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 STEMbased 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 STEMbased 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.
