All rights reserved, first edition 2025. No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.
For permissions or inquiries, please contact:
Email: info@skool21.org
Website: https://skool21.org
Education has always existed since the inception of the human race. However, it was informal in the beginning but took a more formal and structured shape later. The objective remained the same: to prepare the inquisitive learners of today for the challenges of tomorrow. Now, we are in the 21st century, where dynamic curriculum, engaging pedagogy, and performance-based assessments are the essential elements for an impactful education system, where integration of technology is indispensable and inseparable due to the extensive exposure of learners to media and information. These circumstances make the establishment of engaging and relevant education a true challenge for educators.
It is an open fact that the challenges of the 4th industrial revolution cannot be encountered through conventional educational approaches. Our STEM education model, based on STEM Resource books and makerspace, is developed according to the Science, Technology, Engineering, Mathematics (STEM) approach, inter-disciplinary and integrated learning that engages learners in learning, inculcates skills development and enhances problem-solving abilities.
STEM challenges in this book are developed by STEM-certified educators, based on Next Generation Science Standards, The National Curriculum of England and the Common Core for Mathematics. These challenges were then reviewed by international STEM experts & organizations, including STEM.org, an eminent research & accrediting body in the United States. These challenges and pedagogy were put to the test in a long & robust process of prototyping on students & their teachers for their feedback on learning attainment and experience.
Expert teachers appreciate and endorse the systematic initiative of STEM programs in schools, through which learners are challenged to solve problems of real-world situations and emerge as innovators and inventors. Apart from developing collaboration and communication skills, students choose their career paths and achieve their goals in life.
5x Axle, 8-module, green 652128 2x Belt, blue 71059 1x Gear block, transparent 41 13297
4502103
4x Beam, 1 1-module, yellow 652524
2x String with hook, yellow 75536
2x 4, green 301 128
Brick, 2x 4, red 301 121 3x Brick, 2x 2, green 343728
Brick with holes, 2x 10, red 75350 2x Plate, 2 x 4, yellow 4160152 2x Bridge element, 2x4x 2, yellow 4221004 1x Brick with eyes, oval, 2 x4x 2, yellow 81981
4x Tyre, black 451441 1 1x Worm gear, blue 4271573
2x Gear, 24-tooth crown, blue 4501054
2x Gear, 24-tooth crown, red 652921
2x Axle with gear, 8-module, 8-tooth, blue 41 13296
4x Axle with gear, 5-module, 8-tooth, blue 652323
1x LEGO ® DUPLO ® girl 427151 1 4x Brick with arch, 2x 3, red 230221 4x Brick with holes, 2 x 4, red 75349 3x Brick, 2x 2, yellow 343724 5x Brick, 2x 4, yellow 301 124 2x Brick, 2x 2, red 343721
1x Plastic forms sheet, green 4520270
6x Connector peg, handle, yellow 4493718
1x Plate, 6 x12, green 4281607
2x
STEM.org Reviewed™
The STEM.org Reviewed™ trustmark streamlines consumer’s ability to identify that content conforms to the organization’s vetted standards, thus assisting with quick decision-making in favor of quality. When parents and educators observe the STEM.org Authenticated™ Seal, they know products will:
• Integrate seamlessly into STEM-friendly homes and programs
• Align to Science, Technology, Engineering, and/or Math standards
• Support the development of student’s 21st Century Skills
• Engage students through hands-on learning and collaboration
• Ensure a secure, third-party review and evaluation process
STEM.org is the leading and exclusive third-party validator of STEM books, video and other print / digital learning resources. Each content credential is now cryptographically-secured and publishers are using the terminology STEM.org Reviewed™ on their websites. Retailers and distributors are also utilizing STEM.org’s unique STEM ID#’s to organize and classify STEM products. STEM.org Educational Research™ has reviewed over 900 hours of video and 400,000+ pages of STEM content, issuing its seal to a select group of publishers.
A Bridge
Project 1: A Bridge
Introduction
A habitat is a place where a plant or animal naturally or normally lives and grows. For example, freshwater is a type of water habitat. It includes rivers, lakes, and ponds. These freshwater habitats are home to 100,000 species of plants and animals including snails, fish, turtles, alligators, snakes, and many types of insects.
STEM Careers Connection
This project features tasks that resemble people working in the following careers:
Civil Engineer, Architect
Problem
Faryal, Maliha, and their friends are exploring the freshwater habitat of alligators in a river. Some of their friends are stuck on the other side of the river, therefore, Faryal and Maliha need to help their friends by some means to cross the river.
Challenge
Faryal and Maliha are tasked to help their friends by building a bridge over the river so their friends can cross it.
At the end of this activity the learner will be able to demonstrate an understanding
A Bridge
Project 1: A Bridge
Requirements
1. Early Simple Machines Kit
2. Pencil
3. Ruler
Team Roles
Head Architect
Material Manager
Team Captain Project Tester
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Habitat A habitat is a place where a specific species lives.
Bridge A structure carrying a road, path, railway, etc. over a river
Species A group of animals or plants that are similar.
Length The longest distance of an object.
A Bridge
Build A Flower
Project 1: A Bridge
Project 2: A Flower
Plan
What model are you building? Describe it here.
Brainstorm
Think about a bridge.What does it look like? How could you build it using the components in the kit?
Draw how you think it will look after you put it together.
Create
Create your bridge.
A Bridge
Project 1: A Bridge
Evaluation
Evaluation is a part of the design thinking process. You are expected to continuously evaluate, or test, the model you are building to determine if their are any faults/flaws. You will also consider how to bring about improvements to further develop your design.
