TeacherGuide-SmartMachinesLevel1
Copyright©2024
Author:RebeccaMcDowell
Editors:LindseyOwnandKaylynLee
ISBN:978-981-17736-5-5
Publishedby:
SKOOL21PTE.LTD.-Singapore
DUOTower,Level8#831
3FraserStreet,189352,Singapore
Allrightsreserved,firstedition2024.
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 permittedbycopyrightlaw.
Forpermissionsorinquiries,pleasecontact:
Email:info@skool21org
Website:https://skool21.org
Preface WelcometotheFutureofTeachingandLearning! Thankyouforjoiningusonthisexcitingjourney!TheSKOOL21STEMInnovatorsseriesis designednotonlytoignitecuriosityinstudentsbutalsotoempowerteacherstolead meaningful, hands-on STEM learning experiences. Through this series, you will guide young innovators as they explore, design, and solve real-world challenges using science,technology,engineering,andmathematics(STEM).
BuildingonaStrongFoundation EachleveloftheSKOOL21STEMseriesbuildsuponthepreviousone,creatingastrong continuum of learning from simple machines to advanced 3D modeling. Students travel through key technological eras, from the Industrial Revolution to the innovations shaping our future No matter their starting point, every learner will discovernewskillsanddeeperunderstandingalongtheway.
LearningbyDoing At SKOOL21, we believe students learn best by doing. Each book comes with a comprehensive STEM kit, enabling students to build, test, and explore concepts through hands-on challenges. As a teacher, you will facilitate engaging projects where students actively create, problem-solve, and apply critical thinking skills all whilehavingfun.
MakingaReal-WorldImpact Every project is designed to connect learning to real-world issues, inspired by the SustainableDevelopmentGoals(SDGs) Throughthesechallenges,studentsseehow their ideas can contribute to solving problems like clean water access, renewable energy, and environmental conservation — empowering them to envision a better world.
TeachingLikeaPro The SKOOL21 STEM program aligns with international standards and best practices, ensuring that both teachers and students are developing the collaboration, innovation, and design thinking skills valued in today’s world. You’re not just supporting schoolwork you’re preparing the next generation of thinkers, leaders, andchangemakers.
Welcometoanexcitingworldofexplorationandinnovation,designedforlearnersaged 6–7 years! This kit includes everything you need to bring ideas to life: axles, gears, pulleys, wind blades, flowers, and pre-coded building bricks. These components empower young learners to create imaginative and functional projects, turning their ideasintoreality.
LessonStructure Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson Thestructureincludes:
TheEngineeringDesignProcess The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tacklechallengesanddevelopcreativesolutions.
For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming,designing,prototyping,testing,andrefiningsolutions
This structured approach encourages creativity, critical thinking, and iteration, formingastrongfoundationforfutureSTEMlearning
FosteringSocialSkills STEM activities naturally build key social skills Teachers can help students practice and strengthen these skills by guiding them during group work, discussions,andprojectchallenges.
Keysocialskillsdevelopedinclude:
Collaboration
Encouragestudentstoshareideas andassignrolesduringgroup worktobuildteamworkand respectfordifferentperspectives
CriticalThinking Promptstudentstoask"why"and "whatif"questionswhensolving problemsordesigningsolutions
EmpathyandRespect Remindstudentstovalue everyone 'sideasandsupport peersbyusingkind,respectful language.
ConflictResolution
Coachstudentstotalkthrough disagreementscalmlyandfind solutionsthateveryonecan accept.
Reflection Buildreflectionintotheprocessby askingstudentswhatworkedwell, whatwaschallenging,andwhat theywoulddodifferentlynexttime.
Communication Modelclearcommunicationand askstudentstoexplaintheir thinkingandlistencarefullyto teammates
Problem-Solving Challengestudentstotrydifferent strategieswhentheyface obstaclesandpraisepersistence
TimeManagement Helpteamssetmini-deadlines andguidethemtobreakprojects intosmaller,manageabletasks
PresentationSkills Givestudentsregularchancesto presenttheirworktopeers,using clearspeakingandsupportive feedback.
Teamworking Celebratestrongteamworkby recognizingwhenstudentsshare leadership,encourageeachother, andsolveproblemstogether
Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academicsuccess,butforfuturecareersandlifechallenges.
MakerspaceSetup Amakerspaceisacreative,hands-onareawherestudentsexploreSTEM conceptsthroughbuilding,experimenting,andsolvingproblemstogether.This guideisdesignedforteacherswhoarenewtoSTEMandlookingforclearstepsto setupandmanageamakerspace.
STEMClassroomManagement STEMclassesarehands-on,highlyengaging,andoftennoisy that’sagood thing!Butwithoutclearroutinesandstructures,theycanquicklybecome chaotic.Awell-managedmakerspaceallowsstudentstoexploreandinnovate safely,responsibly,andcollaboratively.
EffectiveTeamwork AnimportantaspectofthesocialskillsdevelopedthroughSTEMlearningis effectiveteamwork.Teacherscansupportstudentsindevelopingtheseskills throughpurposefulstructuringofstudentteamssothattheycanpractice effectiveteamwork.
