SIW Level 3 - Coding Funkey

CODING FUNKEY FUNKEY CODING

This book belongs to:

STEM Innovator’s Workbook - Level 3 Copyright © 2026 Author: Lindsey Own Editors: Asma Mahamedi, Rebecca McDowell, Hari Mukul Sagar and Erin Goodwin ISBN: 978-981-17494-0-0 Published by: SKOOL21 PTE. LTD. 71 Robinson Road, #14-01, 068895, Singapore First Edition published by SKOOL21 PTE LTD - Singapore, 2024 Second Edition published by SKOOL21 LLC - United States, 2026 All rights reserved, 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 noncommercial uses permitted by copyright law.

For permissions or inquiries, please contact: Email: info@skool21.org Website: https://skool21.org Address: 600 California St, #13-021, San Francisco, CA 94108, United States

02

Hello, STEM Innovator!

Welcome to your book!

You are a STEM Innovator.

Innovator. An Innovator is a hero who uses code and logic to make machines come to life!

Open your Coding Funkey Kit. Kit. Inside you have: The Brain: A Funkey to think and run your code.

The Senses: Senses: Sensors that see distance distance and hear sounds.

The Action: Servos and LEDs that move, spin, and glow.

In this book, you will: Create a Food Maze Game to learn how animals survive.

Build Bui ld a Landmark Map to travel the world using code.

Design a Flood Control System to help protect cities.

Earn Your Rewards!

Rewards!

As you complete each project, you will earn Innovator Stickers.

Stickers.

At the end of this book, you will receive your Certificate of Innovation to show the world that you are a Master of Coding!

Let’s build together!

03

Table of Contents S. NO

CONTENTS

PAGE NO.

1

INTRODUCTION TO THE KIT

05

2

LESSON I: SCRATCH

06

3

LESSON II: FUNKEY

10

4

LESSON III: SCRATCH WITH FUNKEY

13

5

LESSON IV: MORE COMPONENTS

16

6

PROJECT 1: DRAWING BLUEPRINTS

18

7

PROJECT 2: FOOD MAZE GAME

27

8

PROJECT 3: TRICKIEST MULTIPLICATION

35

9

PROJECT 4: A FLOWERING PLANT

43

10

PROJECT 5: IDENTIFYING ANIMALS

51

11

PROJECT 6: TRAVELING AROUND THE WORLD

59

12

PROJECT 7: SUNLIGHT AND SHADOWS

67

13

PROJECT 8: ORGANS MATCH

75

14

PROJECT 9: REDIRECTING A FLOOD

83

15

PROJECT 10: LIQUID & SOLID SIMULATOR

91

16

PROJECT 11: MINI GOLF - GRAVITY

100

17

PROJECT 12: FOSSIL EVIDENCE

108

18

PROJECT 13: PROBABILITY MACHINE - DROP BALL

116

19

PROJECT 14: SHADOW PUPPET SHOW - PART I

124

20

PROJECT 15: SHADOW PUPPET SHOW PART - II

132

21

CAPSTONE PROJECT: INNOVATOR’S CHALLENGE

140

22

GLOSSARY

147

23

INNOVATOR STICKER SHEET

149

24

STEM CERTIFICATE

151 04

Introduction to the Kit Meet Your Coding Funkey Kit! Open your box and see what is inside! This kit has everything you need to build and play. Use your Funkey Board with Scratch programming and sensors. You can turn your big ideas into real working simulations.

Let’s build together!

KIT COMPONENTS 1. Power & Control Funkey

Type-C

USB

Battery

Crocodile

Board

Adapter

Cable

Pack

Wires

x1

x1

x1

x1

x4

2. Sensors, Motor & Lights Infrared

Light

Ultrasonic

Tilt

LED

Servo

Sensor

Sensor

Sensor

Sensor

Lights

Motor

x1

x1

x1

x5

x5

x1

UNDERSTANDING FUNKEY

05

Lesson I:

SCRATCH LEARNING OBJECTIVES At the end of this lesson, learners will be able to: Find and use sprites (characters) in Scratch Change a sprite’s costumes (different pictures of one character) Use simple blocks to tell a sprite what to do Use the green flag and key press blocks to control a sprite

VOCABULARY Word

Meaning

Sprite

A character in Scratch that you can give instructions to.

Costume

A picture of a sprite. One sprite can have many costumes.

Block

One piece of code. A block tells the sprite what to do.

MATERIALS

Computer

WHAT IS SCRATCH?

Scratch is a coding program. Scratch lets you give instructions to a computer. With Scratch, you can make:

Make games

IMPORTANT IDEA In Scratch: Sprites Characters are called sprites

Tell stories

Create animations

Costume

Costumes change how the sprite looks.