Explain to your teacher how will it help Faryal and Maliha and their friends.
Student’s Record Sheet
(Colour the correct option)
1) Were you able to make your own design or did you use the example? cm
2) What is the length of your model? cm
4) Did you test your model to see if it can hold any weight?
3) What is the height of your model? Yes
5) Write the name of one specie found in a freshwater habitat?
6) Why do you think a cat will also use a bridge instead of going in the river?
Suggested Solution
Try to create your own design. If you are having trouble coming up with a design then try this example.
Build A Flower
Project 2: A Flower
Bridge Bridge
You are going to make a bridge. Follow the step-by-step instructions to build your model. The top strip provides the list of required components, while the image below shows how you have to assemble the components. Hold the model the way it is shown in the image. Follow the instructions in sequence.
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Build A Flower
Project 2: A Flower
Bridge
Reflection
a) Based on your new learning, how can you protect, restore, and promote sustainable use of terrestrial ecosystems?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Enrichment Challenge
Design a boat that can go under your bridge and sail down the river.
Rate how well you recorded your data.
Rate how well you did your work.
Rate how you feel about this project.
Beginner
A Raft
Project 2: A Raft
All physical objects are composed of matter, and an easily observable property of different matters is its state. The classical states of matter are solid, liquid and gas. Water is the most common substance on Earth, but it is also the only substance that commonly appears as solid, liquid, and gas within the normal range of Earth's temperatures. This makes water a good model for discussing the states of matter.
STEM Careers Connection
This project features tasks that resemble people working in the following careers:
Ship Captain, Marine Engineer.
Problem
Salim and Ali both love exploring new things. Today they saw a raft sailing across the sea. They were curious as to how the raft (solid) floats on water(liquid). They wanted to explore it.
Challenge
Can you help Salim and Ali to make a raft?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
A Raft
Project 2: A Raft
Requirements
Team Roles
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Float Something that does not sink and stays on the surface of a liquid.
Sail A piece of material extended on a mast to catch the wind and propel a boat or ship.
Encounter Unexpectedly be faced with or experience something that may be good or bad.
Raft A floatable structure of timber or other materials.
1. Early Simple Machines Kit 2. Pencil
Build A Flower
Project 2: A Raft
Project 2: A Flower
Plan
What model are you building? Describe it here.
Brainstorm
You are going to build a raft today; the raft is supposed to float on water. Think about the structure of the raft. What mechanism will move it around the surface of water? You will be using a sail for this purpose. Illustrate your understanding with a drawing. How could you build it using the components in the kit? Draw how you think it will look after you put it together.
Create
Create your raft.
Project 2: A Raft
Evaluation
Explain to your teacher how it will help them understand how a raft(solid) can float on water(liquid).
Student’s Record Sheet
(Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) How did your model react in water?
3) Did water take the shape of the container in which it was placed?
Yes No
4) Your raft model is in the state of_____________.
5) What shape did you choose to use for the sail for this project?
The Bridge
Project 1: The Bridge
Project 2: A Flower A Raft Raft
Try to create your own design. If you are having trouble coming up with a design then try this example. Build A Flower
Project 2: A Flower A Raft Raft
Build A Flower
You are going to make a raft. Follow the given step-by-step instructions to prepare your project. The top strip provides the list of required elements, while the picture below reflect how you have to organise the components. Hold the model the wayit is shown in the image. Follow the instructions in sequence.
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, how can human conserve and sustain the use of the oceans, seas, and marine resources for sustainable development?
Build A Flower
A Raft
Project 2: A Flower
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Enrichment Challenge
Test the Raft
Fill the tub
The tub should be a minimum of 20 in(inches) long
The water should be deep enough for the raft to float. Between 2 and 4 in(inches) deep is ideal. Gently place the raft in the water. The raft should have enough room to float without bumping the bottom and sides of the tub.
A Pinwheel
Project 3: A Pinwheel
Introduction
The ability to do work is called energy. There are many sources of energy, like wind, sun, water, oil, gas, water waves, etc. In the case of the pinwheel, it is a toy consisting of a wheel of paper curls, attached at its axle to a stick by a pin. It is designed to spin whenblown upon by the wind. Wind acts as a source of energy and enablesus to do work.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Wind Farm Developer, Wind Turbine Manufacturer, Materials Engineer, Biochemist
Problem
Crossing the street, Hassan and Ali passed by a stand of pinwheels on their way back home. It looked very interesting and beautiful as the pinwheels spanned with the flow of the wind. They wanted to try different kinds of pinwheels out at home, for example, pinwheels with big, wide wings and small, narrow wings.
At the end of this activity the learner will be able to demonstrate an understanding of the
A Pinwheel
Project 3: A Pinwheel
Can you help Hassan & Ali to make a pinwheel using the components of the Early Simple Machine kit?
Requirements
1. Early Simple Machines Kit
2. Pencil Challenge
Team Roles
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Energy Ability to do work.
Spin The state of turning or causing someone or something to turn around repeatedly.
Strucuture The action of building or constructing something or arranging it in a definite pattern of organization.
Illustration A graphic picture explaining concepts.
A Pinwheel
Build A Flower
Project 3: A Pinwheel
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You have to design a pinwheel. Think about the structure of the pinwheel; it is supposed to have a set of wings that will spin when the wind blows through it. How will you design such a pinwheel from the Early Simple Machine kit? Illustrate your understanding with a drawing. How could you build it using the components in the kit? Draw how you think it will look after you put it together.
Create
Create your pinwheel.