Havinganassignedrolewithinateamgiveseach studentspecificresponsibilities,sothatthereisno questionofwhoshoulddowhat.Assigningrolesensures thatnostudenttakestoomuchcontrolofthegroup,and nostudentremovesthemselffromthegroup’sefforts.
Lessonsareintendedtobecompletedingroupsof3or4students,andeach lessonhasaplacetorecordwhowillperformeachroleforthatlesson.Whether youassigngroupsandrolesorallowstudentstoself-select,ensurethatstudents rotaterolesregularly!
Leader
Material Manager Reporter
Testing Supervisor
Notethatnoonerolehasthefullresponsibilityofbuildingprototypes-all studentsinthegroupshouldbeinvolvedinbuilding!
Ifyourstudentsareworkingingroupsof3,youmightcombinetheProject Communicator/ReporterandProjectTester/TestingSupervisorroles.
Ifyourstudentsareworkingingroupsof5ormore,youmightconsiderthe followingadditionalroles:
Documentarian-takesphotosormakessketchesofeachprototypealong thewaytobeabletosharethefullstoryofhowthegroupdevelopedtheir solutionidea
Timekeeper-paysattentiontohowmuchtimeisavailableforeachstepof theproject,andencouragestheteamtokeepeachstepwithinitsallotted time
LevelsAandBdonothavedesignatedroleswithinthestudentworkbooks.Ensure thatyourstudentsaresharingmaterialsandcommunicatingwitheachother!
ImplementationGuide TheSKOOL21STEMInnovatorsHandbookoffersproject-basedSTEMlessonsfor Pre-KthroughGrade12.Teacherscanusethreemainmodelstoimplementthese projects:
HybridApproach (BlendingAllModels) A l i g n m e n t
S t a n d a r d s
CambridgeScienceAlignment NGSSAlignment 1-PS4-3Planandconductandinvestigationtodeterminetheeffect ofplacingobjectsmadewithdifferentmaterialsinthepathofa beamoflight
1-PS4-4Usetoolsandmaterialstodesignandbuildadevicethat useslightorsoundtosolvetheproblemofcommunicatingovera distance
1-LS1-1Usematerialstodesignasolutiontoahumanproblemby mimickinghowplantsand/oranimalsusetheirexternalpartsto helpthemsurvive,grow,andmeettheirneeds.
1-LS3-1Makeobservationstoconstructanevidence-basedaccount thatyoungplantsandanimalsarelike,butnotexactlylike,their parents.
1-ESS1-1Useobservationsofthesun,moon,andstarstodescribe patternsthatcanbepredicted
1-ESS1-2Makeobservationsatdifferenttimesofyeartorelatethe amountofdaylighttothetimeofyear
K-2-ETS1-2.Developasimplesketch,drawing,orphysicalmodelto illustratehowtheshapeofanobjecthelpsitfunctionasneededto solveagivenproblem
K-2-ETS1-1.Askquestions,makeobservations,andgather informationaboutasituationpeoplewanttochangetodefine asimpleproblemthatcanbesolvedthroughthedevelopmentofa neworimprovedobjectortool
K-2-ETS1-3.Analyzedatafromtestsoftwoobjectsdesignedtosolve thesameproblemtocomparethestrengthsandweaknessesofhow eachperforms
CambridgeMathematics Alignment 1Ni.01Recite,readandwritenumbernamesandwholenumbers (from0to20)
1Np.03Understandtherelativesizeofquantitiestocompareand ordernumbersfrom0to20
1Gg.01Identify,describeandsort2Dshapesbytheir characteristicsorproperties,includingreferencetonumberof sidesandwhetherthesidesarecurvedorstraight
1Gg.02Usefamiliarlanguagetodescribelength,includinglong, longer,longest,thin,thinner,thinnest,short,shorter,shortest,tall, tallerandtallest
1Gg.06Differentiatebetween2Dand3Dshapes
1Gg.08Exploreinstrumentsthathavenumberedscales,andselect themostappropriateinstrumenttomeasurelength,mass, capacityandtemperature
1Ss.01Answernon-statisticalquestions(categoricaldata)
1Ss.03Describedata,usingfamiliarlanguageincludingreference tomore,less,mostorleasttoanswernon-statisticalquestionsand discussconclusions
1.OA.A.1Useadditionandsubtractionwithin20tosolveword problemsinvolvingsituationsofaddingto,takingfrom,putting together,takingapart,andcomparing,withunknownsinall positions,eg byusingobjects,drawingsandequationswitha symbolfortheunknownnumbertorepresenttheproblem
1OAD7Understandthemeaningoftheequalsign,anddetermine ifequationsinvolvingadditionandsubtractionaretrueorfalse Forexample,whichofthefollowingequationsaretrueandwhich arefalse?(1)6=6(2)7=8-1(3)5+2=2+5and(4)4+1=5+2.
