STEAM Chart

Grade Range	Domain/Anchor Standard	Science	Technology	Engineering	Arts	Mathematics
K-3	NGSS K-LS1-1	Activity A	Activity B	Activity C	Activity D	Activity E
4-8	NGSS MS-PS1-1	Activity F	Activity G	Activity H	Activity I	Activity J
9-12	NGSS HS-ESS2-6	Activity K	Activity L	Activity M	Activity N	Activity O

Rationale

Incorporating STEAM (Science, Technology, Engineering, Arts, and Mathematics) into the curriculum has become increasingly popular in education. By integrating these subjects, students are able to make connections and apply their learning to real-world contexts. Inclusive classrooms, in particular, can benefit from the use of performance data to guide and engage students in their own thinking and learning, promoting discovery and addressing learning gaps.

Performance data can be collected through the various STEAM activities designed for each grade range. The data collected can provide valuable insights into students’ understanding, strengths, and areas for improvement. This data can then be used to inform future instructional planning and address any identified learning gaps or patterns.

For example, in the K-3 grade range, the activity related to NGSS K-LS1-1 focuses on life science. Students could engage in a hands-on investigation of various habitats and the organisms that live within them. Performance data could be collected through observation of students’ ability to identify different organisms and explain their adaptations to specific habitats. This data would provide insights into students’ understanding of life science concepts and their ability to apply them.

Using this performance data, teachers can then identify any learning gaps or patterns that emerge. For example, if a significant number of students struggle with identifying and explaining adaptations, additional support or instruction could be provided in this area. Conversely, if students demonstrate a strong understanding of the concept, the teacher can plan extension activities to further challenge and engage these students.

Furthermore, performance data can also help inform future instructional planning. By analyzing the data collected from multiple STEAM activities over time, teachers can identify recurring learning gaps or patterns. This information can guide them in developing targeted interventions, adjusting instructional strategies, or revising the curriculum to better meet the needs of their students.

In conclusion, incorporating STEAM into the curriculum allows for interdisciplinary learning and real-world applications. By using performance data to guide and engage students in their own thinking and learning, teachers can promote discovery and address learning gaps in the inclusive classroom. The data collected can inform future instructional planning based on identified patterns and help create a more effective and tailored learning experience for all students.