Guidebook - Level 1

Teacher Guide - Smart Machines Level 1 Copyright © 2026 Author: Rebecca McDowell Editors: Lindsey Own and Kaylyn Lee ISBN: 978-981-17736-5-5 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 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 Address: 600 California St, #13-021, San Francisco, CA 94108, United States

02

Table of Contents S. NO

CONTENT

PAGE NO.

1

PREFACE

04

2

INTRODUCTION TO THE KIT

05

3

LESSON STRUCTURE

06

4

THE ENGINEERING DESIGN PROCESS

07

5

FOSTERING SOCIAL SKILLS

08

6

MAKERSPACE SETUP

09

7

STEM CLASSROOM MANAGEMENT

10

8

EFFECTIVE TEAMWORK

12

9

IMPLEMENTATION GUIDE

14

10

CAMBRIDGE SCIENCE ALIGNMENT

19

11

NGSS ALIGNMENT

21

12

CAMBRIDGE MATHEMATICS ALIGNMENT

22

13

COMMON CORE MATHEMATICS ALIGNMENT

24

14

SCHEME OF WORK

26

15

LESSON PLANS AND ANSWER KEY

29

16

ASSESSMENT GUIDE

64

03

Preface Welcome to the Future of Teaching and Learning!

Thank you for joining us on this exciting journey! The SKOOL21 STEM Innovators series is designed not only to ignite curiosity in students but also to empower teachers to lead 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, and mathematics (STEM).

Building on a Strong Foundation Each level of the SKOOL21 STEM series builds upon the previous one, creating a strong 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 discover new skills and deeper understanding along the way.

Learning by Doing 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 while having fun.

Making a Real-World Impact

Every project is designed to connect learning to real-world issues, inspired by the Sustainable Development Goals (SDGs). Through these challenges, students see how their ideas can contribute to solving problems like clean water access, renewable energy, and environmental conservation — empowering them to envision a better world.

Teaching Like a Pro 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, and changemakers.

04

Introduction to the Kit Meet Your Smart Machines Kit! Look inside your box.

There are many fun parts to use!

CAN YOU FIND THESE 1. Friends and Animals Girl

Boy

Giraffe

Elephant

Pine

Green

Color

Plate

Figure

Figure

Figure

Figure

Tree

Cylinder

Flower

Green

x1

x1

x1

x1

x1

x1

x3

x1

2. Long Sticks and Bars Vertical

Block

Black

Green

White

Grey

Green

USB

(3x4)

(1x2)

Rope

Axle(S)

Axle(M)

Axle(L)

Blades

Cable

x4

x2

x1

x3

x5

x4

x1

x1

3. Yellow Building Parts Beam

Beam

Curved(L)

Curved(S)

4x2

Plate

2x4

Yellow

(1x9)

(1x5)

Beam

Beam

Bridge

6x8

Cicle

Pulley

x6

x1

x2

x2

x2

x1

x1

x14

4. More Yellow Bricks Slat(2x4)

Slat(2x2)

Brick

Block

Block

Yellow

Yellow

Block

Yellow

Yellow

(2x4)

(2x8)

(2x8)

Hook

Lever

(2x4)

x2

x2

x2

x3

x2

x2

x4

x3

5. Red Building Parts Brick

Brick

Block

Brick

Slat(2x6)

Slat(2x8)

Block

Sloped

(2x10)

(2x4)

(2x2)

(2x8)

Red

Red

(2x2)

Block

x2

x4

x1

x1

x2

x2

x1

x4

6. Smart Power Parts Switch

Distance

Light

Power

Connect

Fan

Touch

Counter

Module

Sensor

Module

Module

Line

Module

Sensor

Module

x1

x1

x1

x1

x1

x1

x1

x1

7. Blue Building Bricks Block

Block

Tile

Slat(2x6)

Slat(2x8)

Block

Block

Orange

(2x8)

(2x4)

(2x2)

Blue

Blue

(1x2)

(2x2)

Block

x2

x2

x2

x2

x2

x2

x1

x4

8. Moving Wheels and Gears 40-tooth

24-tooth

24-tooth

8-tooth

24-tooth

Worm

Gear

Black

Gear (L)

Gear (S)

Gear (S)

Gear (S)

Gear (S)

Gear

Block

Wheels

x4

x2

x4

x4

x2

x1

x1

x4

05

The Engineering Design Process 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 tackle challenges and develop creative solutions.

