Although most children are naturally eager to learn science, math, engineering, and technology concepts, some early childhood teachers shy away from teaching STEM topics. Sometimes, teachers avoid STEM subjects because they lack content knowledge and feel that they are not prepared to answer children's questions or stimulate children's critical thinking. Although learning standards exist for STEM, and there has been increased awareness of the importance of the subjects, insufficient emphasis on STEM concepts is common. This is particularly true when it comes to integrated special education.
In order to help young children learn STEM subjects, teachers must have rich content knowledge. For this assignment, you will focus on the first steps of building a Learning Experience Plan (LEP) 1) strengthening content knowledge, 2) identifying an early learning standard, and 3) defining an objective. (You will not create a full Learning Experience Plan for this assignment).
See the attached document for complete instructions and grading rubric.
© 2023 Post University, Waterbury, CT ALL RIGHTS RESERVED
Based on your identified topic, select one article from the following choices:
Ashbrook, P. (2018). Introducing children to phenology. Science & Children, 55(8), 18–19 New permalink: https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=128886774 &site=eds-live&scope=site Ashbrook, P. (2016). Getting deep with documentation. Science & Children, 54(3), 28. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=119126768 &site=eds-live&scope=site Ashbrook, P. (2014). Leaf it to nature. Science & Children, 52(2), 26–27. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=98545996& site=eds-live&scope=site Ashbrook, P. (2014). Shape exploration: another dimension. Science & Children, 51(5), 30–31. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=edb&AN=93429723& site=eds-live&scope=site Ashbrook, P. (2013). “Life” Science. Science & Children, 50(6), 30–31—the title is The Early Years: "Life" Science. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eric&AN=EJ1017761& site=eds-live&scope=site Ashbrook, P. (2012). Please touch museum. Science & Children, 50(4), 28–29. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=84016912& site=eds-live&scope=site Ashbrook, P. (2011). A Sense of Place. Science & Children, 49(1), 30
CHS250 – STEM in the Early Childhood Education Classroom
Unit 3 Article Selections
© 2023 Post University, Waterbury, CT ALL RIGHTS RESERVED
https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=525474858 &site=eds-live&scope=site Ashbrook, P. (2011). Ongoing inquiry. Science & Children, 48(5), 22–23. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eric&AN=EJ921093&s ite=eds-live&scope=site Ashbrook, P. (2010). Investigable questions. Science & Children, 48(4), 22–23. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=508196757 &site=eds-live&scope=site Ashbrook, P. (2009). A reason to write. Science & Children, 47(3), 17–18. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=508103745 &site=eds-live&scope=site Ashbrook, P. (2007). Recording sensory words. Science & Children, 45(4), 18– 19 https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eric&AN=EJ780802&s ite=eds-live&scope=site Ashbrook, P. (2007). Birds in winter. Science & Children, 44(6), 16–18. https://postu.idm.oclc.org/login?auth=prodbb&url=https://search-ebscohost- com.postu.idm.oclc.org/login.aspx?direct=true&AuthType=ip,url,cpid&custid=ns017336&db=eue&AN=507955843 &site=eds-live&scope=site You can also search directly by title n Education Source( contained within Eagles E-Search): https://postu.idm.oclc.org/login?auth=prodbb&url=http://search.ebscohost.com/login.aspx?authtype=ip,uid&cust id=postu&profile=ehost&defaultdb=eue&groupid=main
,
Due Date: 11:59 pm EST Sunday of Unit 3 Points: 50
Overview:
Knowing that science is at the heart of the questions children ask and topics that they are interested in, this assignment asks you to 1) select one article from the list provided, 2) discuss how you would use this information to plan an activity aligned to an early learning standard that you select. (Note: You will not write a full Learning Experience Plan for this assignment. Instead, you will focus on the content knowledge and the connection to the early learning standard). Instructions:
1. Choose one article from the Unit 2 Assignment: Activity Plan Article Selections for your activity plan. You must use an article from these selections to receive credit for this assignment.
2. Provide a citation for the article in APA 7 format.
3. In your own words: a) summarize the main idea of the article that you would use for an activity plan, and b) Provide an example of how the article idea can deepen child learning about your topic.