1.NBT.A.1Countto120,startingatanynumberlessthan120 Inthis range,readandwritenumeralsandrepresentanumberof objectswithawrittennumeral
1NBTB3Comparetwotwo-digitnumbersbasedonmeaningsof thetensandonesdigits,recordingtheresultsofcomparisonswith thesymbols>,=,and<
1.MD.A.1Orderthreeobjectsbylength;comparethelengthsoftwo objectsindirectlybyusingathirdobject.
1.MD.A.2Expressthelengthofanobjectasawholenumberof lengthunits,bylayingmultiplecopiesofashorterobject(the lengthunit)endtoend;understandthatthelengthmeasurement ofanobjectisthenumberofsame-sizelengthunitsthatspanit withnogapsoroverlaps Limittocontextswheretheobjectbeing measuredisspannedbyawholenumberoflengthunitswithno gapsoroverlaps.
1.MD.B.3Tellandwritetimeinhoursandhalf-hoursusinganalog anddigitalclocks
1MDC4Organize,represent,andinterpretdatawithuptothree categories;askandanswerquestionsaboutthetotalnumberof datapoints,howmanyineachcategory,andhowmanymoreor lessareinonecategorythaninanother.
1.G.A.1Distinguishbetweendefiningattributes(eg trianglesare closedandthree-sizedversusnon-definingattributes(eg color, orientation,overallsize);buildanddrawshapestopossess definingattributes
1.G.A.2Composetwo-dimensionalshapes(rectangles,squares, trapezoids,triangles,half-circles,andquarter-circles)orthreedimensionalshapes(cubes,rightrectangularprisms,rightcircular cones,andrightcircularcylinders)tocreateacompositeshape, andcomposenewshapesfromthecompositeshape
SchemeofWork Session Objectives
1 (45mins)
2 (45mins)
Defineteamroles, learnbasicScratch programming,draw polygons
IdentifyFunKeyparts, basicsensor input/outputcircuits.
3 (45mins)
4 (45mins)
IntegrateFunKeywith Scratchforinputdrivencoding.
SmartMachines Kit STEMBooks
Engineering Design
Thinkingand Working Mathematically
Smart MachinesKit STEMBooks
Smart MachinesKit STEMBooks
Exploredistance sensors,servos, sensorreadinglogic.
Smart MachinesKit STEMBooks
Engineering Design
5 (45mins)
7 (45mins)
Usemathand engineeringtodesign asolutiontoa problemcausedby humans
Usemathand engineeringtodesign apinwheelthat mimicswindpoweredseed dispersal
Smart MachinesKit
Pencil
Whiteboard ArtSupplies STEMBooks
Smart MachinesKit
Pencil
Whiteboard ArtSupplies STEMBooks
Engineering Design
Thinkingand Working Mathematically
Thinkingand Working Mathematically
Engineering Design
Thinkingand Working Mathematically
Describea healthyhabitat
Countobjects
Designatool thatmimicsa plantstructure
Comparethe lengthsoftwo objects
9 (45mins)
Usemathand engineeringtodesign amovingpuppet
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies STEMBooks
Usemathand engineeringtodesign acartlauncher
11 (45mins)
13 (45mins)
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies STEMBooks
Usemathand engineeringtodesign aspecialeffectfora rollercoaster
15 (45mins)
17 (45mins)
Usemathand engineeringtodesign anelevatorthatuses apulley
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies STEMBooks
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies STEMBooks
Usemathand engineeringtodesign anelevatorcallsignal
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies STEMBooks
Recognizethe similarities between offspringand adultbirds
Comparetwodigitnumbers
Analyzedata fromtestsoftwo objectsdesigned tosolvethe sameproblem
Usesubtraction andadditionto solveword problems
Analyzedata fromtestsoftwo objectsdesigned tosolvethe sameproblem
Measureand expresslength asawhole numberof lengthunits
LightandSound Describedata
Developasimple engineering model
Distinguish between definingand non-defining attributes
19 (45mins)
Usemathand engineeringtodesign ascale
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies STEMBooks
Usemathand engineeringtodesign acounter
21 (45mins)
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies STEMBooks
Usematerialsto designadevice thatuseslight and/orsoundto communicate
Comparetwodigitnumber using<=>
Relatethe amountof daylighttothe timeofyear
Tellandwrite timeinhours andhalf-hours
23 (45mins)
25 (45mins)
Usemathand engineeringtodesign ahouse
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies
STEMBooks
Usemathand engineeringtodesign asmartlightfortheir house
27 (45mins)
29 (45mins)
Usemathand engineeringtodesign asmartfanfortheir house
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies
STEMBooks
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies
STEMBooks
Usemathand engineeringtodesign acity
Usemathand engineeringtodesign atrafficdevice
31 (45mins)
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies
STEMBooks
Relatethe amountof daylighttothe timeofyear
Tellandwrite timeinhours andhalf-hours
Useobservations ofthesunto describe patternsthat canbepredicted
Compare2D and3Dshapes
Useobservations ofthesunto describe patternsthat canbepredicted
Usesubtraction within20
Useobservations ofthesunto describe patternsthat canbepredicted
Usesubtraction within20
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies
STEMBooks Engineering designprocess
Countto120
33 (45mins)
Usemathand engineeringtodesign asmartdevice
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies
STEMBooks
Usemathand engineeringtodesign asmartdevice
35 (45mins)
Smart MachinesKit
Pencil
Whiteboard
ArtSupplies
STEMBooks
WavesandTheir Applications
Comparetwo two-digit numbers
LivingThingsin Their Environment
Compare2D shapes
LessonPlans andAnswerkey SensorBlocks IntroLessons LessonPlan StudentswillnotusethesensorblocksuntilProject6,soconsiderwaitingtodothese introductorylessonsuntilafterProjects1-5,sothatthesensorblocksarefreshintheirminds whenitistimetoapplythemtosolvingtheirchallenges!