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, and refining solutions.

This structured approach encourages creativity, critical thinking, and iteration, forming a strong foundation for future STEM learning.

07

Fostering Social Skills STEM activities naturally build key social skills. Teachers can help students practice and strengthen these skills by guiding them during group work, discussions, and project challenges.

Key social skills developed include:

Collaboration

Communication

Encourage students to share ideas and assign roles during group work to build teamwork and respect for different perspectives.

Model clear communication and ask students to explain their thinking and listen carefully to teammates.

Critical Thinking

Problem-Solving

Prompt students to ask "why" and "what if" questions when solving problems or designing solutions.

Challenge students to try different strategies when they face obstacles and praise persistence.

Empathy and Respect

Time Management

Remind students to value everyone's ideas and support peers by using kind, respectful language.

Help teams set mini-deadlines and guide them to break projects into smaller, manageable tasks.

Conflict Resolution

Presentation Skills

Coach students to talk through disagreements calmly and find solutions that everyone can accept.

Give students regular chances to present their work to peers, using clear speaking and supportive feedback.

Reflection

Teamworking

Build reflection into the process by asking students what worked well, what was challenging, and what they would do differently next time.

Celebrate strong teamwork by recognizing when students share leadership, encourage each other, and solve problems together.

Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academic success, but for future careers and life challenges.

08

Makerspace Setup A makerspace is a creative, hands-on area where students explore STEM concepts through building, experimenting, and solving problems together. This guide is designed for teachers who are new to STEM and looking for clear steps to set up and manage a makerspace.

Space Design: Choose a clean, well-lit space with room to move.

Arrange tables/chairs in clusters of 2–4 students.

Use low, open shelves for easy access to materials.

For 30 students, 750–900 sq ft is recommended (25–30 sq ft per student to allow movement, collaboration, and tool/machine/material use).

Materials Management: Ensure that kits are complete and accessible before each project.

Provide racks or open shelves to organize and store STEM kits for easy access.

Refer to the project instructions in the SKOOL21 book to identify if additional materials (e.g., craft items, recycled objects) are needed—plan ahead and prepare them in advance.

Shared Resources: Provide one STEM kit per small group.

Encourage teamwork by having students co-design and co-build projects.

Safety First: Set simple safety rules and review often.

Supervise all tool use closely.

Keep a first-aid kit in the space.

09

STEM Classroom Management STEM classes are hands-on, highly engaging, and often noisy—that’s a good thing! But without clear routines and structures, they can quickly become chaotic. A well-managed makerspace allows students to explore and innovate safely, responsibly, and collaboratively.

STEM Class Session Routine Set a clear and consistent structure to each session so students know what to expect and stay focused: 45-minute project ( Pre-K to Grade 2)

a C le

nU

Wa I n t rm - U ro d p uct / i o n 3

p

s min 3 – 2

–5 mi ns

Reflection 2–3 mins

Define the Problem 3–5 mins

Measure Your Success

Math & Science 3–5 mins

5 mins

Share & Improve

Getting Started

3–5 mins

Bui

5–7 mins

ld &

T es

15– 18 m ins

lle Cha

t

nge

s min 3–5

10

Space Organization: Assign specific work zones: Build Area, Supply Rack, Quiet Zone, Cleanup Station.

Provide racks or open shelves to store kits neatly and accessibly.

Keep a project material checklist to make sure kits are complete before starting.

Tool and Materials Rules: Use tools with care – no playing or misusing materials.

Return everything to its labeled place.

Ask before taking extra supplies.

Hands to yourself—respect others’ creations and space.

Only one group member (Material Manager) may collect materials at a time.

11

Effective Teamwork An important aspect of the social skills developed through STEM learning is effective teamwork. Teachers can support students in developing these skills through purposeful structuring of student teams so that they can practice effective teamwork.

Having an assigned role within a team gives each student specific responsibilities, so that there is no question of who should do what. Assigning roles ensures that no student takes too much control of the group, and no student removes themself from the group’s efforts.