4. Choose one early learning standard (infants through 8 years) that you would use for this activity plan. You may choose the standard from your home state’s standards or the Connecticut Early Learning and Development Standards (CTELDS).
5. Name the topic:
6. Name the activity. Provide a descriptive activity name.
7. Describe the activity. What are you asking children to do?
CHS250 – STEM in the Early Childhood Education Classroom
Unit 3 Assignment: Content Knowledge and Standards
8. Write the selected early learning standard. Include the text of the standard and the source/state. Refer to the unit’s optional resources for state and CT early learning standards websites.
9. Identify learning goals. Refer to your topic and use the early learning standard you selected for this lesson to write one learning goal. The learning goal should describe what the children will learn, know, or be able to do because of the lesson. Briefly explain how the learning goal connects to the topic and early learning standard.
Requirements:
• Submit a Word document in APA 7 format (with Title and Reference Page). • Minimum 1 ½ total pages, 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 Activity Plan Assignment
CRITERIA Exemplary Proficient Needs Improvement
Deficient
10 Points 8 Points 6 Points 0 Points Summary of Selected Article
NAEYC 6d. Integrating knowledgeable reflective, and critical perspectives on early education.
Explicit summary written in own words. Identifies the main idea for the activity plan. Specific examples of how the article idea can deepen child learning about the topic.
A substantive summary was written mainly in own words. Identifies the main idea for the activity plan, but the description lacks clarity or misses aspects of the main idea. Mostly specific examples of how the article idea can deepen child learning about the topic.
Summary missing key details of the main idea. Partially written in own words with some overuse of article quotes. A specific example of how the article idea can deepen child learning about the topic.
A summary is missing most or all key details about the article’s main idea. Primarily uses verbiage from the instructions or lengthy quotes from the resource. Missing, vague, or inadequate examples of how the article idea can deepen child learning about the topic.
10 Points 8 Points 6 Points 0 Points Topic and Early Learning Standard
NAEYC 5c. Using appropriate learning standards to design developmentally meaningful and challenging curriculum for each child.
Includes topic and one early learning standard from CTELDS or home state. Provides exact wording of the standard and the source/state.
Includes topic and one early learning standard. Incomplete wording of the standard and/or the source/state.
Includes topic. and one early learning standard. Missing wording of the standard or the source/state.
Missing multiple elements or inadequate information about the topic, early learning standard, and/or source/state.
10 Points 8 Points 6 Points 0 Points Activity Name and Description
NAEYC 5a. Understanding content knowledge and resources in academic disciplines.
Descriptive activity name and specific activity description that explains precisely what the children will do. Evident connection in the activity description to the article’s main idea and demonstration of how the article informs the planned activity.
Activity names mostly describe the activity and sufficiently explain what the children will do. Lacks some specificity or minor descriptive elements. Mostly a clear connection in the activity description to the article’s main idea and demonstration of how it informs the planned activity.
The activity name is somewhat descriptive of the activity. The activity description is vague, lacking a specific explanation of what the children will do. Some connections are evident in the activity description to the article’s main idea and demonstration of how it informs the planned activity.
Activity name is missing or not descriptive of the activity. Activity description fails to provide an adequate explanation of what children will do. Little to no connection is evident in the activity description to the article’s main idea and/or the planned activity.
10 Points 8 Points 6 Points 0 Points Learning Goal
NAEYC 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
Explicit and concise learning goals indicate what children will learn, know and be able to do. Explanation demonstrates a well-planned connection to the early learning standard and topic.
Specific and concise learning goals indicate what children will learn, know and be able to do. Explanation demonstrates a direct connection to the early learning standard and topic.
A clear and concise learning goal indicates what children will learn, know and/or be able to do. Explanation demonstrates a clear connection to the early learning standard and topic.
A learning goal is missing or inadequate in demonstrating what children will learn, know or be able to do. Little to no connection to the early learning standard and topic is apparent.
10 Points 8 Points 6 Points 0 Points Standard SS3 Grammar, Spelling, and sentence structure. APA formatting
Meets minimum length requirement. Writing is error- free and APA- compliant.
Mostly meets minimum length. A few errors, including APA, do not impede professional presentation.
Somewhat meets the length requirement. Or errors impede presentation.
Significantly missed minimum length requirement. Or errors impede professional presentation;
- Overview:
- Instructions:
- Requirements:
