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

,

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.