of children’s background and prior
CHS250 – STEM in the Early Childhood Education Classroom
Final Reflection & Report: STEM Concepts and Practices
knowledge or experience for planning curriculum. Provide a detailed example
from the discussion that illustrates how teachers effectively utilize both in
designing challenging STEM experiences and planning teaching strategies for
young children. Include a course resource in your example. (NAEYC 3a)
4. Family and Community Involvement
In the Unit 4 ”Makerspace” discussion and the Unit 7 ”Learning Center”
discussion, you identified specific ways to involve children’s families and the
community. Explain what you learned from the unit readings and discussions
about why it is important to plan authentic ways to involve families and
community in STEM inquiries. Describe two benefits to children’s development
and learning that are gained through family and community involvement. Include
specific ways in which families are supported as their children’s first teachers.
(NAEYC 2c)
5. Math Talk Outdoors
In Unit 5, you examined authentic play in both indoor and outdoor environments
as a critical best practice underlying children’s learning of STEM concepts.
Articulate how you used the outdoor playground environment in Unit 5 to promote
children’s meaningful “math talk”. Why is this an appropriate and effective
strategy for helping young children to learn math concepts? (NAEYC 5a)
6. STEM Environments
In the Unit 6 discussion, you provisioned an environment with new and/or
repurposed materials to direct child interest, inquiry and problem solving about a
topic. Reflect on the connection between the topic, concept or learning fact and
the materials that you identified. Why is it important to start with a topic and
related concept or learning fact when provisioning the learning environment?
What is the role of material selection and placement to get children involved in
learning about and problem solving in STEM? (NAEYC 4b)
7. Resource Reflection Take-aways!
In the Units 3, 4, and 5 STEM Resources & Teaching Reflection assignments
you were asked to select from the wide body of professional literature in STEM
and early education. Reflect on how the articles helped you integrate different
concepts, strategies and techniques. Using two resources, briefly describe how
they have helped you to inform your own philosophy for teaching STEM to young
children. Give an example of something that you learned that you will use in your
current or future teaching practice. Share an example of a change in your
thinking that resulted from this assignment. What did you think before and what
do you think now? What were your “Aha’s”? (NAEYC 6d)
8. KWHL
In Unit 7 you explored KWHL charts. Reflect on how KWHL charts are used to
involve children in planning STEM inquiries that engage their interests, curiosity
and inform the design of learning centers. Discuss why this approach and
planning tool are developmentally effective for early education learning
environments. (NAEYC 4c)
Requirements:
• Your report should include the numbered items and your reflective written
response underneath each.
• Submit a Word document in APA 7 format with Title Page and Reference Page.
• 4-5 pages in length, excluding the Title and Reference pages. Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.
Evaluation Rubric for Final Reflection & Report: STEM Concepts and Practices
NAEYC Standard
4 Exemplary
3 Proficient
2 Adequate
1 Inadequate
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 1c Using development al knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Well-written, explicitly detailed reflection. Specific evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally appropriate and
Well-written, detailed reflection. Substantial evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally
Clearly written reflection. Some evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally appropriate and supports
Vaguely written reflection. Minimal to no evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally appropriate and
supports learning of STEM concepts.
appropriate and supports learning of STEM concepts.
learning of STEM concepts.
supports learning of STEM concepts.
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 2c Involving families and communities in young children’s development and learning
Comprehensive explanation of acquired knowledge about 1) the importance of family and community engagement in children’s STEM inquiries, 2) benefits to child development and learning, and 3) authentic experiences that support families as their children’s first teachers. References from course resources and class discussions strongly support key points (e.g., topic-related websites).
Substantive explanation of acquired knowledge about 1) the importance of family and community engagement in children’s STEM inquiries, 2) benefits to child development and learning, and 3) authentic experiences that support families as their children’s first teachers. References from course resources and class discussions thoroughly support key points (e.g., topic-related websites).
Clear explanation of acquired knowledge about 1) the importance of family and community engagement in children’s STEM inquiries, 2) benefits to child development and learning, and 3) authentic experiences that support families as their children’s first teachers. References from course resources and/or class discussions clearly support key points (e.g., topic-related websites).
Vague to no explanation of acquired knowledge about 1) the importance of family and community engagement in children’s STEM inquiries, 2) benefits to child development and learning, and 3) authentic experiences that support families as their children’s first teachers. References from course resources and/or class discussions minimally support key points or are lacking (e.g., topic-related websites).
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 3a Understandin g the goals, benefits, and uses of assessment – including its use in development of
Explicit reflection on the role of assessment and use of children’s background/prior knowledge or experience to create developmentally appropriate STEM
Substantive reflection on the role of assessment and use of children’s background/prior knowledge or experience to create developmentally
Somewhat detailed reflection on the role of assessment and use of children’s background/prior knowledge or experience to create
Vague to no reflection on the role of assessment and use of children’s background/prior knowledge or experience to create developmentally
appropriate goals, curriculum, and teaching strategies for young children
curriculum and ensure effective teaching strategies.
appropriate STEM curriculum and ensure effective teaching strategies.
developmentally appropriate STEM curriculum and ensure effective teaching strategies.
appropriate STEM curriculum and ensure effective teaching strategies.