06

Blocks

Sprites follow instructions made with blocks.

HOW COSTUMES SHOW MOVEMENT A sprite can look like it is moving. Example: One costume shows the front leg up One costume shows the front leg down When the sprite changes costumes quickly, it looks like the sprite is walking.

GETTING STARTED: CREATE A SPRITE WITH TWO COSTUMES Now we will make a program that starts at the green flag and moves with the space bar.

1. Open a new Scratch project.

2. Choose a sprite or draw your own.

3. Click on the "Costumes" tab at the top.

4. Use the drawing tools to make two costumes. Costume ideas:

A bird with wings moving up and down A fish with a tail moving side to side A rabbit hopping up and down

PROGRAM YOUR SPRITE TO MOVE Now you will make your sprite move across the screen.

1. Click the Code tab.

07

2. Add these blocks from the Events section: When green flag clicked Click the green flag to start. Watch your sprite go to the start place. This block tells the sprite what to do when the program starts.

3. Add these blocks: (Looks section) (Motion section) X means left and right.

These blocks set how the sprite looks and put the sprite in the starting place.

4. Add these blocks: (Events section) (Looks section) (Motion section) These blocks change the costume and move the sprite to the right.

IMPORTANT IDEA Events blocks

Motion blocks

Looks blocks

Events blocks tell the sprite when to start.

Motion blocks tell the sprite how to move.

Looks blocks tell the sprite how to look.

08

WHAT HAPPENS? Press the space bar again and again.

The sprite changes costumes The sprite moves to the right The sprite looks like it is walking across the screen.

STOP AND THINK

1. Does your sprite change costumes when you press the space bar?

Yes

No

2. What happens when you stop pressing the space bar?

EXTRA CHALLENGE

Try new Motion and Looks blocks. You can: 1. Make the sprite turn

2. Make the sprite change color

3. Make the sprite move to a random place If you make big changes (turn, color), you may need a reset block under the green flag (like point in direction 90).

09

Project 1:

DRAWING BLUEPRINTS Make cities and human settlements inclusive, safe, resilient and sustainable.

OBJECTIVES At the end of this activity, the learner will be able to demonstrate an understanding of the following:

Next Generation Science Standards Engineering Design 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost

Cambridge Science Thinking and Working Scientifically 3TWSm.02 Make and use physical models.

3TWSm.03 Draw a diagram to represent a real-world situation and/or scientific idea.

1Ps.02 Explore ISTE that Standard as sound travels from a source it becomes quieter

1.3.d Knowledge Constructor Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

1.4.c Innovative Designer Students develop, test and refine prototypes as part of a cyclical design process.

1.7.c Global Collaborator Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Common Core Mathematics Geometry 3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category(e.g., quadrilaterals).

Cambridge Math Geometry and Measure

STEM Careers Connection

3Gg.01 Identify, describe, classify, name, and sketch 2D shapes by their properties. Differentiate between regular and irregular polygons.

3Gg.03 Understand that perimeter is the total distance around a 2D shape and can be calculated by adding lengths, and area is how much space a 2D shape occupies within its boundary.

3Gg.04 Draw lines, rectangles, and squares. Estimate, measure, and calculate the perimeter of a shape using appropriate metric units and area on a square grid.

This project includes tasks that reflect the work of professionals in the following careers: Architect

Game Designer

18

Project 1:

DRAWING BLUEPRINTS INTRODUCTION Polygons are shapes we see in buildings and designs. Architects use polygons to draw floor plans for houses and buildings. Many parts of a house can be made from polygon shapes.

Building Safe Houses and Cities

What is a Polygon?

A polygon is a 2-dimensional (flat) shape.

No entrance?

Closed shapes, never open

All lines connected

When you work together, you can control machines better.

Regular polygons

If buildings are not planned carefully, they can be unsafe for families.

Triangle

Square

Hexagon

3 Equal Sides 3 Equal Corners

4 Equal Sides 4 Equal Corners

6 Equal Sides 6 Equal Corners

DEFINE THE PROBLEM A construction team wants to draw the shape of a house. The house has an irregular polygon shape.

You will be engineers!

Your team will work together to control a concrete machine and draw the shape correctly.

19

You Help Build Better Cities!

Your project helps plan houses that are safer and smarter.

MEASURE YOUR SUCCESS Goals

Rules

Your control system should: Include one set of controls for one user to move up/down and one set of controls for another user to move left/right Allow the team to draw polygons in Scratch

Your control system must: Use only the approved materials Include design ideas from every group member

TEAM ROLES Work with your team to determine who will complete each role.