A Pinwheel
Project 3: A Pinwheel
Evaluation
Design Instructions
The wings should be bent at the same angle
The wings should spin freely
If they don’t turn, there is too much friction from the blue gear rubbing on the red beam.
Try moving the wings forward slightly on the blue axle
Explain to your teacher how your model might help Hassan and Ali learn about energy.
Student’s Record Sheet
1) Were you able to make your own design or did you use the example?
2) Is energy required to do work?
3) The pinwheel rotates with the help of _____________ energy.
4) Predict (guess) which of the pinwheels will start turning near the fan.
5) Predict (guess) which of the pinwheels will start turning far from the fan.
The Bridge
Build A Flower
Project 1: The Bridge
Project 2: A Flower
6) Test the small pinwheel and estimate how close it was to the fan when it started turning.
7) Test the big pinwheel and estimate how close it was to the fan when it started turning
Try to create your own design. If you are having trouble coming up with a design then try this example.
Build A Flower
Project 2: A Flower A Pinwheel Pinwheel
You are going to make a pinwheel. Follow the instructions in sequence to prepare your project. The top blocks include the pieces and their quantity to build the model. Hold the model the way it is shown in the image.
Build A Flower
Project 2: A Flower
A Pinwheel Pinwheel
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, how can you practice sustainable consumption?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
A Hot Day
Project 4: A Hot Day
Heatstroke is a condition caused by the body overheating, usually as a result of prolonged exposure to or physical exertion in high temperatures. A warming climate because of global warming can contribute to the intensity of heat waves by increasing the chances of very hot days and nights.
STEM Careers Connection
This project features tasks that resemble people working in the following careers:
Wind Farm Developer, Wind Turbine Manufacturer
Problem
It's a hot summer day. Ahmad has just recovered from a heat stroke, yet the weather is once again extremely hot and Muhammad is worried it will affect Ahmad again. Mohammad went to the makerspace to make a machine that can generate wind which could be used to make Ahmad feel better.
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
A Hot Day
Project 4: A Hot Day
Can you help Muhammad & Ahmad to make a pinwheel using the components of the kit?
Requirements
1. Early Simple Machines Kit
2. Pencil STEM Challenge
Team Roles
Material Manager Head Architect Team Captain Project Tester
a) Create a team with your friends and list down their names & roles.
Name
Role
Plan
Design Instructions
Mohammad went to his workbench and started thinking. He wanted to include all possible features that could help Ahmad. He came up with the following characteristics that he wanted in his machine:
i. The machine must be able to stand on its own
ii. The machine must be able to produce a strong breeze
Build A Flower
Project 2: A Flower
Project 4: A Hot Day
What model are you building? Describe it here.
Brainstorm
You need to make a machine with the stated features utilizing the Early Simple Machine kit. Think about your daily life and find examples of machines that produce wind. Take an idea from your example. Your previous projects are also worth taking a look at. Illustrate your understanding with a drawing. How could you build it using the components in the kit? Draw how you think it will look after you put it together.
A Hot Day
Project 4: A Hot Day
Create
Create your machine.
Evaluation
Explain to your teacher how your machine might help Ahmad. Explain to your teacher how your machine works.
Student’s Record Sheet (Colour the correct option)
1) Why do you think Ahmad got heatstroke?
2) What type of energy does your machine create?
3) Estimate how far away from your face you have to place your machine to begin to feel cooler.
Build A Flower
Project 2: A Flower
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, what can you do to take urgent action to combat climate change and its impact?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Rate how well you recorded your data.
Rate how well you did your work.
Rate how you feel about this project. Rate the Sustainable Development Goal.
Teacher Remarks
Beginner Emerging Accomplished Expanding
A Hockey Player
Project 5: A Hockey Player
Introduction
Playing sports is essential to maintain a healthy life. Sports are rapidly becoming important for improving muscles and bones. Besides the healthy benefits of exercise, fit kids sleep well.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Athletes, Manufacturing Engineers, and Robotics Engineers
Problem
Ali and Aslam have learned about the health benefits of exercising and sports. They challenge their friends for a 3-on-3 friendly match of hockey in their playground. However, they need a third player for the match. Ali thought of building a structure of a hockey player that can hit the ball towards the goal.
STEM Challenge
Can you make a model of a hockey player and goalpost using a mechanism that allows it to hit the ball?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
A Hockey Player
Project 5: A Hockey Player
Requirements
1. Early Simple Machines Kit
2. Pencil
3. Ruler or Tape Measure
Team Roles
Team Captain Project Tester
Material Manager Head Architect
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Field An area of open land.
Hockey A Sport.
Mechanism A process by which something takes place.
Player A person taking part in the sport.
A Hockey Player
Build A Flower
Project 5: A Hockey Player
Project 2: A Flower
Plan
What model are you building? Describe it here.
Brainstorm
You have to design a hockey player that can hit a puck toward the goal. How will you design it from the Early Simple Machine kit? Illustrate your understanding with a drawing. How could you build it using the components in the kit? Draw how you think it will look after you put it together.
Create
Create your Hockey Player.
A Hockey Player
Project 5: A Hockey Player
Evaluation
Make the Field
Measure and mark your shooting zones at distances of 12 in (inches) and 20 in (inches).
Make a goal using bricks.
Design Instructions
Turn the handle on the back of the ice hockey player to make sure the arm swings freely
Place a yellow pulley wheel in front of the arm, turn the handle on the back and hit the pulley wheel
If the arm doesn’t hit the pulley wheel then check if the arm is built as shown in the building instruction.