LearningObjectives
Attheendofthelesson,thelearnerswill: Recognizeinputsandoutputsintheirsensorkits Safelyconnectblocksintheirkits,andinteractwiththem
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools.
Checkallthekitstobesureallcomponentsarepresent.Seethekitinventorylistinthe studentbooktouseasachecklist.
Checkthatthebatteriesarefullycharged,andthateachcomponentisworking
SensorBlocks IntroLessons LearningActivities 1.ThismaybeyourveryfirsttimeintroducingtheSTEMInnovatorsHandbooktoyour students!Ifso,explainthattheywillbelearningtobeengineersandsolvingproblems usinganengineeringdesignprocess Thefirstshortlessonwillintroducethemtothe toolstheywillusetosolveproblemsandinnovate,andafterthoselessonstheywilljump intotheirfirstchallenge!
2Gothroughthechartlistingthekitcomponentswithyourstudents Haveeachgroup identifyandholdupeachcomponentastheygothroughthechart.Askstudentsto observeeachcomponent,andguesswhatitmightdo!
3Thevocabulary“input”and“output”arenotlistedinthestudentworkbook,butreadthe definitionhereintheteachersguideandsupportstudentsinguessingwhatinformation eachinputbringsinandwhatinformationeachoutputtakesout.
LightitUp!
1.Directstudentstofindthebutton,battery,and4-colorlightblocks.
2Walkthemthroughconnectingtheseblocksforthefirsttime, Haveeachstudentinthe grouprotatethe4-colorlightblocktocomparetheoutputfromeachside!
3.DirectstudentstocontinuefollowingthestepsthroughtheLightitUp!section,usingtwo additionalinputblocks:thedistancesensorandthetouchsensor
4Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks Considerhavingthemswitchateachstepoftheinstructions.
5.Afterstudentshavecompletedallthreeshortbuilds,havestudentsraisetheirhandsand sharewhattheydiscoveredaboutthedifferentblockstheyjusttested MakeitCount!
1.Directstudentstofindthetouch,battery,andcounterblocks.
2DirectstudentstocontinuefollowingthestepsthroughtheMakeitCount!section
3.Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks. Considerhavingthemswitchateachstepoftheinstructions.
4Afterstudentshavecompletedbothbuilds,havestudentsraisetheirhandsandshare whattheydiscoveredaboutthedifferentblockstheyjusttested. MakeitSpin!
1Directstudentstofindthedistance,battery,andfanblocks
2.DirectstudentstocontinuefollowingthestepsthroughtheMakeitSpin!section.
3.Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks. Considerhavingthemswitchateachstepoftheinstructions
4.Afterstudentshavecompletedthebasicblockbuilds,havestudentsusethebuildingkit totrytobuildanuprightfan!
Iftimeallows,whenstudentshavecompletedallofthesensorblockintrolessons,invite themtobrainstormwaystheymightuseinputsandoutputslikethosearoundthe classroomorathome!
Project1:DesignaBridge LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Describeahealthyhabitat
Countobjects
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.Prompt learnerstodescribeahealthyhabitatintheirownwords
1.Then,readtheDefinetheProblemtogether.Discusshowthejobofanengineeringteam istodesignsolutionstoproblems.Manysolutionstoaproblemmayexist,anditistheir jobtofindthebestonefortheirspecificsituation
2.TelllearnersthattheywillhavetheopportunitytoworkontheseSTEMprojectswith differentteamsandindifferentteamroles.Assigntheteamsandrolesorallowlearners toself-select
3.Telllearnersthatengineeringteamsusealistofgoalsandrulesbasedonthesituation tomeasurethesuccessoftheirdesigns.Forprofessionalengineers,thisoftenincludes limitsoncostsandmaterialsandgoalsthatincludesizerequirementsorfeatures Read thegoalsandrulestogether.
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4Whilelearnersarebuilding,ensureeveryonecancontribute Remindlearnersthatthey mustalsobuildatrucktotesttheirdesigns.
5Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide First,theytestwhetherthebridgeistallenoughforthetrucktheybuilttogounderneath Then,theytestwhethertwoelephantscanbeonthebridgeatthesametime.
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.Encourageallteamstoaddtreestomakethewildlifebridgefeelmoreliketheirhabitat!
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams.
2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldimprovelifeonlandfortheelephantsandother plantsandanimalsintheirhabitats.
Project2:DesignAPinwheel LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Designatoolthatmimicsaplantstructure
Expressthelengthofanobject
Comparethelengthsoftwoobjects
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass) Preparethematerialsfortheclass.