Leader Material Manager Reporter Testing Supervisor

MATERIALS

Which parts do you think will you need?

Funkey

Cable

Glue

Tape

Battery Pack

Crocodile Wires

Light Sensor

Servo Motor

Ultrasonic Sensor

LED Light

IR Sensor

Markers Computer Scissors Batteries

Paper

Cardboard

Clips

Converter

Tilt Sensor

VOCABULARY Word

Meaning

Blueprint

A technical drawing or plan used to design buildings

Vertex

A point where two lines intersect (plural: vertices) 20

GETTING STARTED TECHNOLOGY IN FOCUS A Funkey control system lets us use alligator clips and everyday objects to control what happens in a Scratch program. We can use it to:

Move characters

Control a drawing

Create our own buttons & switches

BUILD See the steps below for inspiration on how to to build.

21

CODE 1. Open a new Scratch project.

2. Click the Ball sprite (or your sprite).

3. Click Add Extension (bottomleft).

4. Click Pen. 5. Make this code first:

6. Make this code next:

7. Make 4 small code parts. One for each arrow key.

8. Build this reset code:

22

YOUR

THIS IS WHERE YOU USE YOUR OWN THINKING!

CHALLENGE

You will code and build your own contr‌ol‌ system. Two people will work together. You‌ will draw a blueprint of a house. The house‌ will use regular and irregular polygons.

DESIGN AND PLAN Sketch your ideas for your control system in the box below. Use FunKey and Scratch.

Design Prompts

Art Supplies

Cardboard and tape

Funkey

Wires

SHARE YOUR IDEAS Write one great idea from each teammate: Team Member Ideas

23

TEST Go back to the 'Measure Your Success' and check the boxes. Does your project meet all the goals and rules?

Yes No

MATH AND SCIENCE CONNECTION 1. Circle each regular polygon. Draw a square around each shape with four sides.

3. Draw your irregular polygon. Count the sides. Count the corners.

Count boxes to find the perimeter.

Number of Sides: Number of Vertices: Perimeter:

REFLECT SUSTAINABILITY IN FOCUS Sustainable Cities means places are safe and easy to live in. Your shape-drawing program helps plan buildings the right way. This includes:

Planning safe buildings

Drawing clear floor plans 24

Testing designs

1. How does your polygon design help a city? Circle the correct answer.

Plans buildings safely

Grows plants faster

Makes food taste better

2. Who plans buildings using shapes? Circle the correct answer.

Architect

Chef

Doctor

Plans buildings

Cooks food

Helps health

FEEDBACK Complete the following sentence and practice saying to your friends: 1. I built a

2. It helps 3. One way I made my polygon design device effective was: Show your project to 3 friends and collect stickers!

25

Try to build and program the tool yourself. If you are having trouble, try the following directions.

SAMPLE SOLUTION Try creating your own design. If you need help, use this example for inspiration.

SAMPLE CODE With this code: Click the green flag to start.

The ball moves to the start.

Press space to draw.

Use the arrow keys to move.

You can draw many polygon shapes. Press W to clear and try again.

SAMPLE BUILD With this build, two people work together.

Player A Controls up and down.

Player B Controls left and right Hold the ground clip. Tap the arrow clips to move the ball. Work together to draw the shape.

26

Project 2:

FOOD MAZE GAME Conserve and restore terrestrial nature while stopping land degradation and species loss.

OBJECTIVES At the end of this activity, the learner will be able to demonstrate an understanding of the following:

Next Generation Science Standards Biological Evolution: Unity and Diversity 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Cambridge Science Ecosystems 3Be.01 Identify and describe simple food chains, where plants are producers and animals are consumers of plants and/or other animals.

1Ps.02 Explore ISTE that Standard as sound travels from a source it becomes quieter

1.3.d Knowledge Constructor Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

1.4.c Innovative Designer Students develop, test and refine prototypes as part of a cyclical design process.

1.7.c Global Collaborator Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Common Core Mathematics Measurement and Data 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

Solve one- and two-step “how many more” and “how many less” problems using informaiton presented in scaled bar graphs.

Cambridge Math

STEM Careers Connection

This project includes tasks that reflect the work of professionals in the following careers:

Position and transformation 3Gp.01 Interpret and create descriptions of position, direction and movement, including reference to cardinal points.

Zoologist Zoologist

Marine Biologist

27

Project 2:

FOOD MAZE GAME INTRODUCTION Animals need energy from food to live.

Each animal has a special place in a food chain. Some animals eat plants, and other animals eat them. When we understand food chains, we can help protect animals and Life on Land.