Lessons are intended to be completed in groups of 3 or 4 students, and each lesson has a place to record who will perform each role for that lesson. Whether you assign groups and roles or allow students to self-select, ensure that students rotate roles regularly!

Team Roles The roles in levels 1-3 are basically the same, but with slightly simpler wording for younger students.

Leader

Ensures all team members are able to share their ideas and take turns building (not the “decision maker”)

Material Manager

Collects kits and materials, keeps track of materials during construction, responsible for disassembling and returning materials neatly

Reporter

Brings any questions to the teacher, coordinates project presentations

Testing Supervisor

Compares prototypes to design criteria, looks for missing criteria or for structural weaknesses that can be improved

Note that no one role has the full responsibility of building prototypes - all students in the group should be involved in building!

If your students are working in groups of 3, you might combine the Project Communicator / Reporter and Project Tester /Testing Supervisor roles.

12

If your students are working in groups of 5 or more, you might consider the following additional roles: Documentarian - takes photos or makes sketches of each prototype along the way to be able to share the full story of how the group developed their solution idea Timekeeper - pays attention to how much time is available for each step of the project, and encourages the team to keep each step within its allotted time

Levels A and B do not have designated roles within the student workbooks. Ensure that your students are sharing materials and communicating with each other!

13

18

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

Design a Pinwheel

Design a Puppet

Design a Crane

Design a Cart Launcher

Design a Special Effect

Design an Elevator

Design a Call Button

Design a Scale

Design a Counter

Design a House

Design a Smart Light

Design a Smart Fan

Design a City

Design a Traffic Device

Design a Smart Device

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Capstone

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

30-45 min

Design a Bridge

1

Duration

Topic

Lesson #

1-PS4-4

1-ESS1-2

1-ESS1-2

Industry, Innovation, and Intrastructure Decent Work and Economic Growth Decent Work and Economic Growth

Sustainable Cities and Communities

1-PS4-4

1-PS4-4

K-2-ETS1-1

Sustainable Cities and Communities Sustainable Cities and Communities

1-ESS1-1

1-ESS1-1

Affordable and Clean Energy

Affordable and Clean Energy

1-ESS1-1

K-2-ETS1-2

Industry, Innovation, and Intrastructure

Affordable and Clean Energy

1-PS4-3

Climate Action

K-2-ETS1-3

K-2-ETS1-3

Industry, Innovation, and Intrastructure

Climate Action

1-LS3-1

1-LS1-1

K-2-ETS1-1

NGSS

Life on Land

Affordable and Clean Energy

Life on Land

SDG

1Ps.01, 1Ps.02

1Ps.01, 1Ps.02

1TWSp.01

1ESs.02, 1ESs.01

1ESs.02, 1ESs.01

1ESs.02, 1ESs.01

1ESs.02, 1TWSc.05

1ESs.02, 1TWSc.05

1Ps.01, 1Ps.02

1TWSp.02, 1TWSc.05

1Ps.01, 1Ps.02

1TWSa.01

1TWSa.01

1Bp.01, 1Bp.04

1Bs.01

1SIC.03

Cambridge Science

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

ISTE

Standards Alignment

1.G.A.2

1.NBT.B.3

1.NBT.A.1

1.OA.A.1

1.OA.A.1

1.G.A.2

1.MD.B.3

1.MD.B.3

1.OA.D.7, 1.NBT.B.3

1.G.A.1

1.MD.C.4

1.MD.A.2

1.OA.A.1

1.NBT.B.3

1.MD.A.1, 1.MD.A.2

1.NBT.A.1

CCSS- Math

1Gg.06

1Np.03

1Nc.01

1Ni.02, 1Ni.03

1Ni.02, 1Ni.03

1Gg.06

1Gt.03

1Gt.03

1Ni.01, 1Ni.05, 1Np.03

1Gg.01

1Ss.01, 1Ss.03

1Gg.08

1.Ni.03

1Np.03

1Gg.02, 1Gg.08

1Nc.01

Cambridge Math

Cambridge Science Alignment Learning Objective

Project #

Project Name

1TWSp.01 Ask questions about the world around us and talk about how to find answers.

14

Design a City

1TWSp.02 Make predictions about what they think will happen.

