Instructional Tools Chart and Reflection.

Part 1: Instructional Tools Chart Instructional tools are very important when it comes to both engagement and to help with developmental growth. Using the “Instructional Tools Chart,” create a descriptive list of five instructional tools that you would consider using in your field experience classroom to enhance STEM/STEAM. Part 2: Reflection In a 250-500 word reflection, highlight how the integration of all content areas creates a stronger foundation for learning. Briefly describe how STEM and STEAM differ from one another, and your personal stance on whether you prefer the use of STEM, STEAM, or both in K-3 education, explaining how the learning environment and individual student needs affect your choice. Reflecting back on the previously created lesson plans you wrote for this course, how would you envision incorporating technology tools and literacy into them? Support your findings with 2-3 scholarly resources.

Instructional Tools Chart and Reflection
Part 1: Instructional Tools Chart
Instructional Tool Link and Citation
Description of the tool and how it will be
used to support STEM education.
Provide examples of how you would use the
tool and differentiate for students with
exceptionalities.
‘Understanding
STEAM and how
children use it’ –
developed by the
Department of
Health and Human
Services (HHS), the
National Center on
Early Childhood
Development,
Teaching and
Learning and the
Early Childhood
Learning and
Knowledge Center
(ECLKC).
ECLKC. (2020). Understanding STEAM and how children use
it. Retrieved 18 February 2020, from
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/steam-
ipdf.pdf.
The tools provides a range of exploratory,
probing and inquisitive questions, games and
activities which children can be prompted to
ask and participate in for the purpose of
improving skills on executive functioning,
problem solving, math concepts, logical
thinking, creative thinking, working memory
and focused attention – the basics of STEAM
learning. Examples: Nature observation,
block building, nature observation and
creative visualization of object used.
For students with exceptionalities, educators
must separately provide specific instructions
to them in a quiet environment and engage
them in empathy-based science activities
(Example: Identify non-living and living
objects in the backyard, ‘which one would
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you wish to be and why?’)
‘Kitchen Science –
Marvelous
Exploration Through
Science and Stories’
developed by the
ECLKC.
ECLKC. (2020). Kitchen Sciences. Retrieved 18 February
2020, from
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-
search/mess-kitchen-teacher-guide.pdf.
This resources teaches children on basic
scientific concepts of matter and physical
properties of substances within an everyday
environment – the kitchen! Using simple
activities like popcorn making and mixing oil
in water children will learn how the science
of matter and art of food presentation come
to life in the kitchen.
Children with exceptionalities can be first
educated on these concepts with simplified
instructions using audiovisual resources. The
activities can be conducted across the
learning or community center kitchen in the
supervision of both parents and educators.
‘My Body, My
Senses - Marvelous
Exploration Through
Science and Stories’
developed by the
ECLKC.
ECLKC. (2020). My Body My Senses. Retrieved 18 February
2020, from
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-
search/mess-body-teacher-guide.pdf.
This resources encourages students on
identifying and learning about the various
biological and organ systems in their body,
their functions and personally being
prompted to express this function as a part
of daily life (‘What did my digestive system
digest today?’). This will teach Science
concepts of biology as well as Art concepts of
Empathy and Expression.
For exceptionalities, children as well as their
parents can be provide simple, specific
instructions to participate in this activity
collaboratively and thus, promote