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 4b Knowing and understandin g effective strategies and tools for early education, including appropriate uses of technology
Elaborate reflection on how to provision a STEM learning environment; reflection includes demonstrated connections between: 1) chosen topic and concept/learning fact, 2) selection of materials, new and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement.
Clear yet brief reflection on how to provision a STEM learning environment; reflection includes demonstrated connections between: 1) chosen topic and concept/learning fact, 2) selection of materials, new and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement.
Vague reflection on how to provision a STEM learning environment; reflection includes demonstrated connections between: 1) chosen topic and concept/learning fact, 2) selection of materials, new and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement.
Minimal reflection on how to provision a STEM learning environment; reflection fails to demonstrate connections between: 1) chosen topic and concept/learning fact, 2) selection of materials, new and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement.
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 4c Using a broad repertoire of development ally appropriate teaching/lear ning approaches
Comprehensive
reflection on the
KWHL chart
approach includes
at minimum: 1)
the purpose of the
planning tool, 2)
connections to
developmentally
appropriate
practice, 3) use in
designing learning
centers, and 4)
effectiveness in
engaging children
as active learners
and STEM
problem solvers.
Brief reflection on the KWHL chart approach includes at minimum: 1) the purpose of the planning tool, 2) connections to developmentally appropriate practice, 3) use in designing learning centers, and 4) effectiveness in engaging children as active learners and STEM problem solvers.
Sparse reflection on the KWHL chart approach includes at minimum: 1) the purpose of the planning tool, 2) connections to developmentally appropriate practice, 3) use in designing learning centers, and 4) effectiveness in engaging children as active learners and STEM problem solvers.
Reflection is attempted with minimal details on the key components.
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 5a Understandin g content knowledge and resources in academic disciplines
Demonstrates comprehensive understanding of content knowledge. Summary includes explicit details of: 1) why authentic play, in both indoor and outdoor environments, is a best practice for promoting STEM- based learning; and 2) how outdoor classrooms can effectively promote children’s “Math Talk”.
Demonstrates thorough understanding of content knowledge. Summary includes specific details of : 1) why authentic play, in both indoor and outdoor environments, is a best practice for promoting STEM-based learning; and 2) how outdoor classrooms can effectively promote children’s “Math Talk”.
Demonstrates some understanding of content knowledge. Summary includes clear but brief details of : 1) why authentic play, in both indoor and outdoor environments, is a best practice for promoting STEM-based learning; and 2) how outdoor classrooms can effectively promote children’s “Math Talk”.
Demonstrates minimal to no understanding of content knowledge. Summary lacks specific details of: 1) why authentic play, in both indoor and outdoor environments, is a best practice for promoting STEM- based learning; and/or 2) how outdoor classrooms can effectively promote children’s “Math Talk”.
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 6c Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
Uses technology with young children in highly effective ways to support child inquiry. Explicit description of lessons learned individually about the benefits of using analog and digital technology and collaboratively about virtual field trips.
Uses technology with young children in effective ways to support child inquiry. Substantive description of lessons learned individually about the benefits of using analog and digital technology and collaboratively about virtual field trips.
Uses technology with young children with minimal description of effectiveness for supporting child inquiry. Some and/or vague description of lessons learned individually about the benefits of using analog and digital technology and collaboratively about virtual field trips.
Uses technology with young children with poorly stated or no connection to its effectiveness for supporting child inquiry and/or lessons learned about analog and digital technology and/or virtual field trips.
17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points
Standard 6d Integrating knowledgeab le, reflective, and critical perspectives on early education
Elaborate reflection on knowledge gained from course resources includes all components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insights and/or surprises, 3) application of a practice and/or tool, and 4) utilization of two course resources.
Thorough reflection on knowledge gained from course resources includes all components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insights and/or surprises, 3) application of a practice and/or tool, and 4) utilization of two course resources.
Clear reflection on knowledge gained from course resources includes all or most components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insights and/or surprises, 3) application of a practice and/or tool, and 4) utilization of two course resources.
Reflection fails to demonstrate on knowledge gained from course resources. Lacking one or more components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insights and/or surprises, 3) application of a practice and/or tool, and 4) utilization of two course resources.
4 Points 3 Points 2 Points 0 – 1 Points
Length and Format
Fully meets minimum length requirement.
Numbered item format with reflective written responses underneath.
Mostly meets minimum length requirement. Few errors in number and response format.
Somewhat meets minimum length requirement. Some errors in number and response format.
Significantly missed minimum length requirement. Many errors in number and response format.
10 Points 8 – 9 Points 6 – 7 Points 0 – 5 Points
SS3 Students have effective skills in written and verbal communicati on. Students are technological ly literate.
Report is professional and highly polished; writing and format are clear; error free; APA compliant.
Report is adequate; maximum of two grammar and/or spelling errors; follows most APA requirements.
Clear and professional writing and format; Report has three or four grammar and/or spelling errors; attempts APA formatting.
Errors impede professional presentation; Report has many grammar and/or spelling errors; APA formatting inconsistent or not followed.