7

Design an Elevator

7

Design an Elevator

9

Design a Scale

10

Design a Counter

4

Design a Crane

5

Design a Cart Launcher

1Bs.01 Recognise and name the major parts of familiar flowering plants (limited to roots, leaves, stems and flowers).

2

Design a Pinwheel

1Bp.01 Identify living things and things that have never been alive.

3

Design a Puppet

1Bp.04 Describe how humans are similar to and different from each other.

3

Design a Puppet

6

Design a Special Effect

8

Design a Call Button

15

Design a Traffic Device

Capstone

Design a Smart Device

6

Design a Special Effect

8

Design a Call Button

15

Design a Traffic Device

Capstone

Design a Smart Device

Thinking and Working Scientifically

1TWSc.05 Collect and record observations and/or measurements by annotating images and completing simple tables.

1TWSa.01 Describe what happened during an enquiry and if it amtched predictions.

Biology -Structure and Function, Life Processes

Physics - Light and Sound

1Ps.01 Identify different sources of sound.

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

19

NGSS Alignment Learning Objective

Project #

Project Name

Waves: Light and Sound 1-PS4-3 Plan and conduct and investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

6

Design a Special Effect

8

Design a Call Button

Capstone

Design a Smart Device

Structure, Function, and Information Processing 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and / or animals use their external parts to help them survive, grow, and meet their needs.

2

Design a Pinwheel

1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

3

Design a Puppet

11

Design a House

12

Design a Smart Light

13

Design a Smart Fan

9

Design a Scale

10

Design a Counter

7

Design an Elevator

1

Design a Bridge

14

Design a City

4

Design a Crane

5

Design a Cart Launcher

Space Systems: Patterns and Cycles 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.

1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.

Engineering Design K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it functionas needed to solve a given problem.

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define asimple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths andweaknesses of how each performs.

21

Cambridge Mathematics Alignment Learning Objective

Project #

Project Name

1

Design a Bridge

14

Design a City

8

Design a Call Button

12

Design a Smart Light

13

Design a Smart Fan

4

Design a Crane

12

Design a Smart Light

13

Design a Smart Fan

8

Design a Call Button

3

Design a Puppet

8

Design a Call Button

15

Design a Traffic Device

9

Design a Scale

10

Design a Counter

1Gg.01 Identify, describe and sort 2D shapes by their characteristics or properties, including reference to number of sides and whether the sides are curved or straight.

7

Design an Elevator

1Gg.02 Use familiar language to describe length, including long, longer, longest, thin, thinner, thinnest, short, shorter, shortest, tall, taller and tallest.

2

Design a Pinwheel

Number 1Nc.01 Count objects from 0 to 20, recognising conservation of number and one-to-one correspondence.

1Ni.01 Recite, read and write number names and whole numbers (from 0 to 20).

1Ni.02 Understand addition as: counting on combining two sets.

1Ni.03 Understand subtraction as: o counting back take away difference 1Ni.05 Estimate, add and subtract whole numbers (where the answer is from 0 to 20).

1Np.03 Understand the relative size of quantities to compare and order numbers from 0 to 20.

Geometry and Measure 1Gt.03 Recognise time to the hour and half hour.

22

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

4

Design a Crane

12

Design a Smart Light

13

Design a Smart Fan

8

Design a Call Button

1

Design a Bridge

14

Design a City

3

Design a Puppet

8

Design a Call Button

15

Design a Traffic Device

2

Design a Pinwheel

2

Design a Pinwheel

5

Design a Cart Launcher

9

Design a Scale

10

Design a Counter

6

Design a Special Effect

Operations and Algebraic Thinking 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using objects, drawings and equations with a symbol for the unknown number to represent the problem.

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

For example, which of the following equations are true and which are false? (1) 6=6 (2) 7=8-1 (3) 5+2 = 2+5 and (4) 4+1=5+2.

Number and Operations in Base Ten 1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Measurement and Data 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

24

Scheme of Work Session

Objectives

Materials

Related Science

Related Math

Lesson 1: Light it Up! 1 (45mins)

Define team roles, learn basic Scratch programming, draw polygons.