Student’s Record Sheet (Colour the correct option)
1) Were you able to make your own design or did you use the example?
Mine
Example
2) How do you feel on the day when you play a sport like cricket & football?
3) How can you get enough exercise to stay healthy?
4) Measure the shooting zones and enter the distances.
A Hockey Player
Project 5: A Hockey Player
5) Predict (guess) predict which of the hockey players will find it difficult to make a shot.
ACloser (Player A)
B
Farther Away (Player B)
6) Test the hockey players. Which one had more difficulty making the shot?
Closer (Player A)
Suggested Solution
Farther Away (Player B)
Try to create your own design. If you are having trouble coming up with a design then try this example.
2 x 3 Slope Curved (BOW)
A Hockey Player
Project 5: A Hockey Player
Imagine that you are a hockey player who is on a playing field. Now follow the step-by-step instruction to make a model of a hockey player. Hold the model in the same way it is shown in the picture
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
a) Based on your new learning, how can we work together to ensure healthy lives and promote well-being for all at all ages?
A Hockey Player
Project 5: A Hockey Player
Enrichment Challenge
Find out if one or two bricks, can be shot further.
First try to predict if one or two bricks, can be shot far and which can be shot further.
Circle your prediction and what you found out after the test.
My Prediction (Guess) What I Discovered
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Odometer is a device used to measure the distance traveled. It was invented in 1847 by William Clayton. The odometer was attached to a wheel. The revolution of the wheel determined the distance covered. Today cars have digital odometers that calculate the distance covered by a car.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Auto Mechanic, Auto Manufacturer, Insurance Agent.
Problem
Tom and Kate are traveling to their friend but they have no idea how to record this journey's length. Can you help them build an odometer that they can attach to their car to record their distance?
Challenge
Design and build an odometer attached to a vehicle.
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
An Odometer
Project 6: An Odometer
Requirements
1. Early Simple Machines Kit
2. Pencil
3. Ruler or Tape Measure
Team Roles
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Measuring To discover the exact size or amount of something.
Tape Measure A flexible ruler used to measure size or distance.
Odometer A device used to measure the distance traveled.
An Odometer
Build A Flower
Project 6: An Odometer
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You have to design a vehicle with an odometer to measure the distance between two points. Think about the structure of an odometer vehicle; it is supposed to have a scale that it uses for measuring, also you should have some mechanism that is used to structure of an odometer vehicle; it is supposed to have a scale that it uses for measuring, also you should have some mechanism that is used to measure and show it on a scale. How will you design such a machine from the Early Simple Machine kit? Explain your understanding with an illustration.
An Odometer
Project 6: An Odometer
Create
Create your odometer.
Evaluation
Before testing your model, prepare the testing ground as shown in the student record sheet. Remember to reset the pointer to zero after every test by turning the blue gear wheels until the pointer is at the top of the scale.
Make Your Test Ramp
Draw a start line 1 yard and another start line 20 in from one end of the plank
Place support so that the top start line is 6 in from the floor
Using the Scale
The scale is divided into 10 units and can be used for non-standard measurement
Push the measuring car forward
Notice that as the measuring car moves forward the pointer turns
The pointer will point to the scale and give you a reading of the distance (units) the measuring car has traveled forward.
Helpful Tips
If the thickness of the plank means that the measuring car bumps down onto the floor, use a piece of paper or card and sticky tape to make a smooth transition from plank to the floor.
Student’s Record Sheet Mine
(Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) Predict (guess) how far the car will roll down from the two start lines. Mark your predictions using the scale and numbers.
3) Test the cars. How far did each car roll down from the two start lines? Mark your predictions using the scale and numbers.
A B
Suggested Solution
Try to create your own design. If you are having trouble coming up with a design then try this example.
An Odometer
You are going to make a vehicle with an odometer. Follow the step-by-step instructions to build your model. The top strip provides the list of required components, while the image below shows how you have to assemble the components. Hold the model the way it is shown in the image. Follow the instructions in sequence.
Yellow Wheel Tire
with Worm Gear Screw
Axle 5L with Paddle Wheel Gear
Build A Flower
Project 2: A Flower
Project 6: An Odometer
Enrichment Challenge
Make your test ramp 10 in high and test how this affects the distance the measuring car will travel. Find out how far the measuring car will travel when rolling down from the two different start lines.
First predict how far the measuring car will roll down from the two start lines.
Mark your predictions using the scale and numbers on the worksheet.
Next, test how far the measuring car actually rolls down from the two start lines by reading the scale.
Circle your prediction and what you found out after the test.
My Prediction (Guess) What I Discovered
Build A Flower
Project 2: A Flower
Odometer
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, why is it important to provide access to affordable, reliable, sustainable, and modern energy for all?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Rate how well you recorded your data.
Rate how well you did your work.
Rate how you feel about this project. Rate the Sustainable Development Goal.
A Spinning Top
Project 7: A Spinning Top
Introduction
Gears are wheels that have teeth on the outside. These teeth connect with the teeth on another gear to transfer force. Early examples of gears date from the 4th century BC in China, which have been preserved at the Luoyang Museum of Henan Province, China. Gears are used for a wide range of speed ratios today in a variety of applications, such as clocks, pumps, watering systems, cars, airplanes, and clothes washing machines etc
STEM Careers Connection
This project features tasks that resemble people working in the following careers:
Windmill Manufacturing, Mechanical Engineer.
Problem
A spinning top is a wonderful toy; it is fascinating for young kids because when spinning it holds its position. In this lesson, you are going to make a spinning top and have a competition among the students
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
A Spinning Top
Project 7: A Spinning Top
Challenge
Design and build a spinning top to play a spinning top game with your friends. Design it using the best gear mechanism.