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.
2.Discusstheroleofseedsforplants(reproduction)andwhereseedsforminplants (flowers)
3.Invitelearnerstohelpdemonstratehowapinwheelworks.Doesitspinwhenyoumoveit withyourhand?Doesitspinifyoublowonitfromtheside,front,orback?
1.Then,readtheDefinetheProblemtogether.Discusshowengineersandtheirdesignsare ofteninspiredbynature.SharethattheinventorofVelcro®gothisideafromseeing cocklebursstucktohisclothesandhisdog’sfurafterahuntingtrip
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns Forprofessionalengineers,thisoften includeslimitsoncostsandmaterialsandgoalsthatincludesizerequirementsor features.Readthegoalsandrulestogether.
1.Promptlearnerstobrainstormandrecordtheirideasindividually.Inadditiontothekit materials,teamsmayalsousepaperorplasticsheetsfortheirbladedesigns Make thesesuppliesavailableforlearnerplanninganduse.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.Remindteamsthatthey needtobuildtwodesigns.
5Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide Setupafanfortesting.First,learnerswilltestwhetherbothoftheirdesignsspinwhen heldinfrontofafan.Then,theytesthowfarbackfromthefantheirbladesstillspin.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Toimprovetheirdesigns,teamscanbuildnewpinwheelswithmoreorlessblades.
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2Promptteamstorecordthefeedbacktheyreceive
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheirteams
2.Providereadingsupportasnecessary.
3.Forameasuringtool,learnerscanuseblocksfromthekitorotherclassroomsupplies.
1.Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldsupportcleanenergygoals
Project3:DesignaPuppet LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Recognizethesimilaritiesbetweenoffspringandadultbirds
Describebirdbehaviorsthathelpkeepthemaliveandhealthy
Comparetwo-digitnumbers
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Discussthebabyandparentbirdbehaviorsthathelpkeepthemaliveandhealthy.
3.Sharepicturesofbabyandadultbirdsandhavelearnersidentifythesimilarities.
1.Then,readtheDefinetheProblemtogether.Discusswhichbodypartswouldbe importanttoincludeintheirpuppets.
2Then,sharepicturesofdifferenttypesofpuppetsincludemarionette Asklearnersto identifywhatthepersonusestomoveeachpuppetinthepictures.
3.Assigntheteamsandrolesorallowlearnerstoself-select.
4Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
5.ReadtheMeasureYourSuccessgoalsandrulestogether.
1Promptlearnerstobrainstormandrecordtheirideasindividually Inadditiontothekit materials,teamswillneedstringtohelpmovetheirpuppets.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.Toimprovetheirdesigns,teamsshouldbuildanotherpuppetthatislargerorsmaller thantheirfirstsothattheyhaveparentandbabybirdpuppets
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2.Asanoptionalextension,teamscancreateaveryshortplayorskitwiththeirpuppetsto shareintheirgroups
3Promptteamstorecordthefeedbacktheyreceive
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheirteams
2Providereadingsupportasnecessary
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromotetakingcareoflifeonland.
Answerswillvary.Theparentand babylookalikebybothhaving beaksandfeathers,andthe samebodyshape.Theyare differentinsizeandcolor. 8islessthan12. <
Project4:DesignaCrane LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Analyzedatafromtestsoftwoobjectsdesignedtosolvethesameproblem Measureandexpresslengthasawholenumberoflengthunits
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Discusscranesthatstudentsmayhaveseenintheirlives,suchasatconstructionsites.
1.Then,readtheDefinetheProblemtogether.
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
4.ReadtheMeasureYourSuccessgoalsandrulestogether,andassignteamroles.
1.Promptlearnerstobrainstormandrecordtheirideasindividually.Theirideasshould includehowtoattachtoaloadandthenliftit,aswellashowtomovetheloadsuchas byrotatingthecraneorextendingitsarm
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide.
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.Toimprovetheirdesigns,teamsshouldaddapivotforthearmtomoverightandleft,or anextendertoallowthearmtogolongerorshorter.
1Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams
2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldpromoteclimateaction
Project5:DesignaCartLauncher LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Analyzedatafromtestsoftwoobjectsdesignedtosolvethesameproblem Measureandexpresslengthasawholenumberoflengthunits
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass) Preparethematerialsfortheclass. Plantosavetheircartsandlaunchersforthenextproject
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.
2.Discussexamplesofwayshumanscollectanduseenergythatcausepollution,suchas burningfuel
1Then,readtheDefinetheProblemtogether Considershowingthesamplesolutionsto helplearnersgetanideawhatacartlaunchermightlooklike.Teamswillalsoneedto builtasimplecarttotestthelauncher.