improvement of verbal expression.
‘Chemistry Project
Ideas that Reinforce
STEAM Learning’ –
developed by
Concordia
University, Portland
Concordia University-Portland. (2020). 15+ Chemistry
Project Ideas That Reinforce STEAM Learning. Retrieved 18
February 2020, from
https://education.cu-portland.edu/blog/classroom-
resources/steam-chemistry-project-ideas/.
This resource integrates the concept of
Science and Engineering via teaching
children on interesting projects such as:
slime making, making a volcano, lava lambs
and bath bombs. This will allow students to
understanding how optimum engineering
can stimulate scientific reactions.
Children with exceptionalities can be first
educated on these concepts with simplified
instructions using audiovisual resources. The
activities can be conducted across the
learning center laboratories in the
supervision of both parents and educators.
‘Steam Family
Project’ – developed
by Richland-Bean
Blossom Community
School Corporation.
Richland-Bean Blossom Community School Corporation.
(2020). Steam Family Project. Retrieved 18 February 2020,
from
http://www.rbbcsc.k12.in.us/info/document-library/progra
ms/s-t-e-a-m/837-steam-family-projects-september-
challenge/file.
The activity encourages STEAM learning
concepts of science, executive functioning
and engineering by instructing children to
build a bridge model either alone or in
collaboration with their family. This will
encourage learning of skills of cooperation,
unity and harmony. To administer creativity
skills, children will be giving the liberty to use
any object.
For children with exceptionalities, a separate
sheet of specific, simple instructions will be
given and families will be invited to work in
collaboration with other children and
families to foster creativity as well as group

learning, harmony, collective skill monitoring
and empathy.

Part 2: Reflection
Strong Learning Foundation
Traditionally, schools and various learning institutions considered the teaching of multiple subjects and field as separate classes and
disciplines. However, there is now an increasing advocacy towards the inclusion of a curriculum based on STEAM or the integration
of Science, Technology, Engineering, Arts and Mathematics. STEAM creates a strong learning foundation since it teaches children to
not just observe and make sense of what happens in their surroundings but also understand the ways in which they can apply their
learning to their surroundings (O’Connor & Sterenberg, 2018). For example: the usage of science in everyday life is not just limited to
learning the boiling point or freezing point of water but to understand how the same can be used to freeze food or prepare ice cream.
Thus, STEAM, considering the above example, strengthens learning via improving children’s problem solving skills and creativity to
suit every day, practical needs (U.S. Department of Education, 2020).
STEM and STEAM
As per my personal understanding, I believe STEAM and not just STEM must be included in the K-3 learning curriculum. This is
because art and science are not separate but intertwined disciplines imperatively and inevitably dependent upon one other. The
academic need to encourage critical thinking while a student’s need to learn creative and stimulating environments influences this
decision. Without science, art loses structure while without art, science loses the scope of creativity and aesthetics (Preston et al.,
2019). For example: children must not only build a bridge model which is resistant to earthquakes but must also make sure that the
bridge looks pleasing to the eye. Similarly, when cooking, children must know that popcorn attains their desirable, white cloudy
texture only after reaching a certain temperature.
Reflection
To enhance previously developed lesson plans, technology aspects in the form of tablet or phone usage or audiovisual resources like
computers and projectors can be included. This will allow students to access the internet and explore learning concepts or access new
resources like models, videos and movies on the same on a virtual platform. To incorporate literacy and thus improve creativity,
students can be asked to relate their activities with popular characters in stories. For example: children in their group career guidance
activity can be instructed to relate their careers with their favorite book characters, such as: ‘who is my inspiration from the story of
Alice in Wonderland?’ (Patton & Knochel, 2017).

References
O’Connor, K., & Sterenberg, G. (2018). Developing a STEAM curriculum of place for teacher candidates: Integrating environmental
field studies and Indigenous knowledge systems. Pushing boundaries and crossing borders, 245.
Patton, R. M., & Knochel, A. D. (2017). Meaningful makers: Stuff, sharing, and connection in STEAM curriculum. Art
Education, 70(1), 36-43.
Preston, A., Giglitto, D., Lazem, S., Price, L., Elkington, S., & Stone, P. (2019). Building a Living Curriculum for STEAM: An
International Perspective. Excellence in Engineering Education for the 21st Century: The Role of Engineering Education
Research, 72.
U.S. Department of Education. (2020). Science, Technology, Engineering, and Math, including Computer Science | U.S. Department
of Education. Retrieved 18 February 2020, from https://www.ed.gov/stem.