Requirements
1. Early Simple Machines Kit
2. Pencil
3. Ruler or Tape Measure
4. Timer or Cell Phone with a timer
Team Roles
a) Create a team with your friends and list down their names & roles. Name
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Spinning Rotating around a fixed centre.
Gear A toothed wheel.
Geometry The study of shapes. Variations Changes in form.
A Spinning Top
Build A Flower
Project 7: A Spinning Top
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You have to design a spinning top and a device that launches the spinning top. Think about the structure of the spinning top and the device. What mechanism shall you use to spin the spinning top? Explain your understanding with an illustration.
Create
Create your spinning top.
Evaluation
Hold the launcher and place the gear end of the launcher over the blue gear axle. The blue gear should mesh with the big yellow gear and spin as you turn the handle.
A Spinning Top
Helpful Tips
To accurately time how long the tops spin, use a timer (e.g. on a mobile phone). Launching tops requires good coordination skills! Try it yourself. To launch the top, turn the handle and lift the launcher straight upwards. It may be a good idea to let younger students play with the top and launcher before embarking on serious testing
Student’s Record Sheet
1) Were you able to make your own design or did you use the example?
2) Test which top will spin for a long time and which top will spin even longer.
3) Test Use the timer and time how long each top spins and write the times in the boxes on the right.
4) How close was your prediction, write the time difference.
Suggested Solution
Try to create your own design. If you are having trouble coming up with a design then try this example.
Long A or B
Longer A or B
Build A Flower
Project 2: A Flower
Plate 2 x 4 x 1/2 (Thick)
Brick 2 x 4 with 3 Holes
Brick 2 x 10 with 9 Holes
Gear Wheel 6 x 6
Crank Handle
You are expected to make a device that can help the spinning top spin longer. Use the given instructions step-by-step to create your model.
Modification
Design and make your own spinning tops.
Consider which materials and shapes would be best. Create amazing optical effects and tops for all sorts of games.
A Spinning Top
Project 7: A Spinning Top
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, why is it important to provide access to affordable, reliable, sustainable, and modern energy for all?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
A Seesaw
Project 8: A Seesaw
Introduction
GA simple machine is a device, which makes your work easier. There are six types of simple machines. They are the wheel and axle, the lever, the inclined plane, the pulley, the screw, and the wedge. For example, a seesaw is an example of a lever.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Architect, Civil Engineer, Transportation Engineer.
Problem
Najma and Alina are sitting on a seesaw in a playground. lt is a long, narrow board supported by a single pivot point in the middle; as one end goes up, the other goes down. They don't understand how a seesaw works.
Challenge
Help them understand how a seesaw works by designing and building a seesaw using the component in the kit.
At the end of this activity the learner will be able to demonstrate an understanding of the following:
A Seesaw
Project 8: A Seesaw
Requirements
1. Early Simple Machines Kit
2. Pencil
3. Ruler or Tape Measure
4. Timer or Cell Phone with a timer
Team Roles
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Playground A place where people go to play different games.
Balance In terms of the seesaw, when both sides are in the same position it is called being in balance.
Unbalance In terms of the seesaw, when both sides are in not in the same position the seesaw is unbalanced.
Build A Flower
Project 8: A Seesaw
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
Think about the structure of the seesaw. How will you design such a machine from the Early Simple Machine kit? Explain your understanding with an illustration.
Create
Create your seesaw.
Evaluation
When you add weight (2x2 bricks) to the seesaw it will either balance or tip to one of the two sides. Predict then test to see which one will balance and which one will be unbalanced and record your answers on the Student Record Sheet
A Seesaw
Project 8: A Seesaw
Helpful Tips
Balancing the seesaw depends on the size of the weight (mass) at each end and the distance of the weight from the pivot point.
Be sure that it balances and moves up and down smoothly
If it does not balance, check that the pivot position is correct
Student’s Record Sheet
1) Were you able to make your own design or did you use the example?
2) Circle which ones are simple machines?
3) Predict (guess) which seesaw will balance and which will be unbalanced.
4) Test which seesaw was balanced and which will be unbalanced? Balanced A or B
If it does not move smoothly, check that the yellow pulley wheels are not rubbing against the fixed red bricks. Balanced A or B Balanced A or B
A or B
5) Measure the distances from the middle to the end of the (2x2) bricks on the balanced model. Write the distances. What do you notice about both numbers?
Project 2: A Flower
Suggested Solution
Try to create your own design. If you are having trouble coming up with a design then try this example.
A Seesaw
Project 8: A Seesaw
You are expected to make a device that can help the spinning top spin longer. Use the given instructions step-by-step to create your model. The top strip contains the components. Hold the structure in the same way it is shown in the picture. 1.
Enrichment Challenge
First try to predict where to place the brick to make the seesaw balance. Next, test to see if what happens is what you have predicted. Circle the point of your prediction and what you found out after the test.
Prediction (Guess)
Build A Flower
Project 2: A Flower
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, how can STEM professionals promote inclusive work for all?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
A Car Launcher
Project 9: A Car Launcher
Introduction
Force is a push or a pull of an object that causes the object to speed up, slow down, or stay in one place. When an object is pushed, it tends to move away, for example kicking a ball or pushing a trolley. When an object is pulled, it tends to move
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Aerospace Engineer, Spacecraft Structure Engineer, and Navel Launching Designer, NASA
Problem
Tanweer and Sadiq are having a fantastic time racing down the hill with their super-fast cars. The steep hill behind their house makes a great ramp and it is a lot of fun racing down it. But once the car stopped, it was hard work pushing the car back up to the top again. Tanweer believes there must be an easier way of getting the car up the hill. "An aircraft catapult or launcher," says Sadiq. He has seen an aircraft catapult while he was watching a video of an aircraft carrier on YouTube. He suggested that they should build some kind of car launcher that should work similarly to the aircraft launcher.
