The following essay will introduce Science, Technology, Engineering, and Mathematics in Elementary and Middle School in the International school focusing on the Primary and Middle Years Programme to encourage students to explore various projects. In this essay, the way one would use assessment criteria to promote STEM in the class with specific reference to an egg project the students are concluding is being discussed. Teachers can present a range of activities that integrate all aspects of STEM including testing and assessing the students through formative assessments being used regularly and consistently in the classroom. Students are able to reflect on their learning and teachers will know what instructional approaches worked positively in the classroom.
Abstract
The following essay will introduce Science, Technology, Engineering, and Mathematics in Elementary and Middle School in the International school focusing on the Primary and Middle Years Programme to encourage students to explore various projects. In this essay, the way one would use assessment criteria to promote STEM in the class with specific reference to an egg project the students are concluding is being discussed. Teachers can present a range of activities that integrate all aspects of STEM including testing and assessing the students through formative assessments being used regularly and consistently in the classroom. Students are able to reflect on their learning and teachers will know what instructional approaches worked positively in the classroom.
Keywords: Engineering, Mathematics, Science, STEM, Technology
Introduction
The following assignment will present a lesson plan designed for Science, Technology, Engineering and Mathematics, focussing on assessment, which could be formative or summative according to the rubrics presented for Middle School in Thailand, Roi-Et. Teachers will meet to discuss future collaborative projects to allow opportunities for students to engage and share opinions.
Learning Goals/Objectives
At the end of the lessons, the students will explore the opportunity to create their egg drop project, where they will design material from recycled material to cover the egg and drop it as an experiment. If they understand the rules of gravity, the students will have to protect the raw egg. Students must be able to work in groups to promote collaboration and cooperative learning as outlined by Zook (2014). Students will apply these skills through their experiments initially before submitting their final product. They can research findings linked to gravity laws by looking at Newton's Gravity law focussing on Britannica (2021); Chelsey (2017).
Learning activity
Students will work within the groups to research the topic of Newton's Gravity Law and use Britannica as a guideline to access information related to understanding how the law of gravity works, and which formulas are associated. Most students will have access to recycled material, and in the group, they will have to assign certain roles and responsibilities to each member of the team. Detailed assessment criteria will be shared with the students so that they know how to achieve the highest possible marks for each (Chelsy, 2017).
Students will have to conclude a PowerPoint presentation where they have listed the design, and initial thoughts through brainstorming and creating a mindmap. They should also list their findings and recommendations, whilst highlighting the importance of working together within their groups. They have to insert visuals into their presentations and write the basic keywords, which they will have to elaborate on in the classroom, sharing their ideas and opinions with their peers using technology and promoting 21st-century learning as outlined by Stauffer (2020).
As part of differentiation, some students will have access to three worksheets, the first worksheets will look at the law of gravity focusing on Isaac Newton's Law. The second worksheet will have keywords for students to research the meanings. The third worksheet will have keywords presented, where students have to create sentences to practise their EAL skills, which promotes transdisciplinary learning, which is highlighted by IBO (n.d., 2018). The Gifted and Talented (G & T) students will have to use the formulas provided and work out calculations, whilst using the latest applications available for Science, which ultimately allows for collaboration between Science, Mathematics, Art, Design and Engineering. Here students will make connections between Science and Mathematics, whilst understanding how to design their covers to protect the egg by exploring different colours and their art skills. These are essential skills required by the IB programme, where students are expected to become natural inquirers and think critically about their experiments. The Various Approaches to Teaching and Learning (ATL) skills will encompass the students working on the following skills:
- Developing their social skills, which will allow students from different nationalities, and cultural backgrounds to work and share their ideas, findings and opinions with others.
- Promoting research skills, through using technology the students will research their findings of the Law of Gravity and how these apply to their existing project.
- Encouraging thinking skills, where students will mindmap their initial ideas with regards to the project, how they are going to design their protector, which materials they will use, what colours they will use, and how they will decorate their egg holders as outlined by IBO (n.d., 2018).
- Through using their self-management skills, students will learn how to meet deadlines with the various projects they are working on. How to set up meetings with their peers, and how they manage their time.
- Developing their communication skills, the students will have written work on the research they have conducted. By using their verbal skills they will communicate with their peers and share their findings and conclusions.
To promote “International Mindedness” the students will have a skype meeting after a couple of weeks to showcase what they have learned with another school, which the school in Roi- Et, has created a partnership for collaborative projects. Students will also be able to share their PowerPoint presentations with the other schools, to allow the other students to comment, make recommendations and ask targeted questions. These questions could include the following:
- What was the initial thought when you designed your product
- How many times did you test to see whether your project will work, and what findings and solutions can you make?
The students will conclude a formative assessment where they will conclude a self-assessment before concluding a peer assessment as outlined in figure 1.
Figure 1: Assessment Criteria for the experiment being conducted and learning activity taking place
[...]
- Citation du texte
- Dr. Mario Maxwell Müller (Auteur), 2022, Using Assessment Criteria within STEM, Munich, GRIN Verlag, https://www.grin.com/document/1283163
-
-
-
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X. -
-
Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X.