2Assigntheteamsandrolesorallowlearnerstoself-select
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
4ReadtheMeasureYourSuccessgoalsandrulestogether
1Promptlearnerstobrainstormandrecordtheirideasindividually Theirideasshould includeideasforthelauncherandacart.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. ReadtheTestinstructionsandidentifyafourpeglongbocktouseasameasuringtool Setanendpointgoal.Thismaybe0.5metersor1meterdependingonthetesting surface.Ifdesired,alsoencouragegroupstotestiftheircartscansuccessfullygoupa smallhill,suchasuparampmadeofcardboardorbooks
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7Toimprovetheirdesigns,teamsshouldaddafewblockstotheircarttomakeitheavier andmeasurehowforitmoveswhenlaunchedthenimprovetheirlaunchdesignsto moveitfarther.
8Note:Groupswillusetheircartsandlaunchersinthenextprojectduringwhichtheywill designaspecialeffectusingthesensorandactionblocks
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2Promptteamstorecordthefeedbacktheyreceive
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyor intheirteams
2Providereadingsupportasnecessary
1.Invitelearnerstoself-reflect.
2.Then,discusshowtheirsolutionscouldpromoteclimateaction.
Project6:DesignaSpecialEffect LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Demonstratetheeffectofplacingdifferentmaterialsinthepathofabeamoflight
Identifysourcesofsound
Describedata
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass) Makesurethepowerblocksarechargedfortheclass
Preparethematerialsfortheclass.Ensureyouhavetestingmaterialssuchasabook (opaquematerial),plasticwrap(transparentmaterial),andwaxpaper(translucent material)
Retrievethecartsandlaunchersfromthepreviousproject
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Promptlearnerstosharetheirexperienceswithspecialeffectssuchasmagicshows, theaters,etc.
3Helpthelearnersrecallthepreviousproblemandifstillbuilt,retrievetheircartlaunchers
1Then,readtheDefinetheProblemtogether
2.Promptlearnerstoreturntotheiroriginalteamsandassignnewrolesorallowlearners toself-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
4.ReadtheMeasureYourSuccessgoalsandrulestogether.Discusswaystheycould createaYetithattheypop-upinplaceattherighttime,suchasbydrawingaYetion paperandattachingittoacraftstick.
5.Demonstratehowtheactionandsensormodulescanfittogetherbyconnectingthe powermodule(214)withatouchsensor(234)andalightaction(213)
1.Promptlearnerstobrainstormandrecordtheirideasindividually.Theirdrawingsshould includeideasfortheYetiandthesensor
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,provideaccesstothetestingmaterials. Comparethethreetestingmaterialstoseehowthedistancefromthesensorchanges dependingonthematerial Discusstheresultsofthetests,andhavestudentsrecordthe resultsintheirworkbooks.
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7Toimprovetheirdesigns,teamscandesignanotherspecialeffectusingthecraft materials,STEMkit,and/orsensorandactionblocks.
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.Each groupshouldmodeltheirentirerollercoasterexperience
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromoteclimateaction.
Project7:DesignanElevator LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill: Developasimpleengineeringmodel
Distinguishbetweendefiningandnon-definingattributes
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass. Plantosavetheirelevatorsforthenextproject
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.
2.Considerdemonstratingapulleyusingthestring,hook,andpulleywheel.
1.Then,readtheDefinetheProblemtogether.Discusswaysthatengineershelpmake buildingsmoreaccessible(widedoors,ramps,largerestrooms,texturedfloors,etc.).
2Assigntheteamsandrolesorallowlearnerstoself-select
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
4ReadtheMeasureYourSuccessgoalsandrulestogether
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2Then,designatespacesforteamstoworktogetherandsharetheirideas Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,theyshouldtesthowmanyblockstheyare abletoliftwiththeirelevators,andalsotestliftingoneofthetoypeoplefromthekit They shouldrecordthenumberofblockstheirelevatorcouldliftinthetheirworkbooks!
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.Toimprovetheirdesigns,teamsshouldtrytobuildabiggerplatformforliftingmoretoy people.
8Considersavingtheirelevatorstouseforthenextproject
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.Each groupshoulddemonstratehowtheirelevatorworks
2.Promptteamstorecordthefeedbacktheyreceive.
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams Invitediscussionaboutthequestions,suchaswhyacircleisabettershapethan asquareforapulley.Aropemightsnagonthecornersofasquarepulley,butacircle pulleydoesn’thaveanycornersforsnaggingon!
2Providereadingsupportasnecessary
1Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldpromoteindustry,innovation,andinfrastructure
Project8:DesignaCallsignal LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Usematerialstodesignadevicethatuseslightand/orsoundtocommunicate Comparetwo-digitnumberusing<=>
Materials
Vocabulary
Preparethematerialsfortheclass. Retrievetheelevatorsfromthelastproject. Preparation(TeacherTo-DoBeforeClass)
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Helpthelearnersrecallthepreviousproblemandifstillbuilt,retrievetheirelevators.
1.Then,readtheDefinetheProblemtogether.Discusswaystocommunicateusinglight andsoundsignals
2.Promptlearnerstoreturntotheiroriginalteamsandassignnewrolesorallowlearnersto self-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns
4.ReadtheMeasureYourSuccessgoalsandrulestogether.
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,theyshouldtestthatitlightsupwhen pressed
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Toimprovetheirdesigns,teamsshouldtrytoaddadifferentsensortodetectwhen peoplegetnear
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.Each groupshoulddemonstratetheircallsignal
2.Promptteamstorecordthefeedbacktheyreceive.