A Car Launcher
Project 9: A Car Launcher
Challenge
Design and build a car launcher using the component in the kit.
Requirements
1. Early Simple Machines Kit
2. Pencil
3. Ruler or Tape Measure
Team Roles
Material Manager Head Architect Team Captain Project Tester
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Hill A naturally raised area of land, not as high as a mountain.
Steep A way of describing a very sharp slope in the land.
Ramp A sloping pathway, such as a sloping floor, walk, or roadway leading from one level to another.
Excitement Something that stirs up feelings of happiness and interest.
A Car Launcher
Build A Flower
Project 9: A Launcher
Project 2: A Flower
Plan
What model are you building? Describe it here.
Brainstorm
Think about the structure of the car launcher, it is supposed to have some sort of mechanism that it uses to push the cars. How will you design such a machine from the Early Simple Machine kit? Illustrate your understanding with a drawing.
Create
Create your car launcher.
Evaluation
Using the two launchers you will be able to send the car back up the ramp. Find out which will send the car further and record your answers on the student record sheet.
A Car Launcher
Project 9: A Car Launcher
Make Your Test Hill
Place the plank on some books so one end is 8 in higher than the floor
Place the launcher and hold it at the bottom of the ramp
Place the plank on some books so one end is 8 in(inches) higher than the floor
Place the launcher and hold it at the bottom of the ramp
Helpful Tips
Make sure the wheels spin smoothly and do not rub on the sides of the car.
You could use sticky tape to hold the launcher in place.
The longer axle of the big launcher means more time to get speed and energy into the launch. More energy means more distance.
Student’s Record Sheet
(Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) Explain why a launcher has more force than just pushing the car.
3) Predict (guess) which of the launchers will send the car the furthest up the ramp?
Small Launcher A Big Launcher B
4) Test which of the launchers will send the car the furthest up the ramp?
Small Launcher A Small Launcher A
A Car Launcher
Project 9: A Car Launcher
Try to create your own design. If you are having trouble coming up with a design then try this example.
A
Car
Build A Flower
Launcher
Project 2: A Flower
Car Launcher
Your task is to build a car launcher. Look at the instructions carefully step-by-step. Keep the image below in front of you so that you can easily build the model.
Enrichment Challenge
Make a game to see who can launch their cars closest to a wall without the cars actually hitting the wall.
The closer to the wall your car stops the more points you get!
All cars are launched from the same starting position.
Everyone gets three turns.
Add up the scores after three turns, etc.
Enter your scores below
Trial 1
Trial 2
Trial 3
Total
Team 1
Team 2
Build A Flower
A Car Launcher
Project 2: A Flower
Car Launcher
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, how can your community help foster innovation?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Imagine a football lying on the ground. The football will not move unless someone applies force by kicking it. It means that we require force to move a body from one place to another. For example, an elevator uses force to lift objects from one place to the other. The more you apply force on an object the faster it will move. Similarly, if we apply less force, the object will move slowly.
STEM Careers Connection
This project features tasks that resemble people working in the following careers:
Mechanical Engineer, Construction Worker, Elevator Mechanic
Problem
Shuja and Muhammad have to take boxes full of stationary to the fourth floor of a multi-story building. They need a machine that can help them lift things to the fourth floor as the stationary items are very heavy to carry through the stairs. How can you help them complete their task using the elements in the kit?
An Elevator
Project 10: An Elevator
Design and build an elevator using the component in the kit.
Requirements
1. Early Simple Machines Kit
2. Pencil Challenge
Team Roles
Team Captain Project Tester
Material Manager Head Architect
a) Create a team with your friends and list down their names & roles.
Name
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Vocabulary Force Stairs Multi-storey Stationary Note: A push or pull of an object.
Stairs A set of steps leading from one floor of a building to another.
Multi-Story A building having many floors.
An Elevator
Build A Flower
Project 10: An Elevator
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You have to design an elevator that can move fast and lift loads. Think about the structure of the elevator, how should it look, and what mechanism will you use to lift look, and what mechanism will you use to lift the cabin up. Explain your understanding with an illustration.
Create
Create your own elevator.
An Elevator
Project 10: An Elevator
Evaluation
Helpful Tips
Rotate the main pulley and examine how the elevator works
Student’s Record Sheet
(Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) Does your model lift the load?
3) How does the elevator transfer the force to help lift the load? Rectangle
4) The columns of each side of the elevator are made up of rectangles and squares. How many of each shape did you use on each side?
5) How are elevators used in your daily life?
An Elevator
Suggested Solution
Try to create your own design. If you are having trouble coming up with a design then try this example.
Build A Flower
Project 2: A Flower
Elevator 10: An Elevator
Your task is to build an elevator. Look at the instructions carefully step-by-step. Keep the image below in front of you so that you can easily build the model. Ensure that you hold your model the way it is shown in the image. Follow the instructions in sequence.
