Stem Lesson Plan

Topic area: Represents numbers A (mathematics): Whole numbers: recognise, represent, and order numbers in million
Science: Knowledge of our world and beyond inspires sustainable solutions 
General capabilities: 
Critical and creative thinking: with the help of this particular experiment the analysing of light energy and interpreting data from the experiment while using problem-solving skills to understand the light effect on Colours and applying numeric concepts can be illustrated (Rahman, 2019). 
Numeracy:  students number cards and create their own result tables. this counting ordering and basic concept and number understanding or rather whole number counting from 1 to million.
Personal and social capacity:  as the students are represented in the group they may engage in social activity and discussion which collaboration and communication skills as a whole This can be effective in maintaining strong bonds and rapport. 

Assessment:

For proper assessment,  several methods may be evaluated for understanding students data capture and skills likely:
Exit slip:  purpose: to understand the understanding of the students regarding the concept and their ability to connect with the lesson and their observation.
 Question 1:  what is the most important thing you learn about how light effect colour?
 Question 2:  how did you use numbers to describe the colours observed? 

Analysing questions:

Purpose: To understand the students' evaluation of demonstrating experiments data and concepts and their overall data accumulation regarding the shift of electrical energy into light energy.
 question one: which group so the most number of colours and what is the reason?
 question two:  how did you calculate the average number of colours?

Lesson overview:

For the overall lesson completion, the students built on their experiment regarding the conversion of  electrical
 energy into light energy and delving into the concepts of colour perception. In this case, they reviewed their experimental results while using number cards to understand and represent while tabulating the number of colours observed through different colour cellophane sheets.

In addition to that the different coloured papers that are mentioned in the previous part likely red, blue, green, and yellow, and the white flashlight has been incorporated. Elements like this are very essential for the proper success of experiments (Capraro et al., 2016). Consequently through the analysis they connected with the numerical data and observation and explored the broader implication of how light and colour interact.

Different groups had different observations some groups were able to see only one colour while some groups were able to see 3 colours. For proper analysing including exit slips,  or analysing questions were presented to make the students aware of what was wrong and why they were able to see different colours for articulating their findings. This approach instigates proper scientific and mathematical concepts while creating critical thinking and scientific awareness.

Equipment:

For proper materials utilizing flashlights, small battery-operated lamps or circuit-operated lamps are incorporated. Additionally, coloured cellophane sheets like red blue green, and yellow were also utilised. Number cards from 1 to 5 and large sheets of paper for observing were utilized. Additionally, for equipments rulers, “Adobe Colour Wheel”,  and other relevant materials were used.

For teaching resources the coloured app as mentioned to demonstrate how light interacts with different colours and materials that provide a visual and interactive way for students is incorporated. Result tables from any previous lesson to review and analyse the data can help students visualise their results and compare observations.  Utilising templates may help students represents their results. Exit slips are also crucial for the overall completion. Using PowerPoint presentation is also crucial to explain the visual image of how electric energy changes into light energy is illustrated.  

 Teaching and learning actions

Intro

The students are properly briefed about their experiments and what they are going to learn about changing electrical energy into light energy. The utilisation of STEM or Science Technology, Engineering, and Mathematics with the utilisation of the app as mentioned in the previous part of the studies also properly demonstrated to the children (Hassan et al., 2019). The teacher reads through the instruction so that the students are able to understand what they have to do and what they do not have to.

Safety instruction and further details

The students are properly instructed that they are not supposed to touch any internal aspects of the torch to avoid electrical shock. the cellophane paper or other related coloured blocks are not to be broken by the students. This can create any safety or choking hazard.

This is one thing the students are told repeatedly so that they reduce any question marks on the ethical integrity of the overall experiment. In addition, proper guidance is provided to the students so that they do not perform illogical elements in the overall experiment.

Actual experiment

The three groups are properly done for the students. They use flashlights to shine through different sheets and explore how light affects color perception. In addition to that they observe and record the number of colours visible through each sheet with different colour intensities and see if these factors influence their observation. They are also instructed to use number cards to document their results and create simple visualisation of the data.

The lesson integrated the concept of energy transformation and explained how electrical energy from the flashlight is converted into light energy. Students also explored proper practice related to light and colour. Informal assessment such as exit slips is also used to evaluate the understanding of light colour and data analysis in a proper way.

Conclusion

The science experiment has been able to show properly that electrical energy is very efficient in transferring into light energy and also manipulates different colour combinations if incorporated in a proper way.

WHS 

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? 

The risk that is related to this particular lesson is a safety hazard. The electric torch if handled in an improper way may give shock to the small children. If small bits of the paper go into the mouth of the students it can also create a choking hazard. Proper guidance from time to time is efficient in eliminating this.

Also Read -STEM Education Initiatives

References

Capraro, M. M., Capraro, M. M., Morgan, J., & Scheurich, J. (2016). Companion To Interdisciplinary Stem Project-Based Learning. SensePublishers.https://d1wqtxts1xzle7.cloudfront.net/54304178/BookChapter2010_1_merged-libre.pdf?1504199768=&response-content-disposition=inline%3B+filename%3DCorlu_M_S_2010_Arctic_shrinkage_In_R_M_C.pdf&Expires=1725015137&Signature=JHTjqec98fKeNSK-Kk-YSCSfYtTwN2saFkk6OdQdJ9wEIXcfVSOjkFsyle5jehGwsSlNe6hJLr2dLfkiCj8h7GcEqS34uPuplMGlYgvcRL5v5oD4SlDEEKi6N6-JqekE1GLjfOak2yTAfz8-nPTAHT3-6Wv7ldkJ6XShmuW3fQ42KII~1fycfTkx15PxAq32gDT~yOZuP6gWi5o-YF-D~xFaKt1zHsueCixfHn2cu-7tc06CWxr6mdeaWjBWlERK3xVSIoStRBIXWciTTl9dSURNbBv4nAm0O4kA3dNU1gaZ840ELgVwCM3YP~c3ev3euqMWv5SvXSLgCvlR-kAmxQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA 
Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2019). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International electronic journal of mathematics education, 14(1), 15-31.https://files.eric.ed.gov/fulltext/EJ1227358.pdf 
Rahman, M. M. (2019). 21st century skill'problem solving': Defining the concept. Rahman, MM (2019). 21st Century Skill “Problem Solving”: Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64-74.https://files.eric.ed.gov/fulltext/ED593994.pdf