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2.Providereadingsupportasnecessary.
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromoteindustry,innovation,andinfrastructure.
LearningObjectives
Project9:DesignaScale LessonPlan Attheendofthelesson,thelearnerswill: Relatetheamountofdaylighttothetimeofyear Tellandwritetimeinhoursandhalf-hours
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Duration: 45minutes Preparethematerialsfortheclass.
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Discusshowaseesawworksandissimilartoabalancescale.Promptlearnstoconsider howtomakeonesidegoup,down,orstaylevel
1.Then,readtheDefinetheProblemtogether.Asklearnerswhyafarmerwouldneedtouse ascaletohelptheirplants.Studentsmightsaythatascalewouldtellthefarmerwhether thefruitsandvegetablesarenotreadytobeharvestedyet
2.Assigntheteamsandrolesorallowlearnerstoself-select.Learnerswillkeepthesame teamforthenextprojectaswell.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns
4.ReadtheMeasureYourSuccessgoalsandrulestogether.
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2Then,designatespacesforteamstoworktogetherandsharetheirideas Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea.
3Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4.Whilelearnersarebuilding,ensureeveryonecancontribute.Remindlearnersthatthey willtesttheirdesigntoseewhetherthetwosidescanbebalancedandlevel
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. First,theytestwhetherthetwosidesofthescalewillbelevelwithnoblocksormarblesat all Then,theytesthowmanymarblesareneededtobelevelwith2blocks,3blocks,or4 blocks.Theyshouldrecordtheirtestresultsintheirworkbooks!
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.Groups shouldcomparethesimilaritiesanddifferencesintheirdesigns
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.Thethirdquestionmaybeadiscussion,ratherthanawrittenanswer!
2Providereadingsupportasnecessary
3.Discusstheobservationaboutthesunrisinglaterinthefallandinquireaboutwhat happensinthespring.
1.Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldpromotedecentworkandeconomicgrowth
Project10:DesignaCounter LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill: Relatetheamountofdaylighttothetimeofyear Tellandwritetimeinhoursandhalf-hours
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Discusshowusingacountingdeviceissimilaranddifferentfromusingfingerstocount.
1.Then,readtheDefinetheProblemtogether.
2Promptlearnerstoreturntotheiroriginalteamsandassignnewrolesorallowlearnersto self-select
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
4ReadtheMeasureYourSuccessgoalsandrulestogether
1Promptlearnerstobrainstormandrecordtheirideasindividually Theirideasshould considertheuseofthesensorandactionblocksavailableinthekit.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,providemarblestouseascountabletrees. Havethemtesttheircountersandrecordtheirresultsintheirworkbooks!
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7Toimprovetheirdesigns,teamsshouldusetheblockstocreateaholderorshelterfor theircountertoblockthesunlight.
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
3Discusstheobservationaboutthesunsettingearlierinthefallandinquireaboutwhat happensinthespring.
1.Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldpromotedecentworkandeconomicgrowth
Project11:DesignaHouse LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Useobservationsofthesuntodescribepatternsthatcanbepredicted Compose2Dand3Dshapes
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
Planforsmalltoytablesandbeds,orprovidecardboardforgroupstomakesmalltables andbedstotestthesizeoftheirhousemodels.
Plantosavethemodelhousesforthenextproject
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.
2.Learnersmaywanttoreturntotheintroductiontohelpthemmakedesigndecisions throughoutthelesson
1.Then,readtheDefinetheProblemtogether.
2Assigntheteamsandrolesorallowlearnerstoself-select Learnerswillkeepthesame teamforthenexttwoprojectsaswell.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns
4.ReadtheMeasureYourSuccessgoalsandrulestogether.
1Promptlearnerstobrainstormandrecordtheirideasindividually
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4Whilelearnersarebuilding,ensureeveryonecancontribute 5Whenteamsarereadytotesttheirdesigns,theywillneedtobuildasimplebedand tabletofitintheirhousesandcheckwhethertheyfit.Havethemrecordtheresultsin theirworkbooks!
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Toimprovetheirdesigns,teamsshouldrefertotheintroductiontodecidewheretoplace thebedandaddawindowifnecessary
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2Promptteamstorecordthefeedbacktheyreceive
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
3.DiscussthecardinaldirectionsforyourlocationandrelateittothepositionoftheSunat differenttimesoftheday.
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromotedecentworkandeconomicgrowth.
Project12:DesignaSmartLight LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Useobservationsofthesuntodescribepatternsthatcanbepredicted Usesubtractionwithin20
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass Retrievethemodelhousesfromthepreviousproject. Considersavingthehousesforthenextproject,althoughstudentswillneedtoredefinethe structuresas“animalrehabilitationcenters”insteadof“houses”
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
1.Then,readtheDefinetheProblemtogether.
2Promptlearnerstoreturntotheiroriginalteamsandassignnewrolesorallowlearnersto self-select.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns
4.ReadtheMeasureYourSuccessgoalsandrulestogether.