Build A Flower
An Elevator
Project 2: A Flower
10: An Elevator
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, how can your community help foster innovation?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
The government works to meet people's needs in the country. For example, the government has appointed traffic police to manage traffic in an area, make sure that the drivers are obeying the traffic rules, facilitate tourists, and provide help in any road accidents. Citizens need to support the government for example in traffic, people should obey traffic rules such as parking in the right spots,
STEM Careers Connection
This project features tasks that resemble people working in the following careers:
Salim lives in a community which is a place where groups of people live. His community consists of 1000 families living in the same area near each other. He realized an increase in traffic problems in his community. As a welfare activity, Salim wants to design a robotic traffic police officer to manage the traffic in his community.
Challenge
Design and build a robotic police officer.
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
A Traffic Police
Project 11: A Traffic Police
Requirements
1. Early Simple Machines Kit
2. Pencil
Team Roles
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Robotic Relating to robots or of the Relating to robots or of the nature of robots.
Government A government is the system to govern a state or community.
Community A group of people living in the same place.
Traffic Cars and trucks moving on public roads.
A Traffic Police
Build A Flower
Project 11: A Traffic Police
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You have to design a robotic traffic police officer that can turn around using the blocks available in the kit. Think about the structure of the robot. It is supposed to have some sort of mechanism that it uses to turn the traffic police officer around. How will you design such a machine from the Early Simple Machine kit? Explain your understanding with an illustration
Create
Create your traffic cop.
A Traffic Police
Evaluation
Student’s Record Sheet
1) Were you able to make your own design or did you use the example?
2) Does your traffic cop turn to be able to see and direct the traffic?
3) How does the traffic cop turn?
4) There are 1000 families in the community. If 100 people move into the community in March and 100 more move there in May and 50 people move away in December, how many people now live in the community?
5) How can traffic cops help you in your daily life?
Suggested Solution
Build A Flower
Project 2: A Flower
Your task is to build a traffic cop with the help of the components in the kit. Follow the sequence of the steps and hold your model at the same angle as shown in the image.
Reflect on your model. Are there any changes that can be made to improve the model?
Build A Flower
Project 2: A Flower
11: A Traffic Police
Reflection
a) Based on your new learning, how can we work together to ensure healthy lives and promote well-being for all at all ages?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Rate how well you did your work.
Rate how well you recorded your data. Rate how you feel about this
A Dump Truck
Project 12: A Dump Truck
Introduction
Often, we see that whenever it rains, the streets and the roads are filled with rainwater. The reason for this is that we have a poor drainage system. The sewerage waste from houses usually blocks the drains and when it rains all the water overflows towards roads and causes inconvenience. Although it is the responsibility of the government to keep the drainage system clean we as citizens are also equally responsible. If we dispose of plastic waste properly, we can minimize the issue.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Construction Engineers, Civil Engineers, and Emergency Management Engineers
Problem
Aslam, Hassan, and Sara study in grade 2. On their way home, they are stuck because the road has flooded due to heavy rain. All drainage is blocked because of which the sewerage water is not flowing. They want to play their role in being good citizens by contributing to solving the problem of their community. They need your help in designing a vehicle that can collect the plastic waste in the drainage that is preventing the water from flowing properly.
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
A Dump Truck
Project 12: A Dump Truck
Design and build a dumper truck using the components in the kit.
Requirements
1. Early Simple Machines Kit
2. Pencil Challenge
Team Roles
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Dump Truck A truck with a body that opens at the back for unloading .
Sewage Waste Water.
Drainage Cause the water or other liquid in to run out.
Build A Flower
A Dump Truck
Project 12: A Dump Truck
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You need to build a dumper truck from the available Early Simple Machines kit. Think about the structure of the truck and then the mechanism used to lift the carriage. Explain your understanding with an illustration.
Create
Create your dump truck.
A Dump Truck
Student’s Record Sheet
1) Were you able to make your own design or did you use the example?
2) Do the tires move freely?
3) Does the life on the dump truck go up and down?
5) Where should plastic wrappers and food waste be thrown?
4) Can the dump truck carry a load of blocks? In The Bin On The Streets
6) Load the dump truck with all of the same size blocks of rectangles or squares. How many can it hold and still allow the lift to go up and down? Evaluation
A Dump Truck
Try to create your own design. If you are having trouble coming up with a design then try this example.
Your task is to build a dumper truck with the help of the components in the kit. Follow the sequence of the steps and hold your model at the same angle as shown in the image.
Build A Flower
A Dump Truck
Project 2: A Flower
12: A Dump Truck
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, how can your community help foster innovation?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Playground Improvement
Project 13: Playground Improvement
Introduction
The government provides facilities to its citizens, like hospitals, post offices, schools, roads, playgrounds, etc. The government constructs these playgrounds for kids to play. The responsibility of kids as good citizens should be to use these playgrounds responsibly by keeping them clean and tidy. Atif has a playground in his neighborhood where he plays with his friends. Atif and his friends love this facility, and they take care of it.
STEM Careers Connection
This project features tasks that resemble people working in the following careers:
City Planner, CAD Playground Designer.
STEM Challenge
Atif wants to contribute to his community playground by making a swing for the community playground as his contribution. He needs engineers like you to make the swing for him. Can you help him?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
Playground Improvement
Project 13: Playground Improvement
Requirements
1. Early Simple Machines Kit
2. Pencil
Team Roles
3. Timer or cell phone with a timer Plan
Material Manager Head Architect
Team Captain Project Tester
a) Create a team with your friends and list down their names & roles.
Name
Design Instructions
The swing needs to be stable (swing without breaking) Swing has a seating space for one. Swing is safe for anyone who uses it. It swings as long as possible after it has been pushed
Role
Playground Improvement
Build A Flower
Project 13: Playground Improvement
Project 2: A Flower
What model are you building? Describe it here.