Smart Machines Engineering Kit Design STEM Books

Thinking and Working Mathematically

Smart Machines Kit STEM Books

Engineering Design

Thinking and Working Mathematically

Smart Machines Kit STEM Books

Engineering Design

Thinking and Working Mathematically

Smart Machines Kit STEM Books

Engineering Design

Thinking and Working Mathematically

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Describe a healthy habitat

Count objects

Design a tool that mimics a plant structure

Compare the lengths of two objects

Recognize the similarities between offspring and adult birds

Compare twodigit numbers

Lesson 2: Make it Count!

2 (45mins)

Identify FunKey parts, basic sensor input/output circuits.

Lesson 3: Make it Spin!

3 (45mins)

Integrate FunKey with Scratch for inputdriven coding.

Lesson 4: Make a Windmill!

4 (45mins)

Explore distance sensors, servos, sensor reading logic.

Project 1: Design a Bridge 5 (45mins)

Use math and engineering to design a solution to a problem caused by humans

Project 2: Design A Pinwheel 7 (45mins)

Use math and engineering to design a pinwheel that mimics windpowered seed dispersal

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Project 3: Design a Puppet 9 (45mins)

Use math and engineering to design a moving puppet

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

26

Sustainability Themes

Project 4: Design a Crane 11 (45mins)

Use math and engineering to design a cart launcher

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Analyze data Use subtraction from tests of two and addition to objects designed solve word to solve the problems same problem

Project 5: Design a Cart Launcher 13 (45mins)

Use math and engineering to design a special effect for a roller coaster

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Analyze data Measure and from tests of two express length objects designed as a whole to solve the number of same problem length units

Project 6: Design a Special Effect 15 (45mins)

Use math and engineering to design an elevator that uses a pulley

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Light and Sound

Describe data

Project 7: Design an Elevator 17 (45mins)

Use math and engineering to design an elevator call signal

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Develop a simple Distinguish engineering between model defining and non-defining attributes

Project 8: Design a Call Signal 19 (45mins)

Use math and engineering to design a scale

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Use materials to Compare twodesign a device digit number that uses light using < = > and/or sound to communicate

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Relate the amount of daylight to the time of year

Tell and write time in hours and half-hours

Relate the amount of daylight to the time of year

Tell and write time in hours and half-hours

Project 9: Design a Scale 21 (45mins)

Use math and engineering to design a counter

Project 10: Design a Counter 23 (45mins)

Use math and engineering to design a house

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

27

Project 11: Design a House 25 (45mins)

Use math and engineering to design a smart light for their house

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Use observations Compare 2D of the sun to and 3D shapes describe patterns that can be predicted

Project 12: Design a Smart Light 27 (45mins)

Use math and engineering to design a smart fan for their house

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Use observations Use subtraction of the sun to within 20 describe patterns that can be predicted

Project 13: Design a Smart Fan 29 (45mins)

Use math and engineering to design a city

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Use observations Use subtraction of the sun to within 20 describe patterns that can be predicted

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Engineering design process

Project 14: Design a City 31 (45mins)

Use math and engineering to design a traffic device

Count to 120

Project 15: Design a Traffic Device 33 (45mins)

Use math and engineering to design a smart device

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Waves and Their Compare two Applications two-digit numbers

Capstone Project: Design a Smart Device 35 (45mins)

Use math and engineering to design a smart device

Smart Machines Kit Pencil Whiteboard Art Supplies STEM Books

Living Things in Their Environment

28

Compare 2D shapes

Lesson Plans and Answer key

29

Sensor Blocks Intro Lessons Lesson Plan Students will not use the sensor blocks until Project 6, so consider waiting to do these introductory lessons until after Projects 1-5, so that the sensor blocks are fresh in their minds when it is time to apply them to solving their challenges!

Duration: 45 minutes

Learning Objectives At the end of the lesson, the learners will: Recognize inputs and outputs in their sensor kits Safely connect blocks in their kits, and interact with them

Materials

Computer

Projector

Smart Machines Kit

Vocabulary

Word

Meaning

Input

The part of a system that brings information in to the system, such as a sensor that tells the system whether it is dark or light, or hot or cold

Output

The part of a system that takes information out of the system, such as a light that turns on or off, or a counter that shows a number

Preparation (Teacher To-Do Before Class) Most importantly! Complete this lesson yourself before introducing it to students so that you become familiar with the tools.