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,theyshouldcoveranduncovertheirsensor toseeifthelightturnsonwhenitgetsdark
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7Toimprovetheirdesigns,teamsshouldusetheblocksorotherconstructionmaterialsto turnthelightintoalamporceilinglightandfindawaytoattachitinsidetheirhouses fromthepreviousactivities.
1Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
3.Discusswhichobjectscanbeseeninthenightskyanddaytimesky.RecallthattheSunis alsoastar.
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromoteaffordableandcleanenergy.
Project13:DesignaSmartFan LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Useobservationsofthesuntodescribepatternsthatcanbepredicted Usesubtractionwithin20
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
1Then,readtheDefinetheProblemtogether
2Promptlearnerstoreturntotheiroriginalteamsandassignnewrolesorallowlearnersto self-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns
4.ReadtheMeasureYourSuccessgoalsandrulestogether.
1Promptlearnerstobrainstormandrecordtheirideasindividually
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,theyshouldwaveahandinfrontofthe sensorormovetowardsandawayfromit.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Toimprovetheirdesigns,teamsshouldfigureoutwheretoplacethesensorandfan insidetheirrehabilitationcenters
1Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns
2.Promptteamstorecordthefeedbacktheyreceive.
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams
2.Providereadingsupportasnecessary.
3DiscusshowtheSunprovidesheattotheEarth,soasunnyroomwillgethotterthan ashadyroom!
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromoteaffordableandcleanenergy.
Project14:DesignaCity LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill: Engageintheengineeringdesignprocess Countto120
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities
1 ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Discussthetypesofbuildingsandspacesfoundinacity.
1Then,readtheDefinetheProblemtogether
2.Assigntheteamsandrolesorallowlearnerstoself-select.Learnerswillkeepthesame teamforthenextprojectaswell.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
4.ReadtheMeasureYourSuccessgoalsandrulestogether.
1Promptlearnerstobrainstormandrecordtheirideasindividually Besuretheyare consideringthedifferenttypesofbuildingsthatwillbeneededinthecity!
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,theyshouldchecktheboxesorwriteinthe buildingsorstructuresforeachtypeofcommunitymember.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Toimprovetheirdesigns,teamscanthinkabouttheplacementofbuildingsintheircity.
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromotesustainablecitiesandcommunities.
Project15:DesignaTrafficDevice LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Usetoolsandmaterialstodesignandbuildadevicethatuseslighttosolveaproblem Comparetwotwo-digitnumbers
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Duration: 45minutes Preparethematerialsfortheclass.
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Discusshowatrafficdeviceworks.
1.Then,readtheDefinetheProblemtogether.
2.Promptlearnerstoreturntotheiroriginalteamsandassignnewrolesorallowlearnersto self-select Learnerswillkeepthesameteamforthenextprojectaswell
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.
4ReadtheMeasureYourSuccessgoalsandrulestogether
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,theytestitthroughroleplay.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Toimprovetheirdesigns,teamsshouldthinkaboutthestructurefortheirtrafficdevice.
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2Promptteamstorecordthefeedbacktheyreceive
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams
2.Providereadingsupportasnecessary.
1Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldpromotesustainablecitiesandcommunities
Capstone:DesignaSmartDevice LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Usetoolsandmaterialstodesignandbuildadevicethatuseslighttosolveaproblem Compare2Dshapes
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities
1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2Discussexamplesofsmartdevicesandreviewtheinputsandoutputsavailabletouse
1.Then,readtheDefinetheProblemtogether.
2Promptlearnerstoreturntotheiroriginalteamsandassignnewrolesorallowlearners toself-select.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns
4.ReadtheMeasureYourSuccessgoalsandrulestogether.
1Promptlearnerstobrainstormandrecordtheirideasindividually
2Then,designatespacesforteamstoworktogetherandsharetheirideas Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea.
3Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5Whenteamsarereadytotesttheirdesigns,theytestitbasedonwhetheritisdesigned toworkforcarsorpeople.
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.Toimprovetheirdesigns,teamsshouldthinkaboutthestructureandplacementfortheir smartdevice.
1Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams
2Providereadingsupportasnecessary
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromotesustainablecitiesandcommunities.
AssessmentGuide At SKOOL21, assessments are a tool for learning and growth not just grading. From Pre-K to Grade 12, we use assessments to guide students in building skills, confidence, and a love of STEM learning. We focus on feedback, reflection, and continuousimprovementtohelpeverystudentreachtheirfullpotential.
StudentsembarkontheSTEMLearningJourney,consisting ofanIntroductoryLessonfollowedby15hands-onSTEM projectsalignedwithcurriculumobjectives
Getasnapshotof students’starting knowledgebefore onboardinginSTEM
Helpstudentsconnectmath andscienceconceptsthrough real-worldSTEMchallenges
Encouragestudentstoreflect, takeownershipoftheirlearning, andsetpersonalgoals
Celebratestudents' learningthroughrealworldprojectsthatapply keyskills
Icanbreakdown aproblem.
Icandevelopa workingprototype
Icancodemyprototype todowhatIwant