Brainstorm
You need to make a swing with the stated features utilizing the Early Simple Machine kit. Take an idea from your example. Your previous projects are also worth taking a look at. Illustrate your understanding with a drawing.
Create
Create your swing.
Playground Improvement
Evaluation
Student’s Record Sheet (Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) Can a figure sit on the swing?
3) Is the swing stable? Can it swing without breaking and swaying?
4) How long does it swing after it has been pushed?
Suggested Solution
Try to create your own design. If you are having trouble coming up with a design then try this example.
The
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, what can you do to make cities and human settlements safe?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Playground Improvement
Rate how well you recorded your data.
Rate how well you did your work.
Teacher Remarks
Beginner Emerging Accomplished Expanding
A Bird
Project 14: A Bird
Problem
Ali's neighbors have decided to move and Ali is very sad. His best friend, after Hassan of course, is Buddy, the bird from next door. Buddy is the cutest bird with big wings and funny eyes. This is going to change how that Buddy is moving!
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives Next Generation Science Standards
Make observations of plants and animals to compare the diversity of life in different habitats
2-LS4 Biological Evolution: Unity and Diversity Cambridge Science
identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other Living things and their habitats
A Bird
Project 14: A Bird
Challenge
Hassan feels very sorry for Ali and decides that she wants to cheer him up and get him a new bird friend with funny eyes to play with – a friend just like Buddy.
Requirements
1. Early Simple Machines Kit
2. Pencil
Team Roles
Team Captain
Head Architect
Material Manager
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Project Tester
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Aerodynamics The study of properties of moving air and the interaction between the air and solid bodies moving through it.
Vertebrate An animal distinguished by the possession of a backbone or spinal column.
Ornithologist A person who studies or is an expert on birds.
A Bird
Build A Flower
Project 14: A Bird
Project 2: A Flower
Plan
What model are you building? Describe it here.
Brainstorm
You have to design a robotic bird that has wings that can move using the blocks available in the kit. Think about the structure of the bird. How will you design such a model from the Early Simple Machine kit? Explain your understanding with an illustration.
A Bird
Project 14: A Bird
Create
Create your bird.
Evaluation
The wings of your model bird should move.
Helpful Tips
Aerodynamics is how birds' wings work and move. A bird can fly because its wingspan and wing muscle strength are in balance with its body size. It has a lightweight skeleton with hollow bones, which puts a smaller load on its wings.
Student’s Record Sheet
(Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) Do the wings on your bird move?
3) How do the bird wings move?
4) A hummingbird can flap its wings 500 times per second. How many times will it flap its wings in 3 seconds?
Your task is to build a toaster with the help of the components in the kit. Follow the sequence of the steps and hold your model at the same angle as shown in the image.
1.
3.
2. 4.
6.
A Bird
Project 14: A Bird
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, how can you protect, restore, and promote sustainable use of terrestrial ecosystems?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
A Toaster
Project 15: A Toaster
Introduction
An electric toaster has two main functions: to toast the bread and eject the toast when it is ready. The toaster contains a heating element that converts electrical energy to heat energy that toasts the bread. It will also have a way for the toast be be ejected fron the toaster, either by a manual lever or an automatic spring.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Electrical Engineers, Moving Companies, Auto Mechanic.
Problem
Ali and Hassan eat an egg with 2 slices of toast each morning. Today, due to an electric breakdown the toaster fused. This caused the toaster to stopped working.
Challenge
Can you design a toaster for Ali and Hassan?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
A Toaster
Project 15: A Toaster
Requirements
1. Early Simple Machines Kit
2. Pencil
Team Roles
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Toaster A machine that cooks bread.
Electrical Energy Moving energy. It is the flow of tiny particles called electrons and protons.
Heat Energy A form of energy that flows from hot objects to cool objects.
Lever Simple machines used to increase force.
Spring Similar to a simple machine called a screw, it is an inclined plane wrapped around a center rod.
A Toaster
Build A Flower
Project 15: A Toaster
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You have to design a toaster that can transfer force from the toaster to the toast using the blocks available in the kit. Think about the structure of the toaster. How will you design such a model from the Early Simple Machine kit? Explain your understanding with an illustration.
Create
Create your toaster.
A Toaster
Project 15: A Toaster Evaluation
Make sure the force can be transferred from one point (the toaster) to another (the toast). Since this is just a model, you are not expected to create a working toaster that will heat and toast bread.
A lever ejects the toast. This keeps you from having to turn the toaster upside down.
Student’s Record Sheet
1) Were you able to make your own design or did you use the example?
2) Predict (guess) predict which top will spin for a long time and which top will spin even longer.
3) What simple machine does a toaster normally use to help the toast pop out of the toaster?
4) A new toaster costs $16.87 in american dollars. How many dollars will you need to purchase the toaster?
5) A new toaster costs $16.87 in american dollars. How many dimes will you need to purchase the toaster?
6) A new toaster costs $16.87 in american dollars. How many pennies will you need to purchase the toaster?
Project 2: A Flower
15: A Toaster
Suggested Solution
Try to create your own design. If you are having trouble coming up with a design then try this example.
Your task is to build a toaster with the help of the components in the kit. Follow the sequence of the steps and hold your model at the same angle as shown in the image.
4
3 2 1 5 6 7 8
A Toaster
Project 15: A Toaster
Improve
Reflect on your model. Are there any changes that can be made to improve the model?
Reflection
a) Based on your new learning, what do you suggest be done towards ending hunger, food insecurities, improving nutrition and promoting sustainable agriculture?
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