Protecting Life on Land

Science and Math Skills

You are a Zoologist!

We use a food chain to show how plants and animals get energy.

Animals need the right food to survive. We must protect them for Life on Land.

We use direction and movement like North and South to move through our maze.

Zoologists study animals and their habitats to keep them safe and healthy in nature.

DEFINE THE PROBLEM Animals in our neighborhood depend on each other for food. If we do not understand their food chains, we cannot help them.

You will be engineers!

Your team will help by designing a fun game to teach others how food chains work.

28

MEASURE YOUR SUCCESS Goals

Rules

Your food maze should: Demonstrate food chain knowledge Include a handheld game controller

Your food maze must: Use only the approved materials Include design ideas from every group member

TEAM ROLES Work with your team to determine who will complete each role.

Leader Material Manager Reporter Testing Supervisor

MATERIALS

Which parts do you think will you need?

Funkey

Cable

Glue

Tape

Battery Pack

Crocodile Wires

Light Sensor

Servo Motor

Ultrasonic Sensor

LED Light

IR Sensor

Markers Computer Scissors Batteries

Paper

Cardboard

Clips

Converter

Tilt Sensor

VOCABULARY Word

Meaning

Food Chain

A food chain shows how living things depend on each other for food and energy.

29

GETTING STARTED Part One 1. Open Scratch and start a new project.

2. Build the following code. Notice that the up arrow will move the sprite by 10 points in the “y” direction, which is up on the screen.

3. Add arrow keys to move the sprite in all four other directions.

Part Two 1. In the last project, you may have used alligator clips connected to the FunKey arrow keys and ground. Try connecting the tilt sensors to the arrow key plugs instead!

2. Connect FunKey to your computer using the USB power cable.

3. Try moving the sprite in Scratch using the tilt sensors.

Part Three

1. Select the Choose a Backdrop icon from the bottom right then select Paint.

2. Draw a purple line from the center of the canvas straight down.

3. Draw a green circle in the lower right corner.

4. Return to your code screen and build this code.

Use the dropper to match the background color.

5. Test the code using the FunKey. What happens when you move the sprite to the purple line?

When you move it to the green circle?

30

YOUR

THIS IS WHERE YOU USE YOUR OWN THINKING!

CHALLENGE

Design a game and contr‌oller where different‌ animals move through a maze to find their correct‌ food.

DESIGN AND PLAN Sketch your idea for your food chain maze game. Include ways to use conductive and art materials to make the controller.

Design Prompts

Art Supplies

Cardboard and tape

Funkey

Wires

SHARE YOUR IDEAS Write one great idea from each teammate: Team Member Ideas

31

TEST

Yes

Go back to the 'Measure Your Success' and check the boxes. Does your project meet all the goals and rules?

No

MATH AND SCIENCE CONNECTION 1. Draw a scaled bar graph to represent a lion’s typical food for one month.

20

number of each animal

18 16

Food

Amount

Gazelle

14

Aardvark

6

Warthog

8

Zebra

2

14 12 10 8 6 4 2

REFLECT SUSTAINABILITY IN FOCUS

Life on Land means keeping plants and animals safe. Your game shows how animals need a good home to find food. This includes:

Helping animals stay safe

Keeping forests green 32

Helping animals eat

1. How does your food chain game help nature? Circle the correct answer.

Protects all animals

Make cars faster

Launch rockets

2. Who studies animals and their food? Circle the correct answer.

Zoologist

Pilot

Baker

Studies animals

Flies planes

Bakes bread

FEEDBACK Complete the following sentence and practice saying to your friends: 1. I built a

2. It helps 3. One way I made my Food Maze Game effective was: Show your project to 3 friends and collect stickers!

33

Try to build and program the tool yourself. If you are having trouble, try the following directions.

SAMPLE SOLUTION Try creating your own design. If you need help, use this example for inspiration.

SAMPLE CODE How to Code the Bear Move: Use the arrow keys to move the bear through the maze.

Oops!: If the bear touches a purple wall, it goes back to the start.

Win!: If the bear touches the red fish, it says “Bear Wins!”

SAMPLE BUILD The Bear Controller To Move: Tilt the controller where you want the bear to go.

How it Works: Sensor tell the bear to move up, down, left, or right.

To Stop: Set the controller flat on the table. The slanted sides turn the sensors off!

34

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I can Wire. I can Code. I can Share. I am an Innovator!

Who successfully completed the STEM Innovator's Challenge Level 3 - Coding FunKey.

This award is proudly presented to:

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CERTIFICATE OF INNOVATION

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