STEAM CHART MAPPING
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.
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.
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.
Sample Solution
STEAM Chart
| Component of STEAM | K-3 | 4-8 | 9-12 |
|---|---|---|---|
| Science | Domain: Life Science | Domain: Life Science | Domain: Life Science |
| Anchor Standard: 3-LS1-1. Develop models to describe that organisms have unique and diverse features and that they interact with their environment. | Anchor Standard: MS-LS1-3. Use argument supported by evidence for how the genetic makeup of parents and that of their offspring influences the characteristics of the offspring. | Anchor Standard: HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. | |
| Technology | Design and build a model of a food chain or web to show how organisms interact with their environment. | Use a simulation to investigate how different factors, such as gene mutations and environmental changes, can affect the survival of a species. | Design and conduct an experiment to investigate the effects of different environmental factors on the growth of plants or animals. |
| Engineering | Design and build a bridge that can support the weight of a toy car. | Design and build a device that can filter water to make it safe to drink. | Design and build a model of a prosthetic limb. |
| Arts | Create a drawing or painting of a plant or animal that shows its unique and diverse features. | Create a song or poem about the importance of biodiversity. | Create a public service announcement about the dangers of climate change. |
| Mathematics | Collect and analyze data on the populations of different species in a local ecosystem. | Use mathematical models to predict how the population of a species will change over time. | Use mathematical models to investigate the effects of different environmental factors on the growth of plants or animals. |
Rationale
Using performance data from STEAM activities to guide and engage students in their own thinking and learning and promote discovery in the inclusive classroom can be done in a number of ways. For example, teachers can use data to:
Full Answer Section
- Identify students' strengths and weaknesses. By tracking students' progress on STEAM activities, teachers can identify areas where students are excelling and areas where they need additional support. This information can be used to create individualized learning plans and differentiated instruction.
- Provide feedback to students. Performance data can be used to give students specific feedback on their work. This feedback can help students to identify their areas of improvement and develop strategies for success.
- Plan future instruction. Teachers can use performance data to identify areas where the curriculum needs to be modified or expanded. For example, if a large number of students are struggling with a particular concept, the teacher may need to provide additional instruction on that topic.
- K-3: A teacher could use data from a STEAM activity where students designed and built a model of a food chain or web to identify students who are struggling with the concept of interactions between organisms and their environment. The teacher could then provide additional instruction to these students on this topic.
- 4-8: A teacher could use data from a STEAM activity where students used a simulation to investigate how different factors, such as gene mutations and environmental changes, can affect the survival of a species to identify students who are struggling with the concept of evolution. The teacher could then provide additional instruction to these students on this topic.
- 9-12: A teacher could use data from a STEAM activity where students designed and conducted an experiment to investigate the effects of different environmental factors on the growth of plants or animals to identify students who are struggling with the concept of scientific inquiry. The teacher could then provide additional instruction to these students on this topic.
- Encourage students to ask questions and make hypotheses. By tracking students' progress on STEAM activities, teachers can identify students who are asking insightful questions and making thoughtful hypotheses. These students can then be encouraged to share their ideas with the class and to pursue their own lines of inquiry.
- Provide students with opportunities to collaborate and share their work. STEAM activities are often collaborative in nature. This gives students the opportunity to learn from each other and to share their ideas. Teachers can promote discovery by providing students with opportunities to collaborate on STEAM projects and to share their work with the class.