Part 1: STEM Lesson Plan
- This plan will be based on at least two STEM content standards that align to the learning experience.
- Your lesson plan should focus on:
- Designing a project-based learning experience that incorporates all components of STEM and creates opportunities for active inquiry, collaboration, and supportive interaction, based on the knowledge of various forms of effective communication (verbal, nonverbal, and media).
- Utilizing a variety of teaching strategies and forms of technology during the learning experience and assessment that encourage development of critical thinking and problem-solving.
- Differentiating and modifying instruction, learning activity, and assessment to meet the diverse needs of students and encouraging all students to fully engage in STEM instructional activities.
Part 2: Reflection
- In 250 words, summarize and reflect on the process of designing a learning experience that integrates all components of STEM into instruction. How can you collaborate with and incorporate the input, contributions, and knowledge of families, colleagues, and other professionals in order to meet the diverse needs of students? How does your lesson plan create opportunities for active inquiry, collaboration, supportive interactive, based on various forms of communication techniques?
- Support your findings with a minimum of three scholarly resources.
Also create 5 higher leveled questions that go along with your lesson plan.
Class Profile
Student Name |
English Language Learner |
Socioeconomic Status |
Ethnicity |
Gender |
IEP/504 |
Other |
Age |
Reading Performance Level |
Math Performance Level |
Parental Involvement |
Internet Available at Home |
Arturo |
Yes |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Med |
No |
Bertie |
No |
Low SES |
Asian |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Low |
Yes |
Beryl |
No |
Mid SES |
White |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
Two years above grade level |
At grade level |
Med |
Yes |
Brandie |
No |
Low SES |
White |
Female |
No |
Tier 2 RTI for Math |
Grade level |
At grade level |
One year below grade level |
Low |
No |
Dessie |
No |
Mid SES |
White |
Female |
No |
Tier 2 RTI for Math |
Grade level |
Grade level |
One year below grade level |
Med |
Yes |
Diana |
Yes |
Low SES |
White |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
Donnie |
No |
Mid SES |
African American |
Female |
No |
Hearing Aids |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Eduardo |
Yes |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
Emma |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Low |
Yes |
Enrique |
No |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
One year above grade level |
One year below grade level |
At grade level |
Low |
No |
Fatma |
Yes |
Low SES |
White |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
One year above grade level |
Low |
Yes |
Frances |
No |
Mid SES |
White |
Female |
No |
Diabetic |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Francesca |
No |
Low SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
High |
No |
Fredrick |
No |
Low SES |
White |
Male |
Learning Disabled |
Tier 3 RTI for Reading and Math |
One year above grade level |
Two years below grade level |
Two years below grade level |
Very High |
No |
Ines |
No |
Low SES |
Hispanic |
Female |
Learning Disabled |
Tier 2 RTI for Math |
Grade level |
One year below grade level |
One year below grade level |
Low |
No |
Jade |
No |
Mid SES |
African American |
Female |
No |
None |
Grade level |
At grade level |
One year above grade level |
High |
Yes |
Kent |
No |
High SES |
White |
Male |
Emotion-ally Disabled |
None |
Grade level |
At grade level |
One year above grade level |
Med |
Yes |
Lolita |
No |
Mid SES |
Native American/ Pacific Islander |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Maria |
No |
Mid SES |
Hispanic |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
At grade level |
Two years above grade level |
Low |
Yes |
Mason |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Nick |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
No |
Noah |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Sharlene |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
Med |
Sophia |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
Stuart |
No |
Mid SES |
White |
Male |
No |
Allergic to peanuts |
Grade level |
One year above grade level |
At grade level |
Med |
Yes |
Terrence |
No |
Mid SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |