``Department of Education, University of the People

EDUC 5272: ADVANCED PRACTICES FOR TEACHING THE STEM

FIELDS AT THE
ELEMENTARY AND MIDDLE SCHOOL LEVELS
University of the People

Dr. Christine McLaughlin

November 20, 2022

Introduction
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When it comes to analyzing a lesson for both STEM and critical thinking strategies, it is

important to first understand what each of these terms means. STEM represents Science,

Technology, Engineering, and Math. Critical thinking, on the other hand, refers to the ability

to think deeply about a subject and to analyze it in a logical and thoughtful way.

A STEM Lesson Plan

SUBJECT Science

GRADE 4

DURATION 60 minutes

TOPIC Extending the Senses

LEARNING OBJECTIVES: Students ● Explain ways in which the senses can

should be able to:
be extended using technology.

● Identify situations in which the sense

organs can mislead us.

● Create a simple device that can be

used to extend the senses.

● Identify different images based on

perception and appearance.

● Apply the engineering design process.

KEY SKILLS Analyze, Interpret, Plan and Design,

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 Collaborate, Create, Communicate, Justify

KEY VOCABULARY Sense Organ, Technology, Limitation, Extend,

Senses.

MATERIALS/RESOURCES Powerpoint Presentation, Images, Pictures,

Different Sized Objects, Worksheet,

Instructions to Make Telescope/Periscope,

Scissors, Cartridge Paper, Straw, Plastic

Wrap, Piece of Glass, Tape, Ruler, Pictures of

Technology that can extend the senses,

Magnifying glass, Microscope, Spectacles,

Hearing Aid, Headphones.

CONTENT OUTLINE Our senses process information about our

surroundings. However, human senses are

limited in some respects when compared to

some animals, There are some inventions or

devices that can be used to extend the human

senses of sight, hearing, taste, smell, pressure,

temperature and gravity. ( These include

binoculars, microscopes, periscope, hearing

aids etc. These devices assist the sense organs

to acquire information that is hard to process

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 based on distance and details

required.

PRIOR LEARNING Students should be able to relate the

different senses to the particular sense

organs.

ENGAGE - How can I get students

● Students will observe images showing
interested in the lesson? Use of an interesting
different perceptions. Observations
picture/video/etc. (5 min)
and interpretations will be recorded

and discussed.

EXPLORE = What tasks/questions can I

offer to help students puzzle through this? ● Students will engage in some eye

Use of a simple investigation. (10 min) exercises, placing objects (differing in

sizes) at different distances apart or on

charts. Make observations and record

them.

● Students will work in groups and

engage in discussion to determine their

observations and what

difficulties they encountered.

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EXPLAIN - How can I help students make ● Students will present their findings

sense of their observations? Class and explanations as to the images seen

presentation and discussions. and the reasons for the differences in

(10 min) their different groups.

● Students will explain how the

limitations of the senses can be

corrected.

● Students will create a table with the

technology that can be used to extend

the different senses.

ELABORATE - How can students apply ● Students will plan and design an

their new knowledge to other situations? instrument which can be used to

Application of knowledge. (10 min) extend the sense of sight for a person’s

eye who is unable to see far objects or

objects underwater. (Instructions on

how to make a periscope or telescope

will be provided). Students will plan

and design their instrument, noting all

the measurements that were used.

EVALUATE - How can I help students to ● Students will give an explanation of

self-evaluate and reflect on the teaching and how the instrument works, the

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 learning, and how can I evaluate their materials used, and how the senses

learning of concepts and skills. Assessment will be extended. This will be

(10 min) assessed.

● Students will peer-assess the designs

and suggest improvements using an

Engineering Design Rubric.

● An Exit Slip will be used at the end of

the lesson to check for understanding.

DIFFERENTIATION ● Students with learning challenges will

use a teacher-prepared graphic

organizer and fill in the technologies

used to extend the senses/ OR

Research on the nternet and draw

diagrams of these instruments.

EXTENSION Conduct research on different animals

which have extraordinary sense of sight.

CONNECTIONS TO OTHER SUBJECTS Mathematics and Technology

For STEM learning to be effective, it requires students “to analyze information, evaluate designs,

reflect on their thinking, synthesize new ideas, and propose creative solutions. All of these skills

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are essential in order to become an independent, critical thinker. “ (GIE, 2022). STEM focuses

on using knowledge to solve problems, while critical thinking emphasizes the use of reasoning

and logic to reach conclusions. Additionally, STEM often relies on hands-on learning and

experimentation, while critical thinking is more focused on mental exploration and analysis.

Let's take a closer look at the lesson "Extending the Senses” to see how it incorporates both

STEM and critical thinking strategies.

The first STEM strategy that is evident in the lesson is problem solving. This is a key part of

scientific inquiry and it requires students to use their prior knowledge to generate new

hypotheses. Additionally, this lesson asks students to make observations and record their

findings which is a good critical thinking strategy because it requires students to use reasoning

and to support their ideas with evidence. When working with STEM problems, it requires

students to work to make sense of problems as they are presented, and work to propose

appropriate and real solutions. (GIE, 2022).

Another STEM strategy that is evident in the lesson is the use of hands-on learning. This is

evident in the activity where students are asked to plan and design an instrument which can be

used to extend the sense of sight. This is a good STEM strategy because it allows students to see

the concepts that they are learning about in action. Additionally, this activity requires students to

use their problem-solving skills to figure out how to create their models. STEM requires hands-

on, active participation to effectively solve problems. Students are the drivers of solutions and

should be provided with opportunities to ask the questions, propose the ideas, generate and test

solutions, and make decisions based on data to understand how to refine ideas further.as positive

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experiences, offering opportunities for deeper learning. (GIE, 2022). This is also a good critical

thinking strategy because it requires students to think deeply about the task at hand and to come

up with a creative solution.Overall, it is evident that the lesson Extending The Senses

incorporates both STEM and critical thinking strategies. This is a good thing because it shows

that the lesson is focused on promoting deep thinking and analysis in students. Additionally, it is

important to note that the lesson does a good job of incorporating both STEM and critical

thinking because they are two closely related concepts. After all, both STEM and critical

thinking require students to engage in deep thinking and analysis.

Another STEM strategy is the ability to work collaboratively to identify solutions. Students had

to collaborate to find the different ways in which the senses can be extended using technology.

STEM problems require students to make sense of problems as they are presented, and work

productively to propose real and appropriate solutions. It requires the ability to look at and

identify solutions to a problem through multiple approaches, including ones that are highly

creative or “out-of-the-box.” In STEM, mistakes and failed attempts are viewed as positive

experiences, which offer opportunities for deeper learning. (GIE, 2022). Students also used

mathematical skills when they recorded the measurements that were used. The math used to

solve problems will connect to and extend their work as well as highlight connections between

ideas and subject areas. (GIE, 2022). The Engineering-Design Thinking Strategy was also used

as students had to identify the problem of the loss of sight and creste a model as a replacement.

This strategy requires students to “identify the problem at hand, research potential solutions,

build prototypes, test, redesign, test again, and iterate further as needed. Each step in the process

moves you closer to creating a functional solution.” (GIE, 2022).

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Conclusion

In concluding, “STEM education fosters critical thinking skills like analysis, interpretation,

deduction, evaluation, reasoning, and self-reflection. Stem education and these fundamental

skills are essential for tackling the complicated problems of today.” (Global Brands, 2022).

Students should be provided with a good foundation in science, technology, engineering, and

mathematics (STEM) so that they can develop the necessary skills required to succeed in the 21st

century.

References

GIE, (2022). What are STEM skills? https://stem.getintoenergy.com/stem-skills-list/

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Global Brands, (2022). Improving Critical Thinking and Problem-Solving Skills Through

STEM Education. https://www.globalbrandsmagazine.com/improving-critical-thinking-and-

problem-solving-skills-through-stem-education/

Kurtus, R. (n.d.). Devices to Extend Your Senses.

https://www.school-for-champions.com/senses/devices.htm#.Y3qmtqbMLmU

https://moey.gov.jm/wp-content/uploads/2020/08/Grade-4-Science-Sense-Organs.pdf

Phuseengoen, N., & Singhchainara, J. (2022). Effects of STEM-integrated movement

activities on movement and analytical thinking skills of lower secondary students. Journal of
Physical Education and Sport, 22(2), 511-517.

References

Phuseengoen, N., & Singhchainara, J. (2022). Effects of STEM-integrated movement activities

on movement and analytical thinking skills of lower secondary students. Journal of Physical

Education and Sport, 22(2), 511-517.

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