Part 1: STEM Tools for Presentations Template
For this assignment, you will use one of the forms of technology from the “Current Technological Resources” presentation in Topic 3 that would enhance and complete the “STEM Tools for Presentations” template. Develop a learning activity that requires students to present STEM information using a chosen presentation tool.
Your template must include:
- Two STEM Standards
- Learning Objective(s)
- Description of Presentation Tool
- 100 word description of learning activity and how the students will utilize chosen presentation tool
- Utilize the “Class Profile” in order to differentiate to meet the diverse learning needs for three students.
Part 2: Reflection
In 250 words, summarize and reflect on the importance of using various presentation tools in a STEM classroom for students to present their information. Why is it important to stay updated on current technological tools to present information? Explain how you will use various presentation tools in your future STEM classroom.
I have attached the class profile, forms of technology from last assignment, and template…..
Please let me know if you have any questions
STEM Tools for Presentations
Part 1: Template
Two STEM Standards: |
Learning Objectives: |
Description of Presentation Tool: |
Description of the learning activity and how the students will utilize the presentation tool (300 words): |
Differentiate to meet the diverse learning needs for the three students identified in Topic 2 (i.e., How will the following three students meet the designed objectives? What accommodations will be made for these students?). Student name: ___________ – explanation of differentiation: Student name: ___________ – explanation of differentiation: Student name: ___________ – explanation of differentiation: |
Part 2: Reflection -250 words
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Class Profile
Student Name |
English Language Learner |
Socioeconomic Status |
Ethnicity |
Gender |
IEP/504 |
Other |
Age |
Reading Performance Level |
Math Performance Level |
Parental Involvement |
Internet Available at Home |
Arturo |
Yes |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Med |
No |
Bertie |
No |
Low SES |
Asian |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Low |
Yes |
Beryl |
No |
Mid SES |
White |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
Two years above grade level |
At grade level |
Med |
Yes |
Brandie |
No |
Low SES |
White |
Female |
No |
Tier 2 RTI for Math |
Grade level |
At grade level |
One year below grade level |
Low |
No |
Dessie |
No |
Mid SES |
White |
Female |
No |
Tier 2 RTI for Math |
Grade level |
Grade level |
One year below grade level |
Med |
Yes |
Diana |
Yes |
Low SES |
White |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
Donnie |
No |
Mid SES |
African American |
Female |
No |
Hearing Aids |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Eduardo |
Yes |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
Emma |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Low |
Yes |
Enrique |
No |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
One year above grade level |
One year below grade level |
At grade level |
Low |
No |
Fatma |
Yes |
Low SES |
White |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
One year above grade level |
Low |
Yes |
Frances |
No |
Mid SES |
White |
Female |
No |
Diabetic |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Francesca |
No |
Low SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
High |
No |
Fredrick |
No |
Low SES |
White |
Male |
Learning Disabled |
Tier 3 RTI for Reading and Math |
One year above grade level |
Two years below grade level |
Two years below grade level |
Very High |
No |
Ines |
No |
Low SES |
Hispanic |
Female |
Learning Disabled |
Tier 2 RTI for Math |
Grade level |
One year below grade level |
One year below grade level |
Low |
No |
Jade |
No |
Mid SES |
African American |
Female |
No |
None |
Grade level |
At grade level |
One year above grade level |
High |
Yes |
Kent |
No |
High SES |
White |
Male |
Emotion-ally Disabled |
None |
Grade level |
At grade level |
One year above grade level |
Med |
Yes |
Lolita |
No |
Mid SES |
Native American/ Pacific Islander |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Maria |
No |
Mid SES |
Hispanic |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
At grade level |
Two years above grade level |
Low |
Yes |
Mason |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Nick |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
No |
Noah |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Sharlene |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
Med |
Sophia |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Stuart |
No |
Mid SES |
White |
Male |
No |
Allergic to peanuts |
Grade level |
One year above grade level |
At grade level |
Med |
Yes |
Terrence |
No |
Mid SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Wade |
No |
Mid SES |
White |
Male |
No |
None |
Grade level |
At grade level |
One year above grade level |
Med |
Yes |
Wayne |
No |
High SES |
White |
Male |
Learning Disabled |
Tier 3 RTI for Math |
Grade level |
One year below grade level |
Two years below grade level |
High |
Yes |
Wendell |
No |
Mid SES |
African American |
Male |
Learning Disabled |
Tier 3 RTI for Math |
Grade level |
One year below grade level |
Two years below grade level |
Med |
Yes |
Yung |
No |
Mid SES |
Asian |
Male |
No |
NOTE: School does not have gifted program |
One year below grade level |
Two years above grade level |
Two years above grade level |
Low |
Yes |
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STEM Classroom in K-12 education
Introduction
The goal of the Science, Technology, Engineering, and Mathematics (STEM) initiative is to
encourage children in grades K-12 to pursue degrees and professions in these areas. Aiming to
cultivate inquisitive minds, logical reasoning, and collaborative abilities, STEM education also
seeks to impart subject-specific knowledge (Li et al, 2020).
One of the topics integrated in K-12 STEM classroom is probability. Probability is covered
under mathematics and equips students with necessary skills needed in making appropriate
predictions based on the prevailing chances.
STEM classroom instructions
The following links leads to videos illustrating the nature of a STEM classroom based on the
instructions approach followed.
Learn about STEM education and its unique approach to teaching and learning:
https://www.britannica.com/video/193418/overview-STEM-education
STEM integration in K-12 education: https://www.youtube.com/watch?v=AlPJ48simtE
Presentation Tools
PowerPoint: Provides reliable platform to illustrate concepts and approaches used in
solving mathematical and probability problems. Through visual representation, it is easier
to follow up methodologies as taught in class (Martín‐Páez et al, 2019).
Canva: Assist students and teachers in creating graphical designs and representations to
illustrate probability problems and solutions.
Google slides: With increased reliance of online platforms in making presentations,
Google slides assist students in presenting data in class easier through the use if web-
based platforms.
Information websites
The following websites provides resources used in STEM classroom as well as understanding of
STEM classroom education for parents to understand with clarity the expectations of the
education program.
1. Reading Rockets (start with a book): https://www.startwithabook.org/
2. Scholastic Learn at Home: https://www.scholastic.com/parents/school-success/learn-at-
home.html
3. Reading Rockets (literacy in the sciences): https://www.readingrockets.org/literacy-
home/literacy-tips-activities/literacy-sciences
Technology resources
Tablets: In ensuring students understand probability concepts as taught, tablets will be used in
engaging students with practical designing activities.
Laptop: Students will be issued with laptops to share among themselves in accessing notes and
visual examples on the concept.
Reference
Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A
systematic review of journal publications. International journal of STEM education, 7(1),
1-16.
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What
are we talking about when we talk about STEM education? A review of
literature. Science Education, 103(4), 799-822.