1.

What STEAM skills do you believe were addressed by these activities

All of the STEAM skills were addressed by these activities. For Science, this project involves
electricity, the flow of electrical energy, and a circuit which is the path that allows the electricity
to flow. For technology students will be exploring using LED lights, some copper tape, a battery,
a binder clip, and some drawing or painting materials. For engineering, students will build
circuits, including simple, parallel, switch, pressure circuits. Art skills was also incorporated,
students designing the circuits actively engages students in the design process and provides
opportunities for them to be creative. This project is also just challenging enough to really get
kids using their critical thinking skills and problem-solving skills to get their circuit to work.

2. What strategy would you deploy to evaluate student work?

Students demonstrate for each other how to build a series and/or parallel circuit and receive
feedback from group members. Students apply their learning to clarify concepts for each other
with facilitator input where needed. For Self-Assessment students practice their skills by
building virtual circuits. Students review the web resources for this lesson and then create a
poster depicting a series or parallel circuit that clearly and correctly indicates where electric
currents vary in magnitude along the circuit. They will include text that summarizes how this
demonstrates variation in the size of voltages (electric forces) in the circuit.

3. What steps would you take to help ensure that all students are involved (students with
disabilities, all genders etc)
I will ask all students to brainstorm a list of related topics. Have them conduct independent
investigations and create a presentation to share with the class. For children with disabilities, I
will provide written research materials in a variety of reading levels. Have them refer to these
materials while they are creating circuits in groups. They can do the activities with the other
students. They will not be the one to present the information. When we do our independent work,
I will just allow the student to draw a picture of a of the circuit and not have to do the actual
experiment if they are unable to do so.
4. What would you need to do to train other teachers to do this in their classrooms?
Teachers of STEM subjects need to take a creative and adaptable approach to their teaching
styles to get the most out of their students. In STEM teaching, you don’t simply want to provide
information and correct students when they make mistakes. In order to train other teachers to do
this in their classrooms I will need sustained science-specific training, including having them do
the actual circuits so that they are learning what they actually will be teaching. We will then
discuss the problems they encounter and what new strategies we can try out in their classrooms,
they will also report back on their experiences back to the training program, discuss, reflect, and
learn from them.