Check all the kits to be sure all components are present. See the kit inventory list in the student book to use as a checklist.

Check that the batteries are fully charged, and that each component is working.

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Sensor Blocks Intro Lessons Learning Activities Introduction 1. This may be your very first time introducing the STEM Innovators Handbook to your students! If so, explain that they will be learning to be engineers and solving problems using an engineering design process. The first short lesson will introduce them to the tools they will use to solve problems and innovate, and after those lessons they will jump into their first challenge!

2. Go through the chart listing the kit components with your students. Have each group identify and hold up each component as they go through the chart. Ask students to observe each component, and guess what it might do!

3. The vocabulary “input” and “output” are not listed in the student workbook, but read the definition here in the teachers guide and support students in guessing what information each input brings in and what information each output takes out.

Build & Test Light it Up! 1. Direct students to find the button, battery, and 4-color light blocks.

2. Walk them through connecting these blocks for the first time, Have each student in the group rotate the 4-color light block to compare the output from each side!

3. Direct students to continue following the steps through the Light it Up! section, using two additional input blocks: the distance sensor and the touch sensor.

4. Ensure that students are taking turns in their groups to directly control the blocks.

Consider having them switch at each step of the instructions.

5. After students have completed all three short builds, have students raise their hands and share what they discovered about the different blocks they just tested.

Make it Count!

1. Direct students to find the touch, battery, and counter blocks.

2. Direct students to continue following the steps through the Make it Count! section.

3. Ensure that students are taking turns in their groups to directly control the blocks.

Consider having them switch at each step of the instructions.

4. After students have completed both builds, have students raise their hands and share what they discovered about the different blocks they just tested.

Make it Spin!

1. Direct students to find the distance, battery, and fan blocks.

2. Direct students to continue following the steps through the Make it Spin! section.

3. Ensure that students are taking turns in their groups to directly control the blocks.

Consider having them switch at each step of the instructions.

4. After students have completed the basic block builds, have students use the building kit to try to build an upright fan!

If time allows, when students have completed all of the sensor block intro lessons, invite them to brainstorm ways they might use inputs and outputs like those around the classroom or at home!

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Project 1: Design a Bridge Lesson Plan Duration: 45 minutes

Learning Objectives At the end of the lesson, the learners will: Describe a healthy habitat Count objects

Materials

Smart Machines Kit

Pencils

Art Supplies

Whiteboard

Projector

STEM Innovators L1

Vocabulary Meaning

Word Biodiversity

All the different kinds of living things in an area

Engineer

A person who uses science and mathematics to solve problems

Habitat

The home of a plant or animal

Model

A copy of something real.

Preparation (Teacher To-Do Before Class) Prepare the materials for the class.

Learning Activities Introduction 1. Read the Introduction together. Use the vocabulary to define key concepts. Prompt learners to describe a healthy habitat in their own words.

Define the Problem 1. Then, read the Define the Problem together. Discuss how the job of an engineering team is to design solutions to problems. Many solutions to a problem may exist, and it is their job to find the best one for their specific situation.

2. Tell learners that they will have the opportunity to work on these STEM projects with different teams and in different team roles. Assign the teams and roles or allow learners to self-select.

3. Tell learners that engineering teams use a list of goals and rules based on the situation to measure the success of their designs. For professional engineers, this often includes limits on costs and materials and goals that include size requirements or features. Read the goals and rules together.

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Design, Plan, & Build 1. Prompt learners to brainstorm and record their ideas individually.

2. Then, designate spaces for teams to work together and share their ideas. Remind them that one rule is that each team member must contribute at least one idea. It is okay if team members have the same idea.

3. Instruct teams to draw their team design. Then, they should label the materials needed for their design so they know what to grab from the kit.

4. While learners are building, ensure everyone can contribute. Remind learners that they must also build a truck to test their designs.

5. When teams are ready to test their designs, they use Measure Your Success as a guide.

First, they test whether the bridge is tall enough for the truck they built to go underneath.

Then, they test whether two elephants can be on the bridge at the same time.

6. If team models do not meet the goals and rules, they should improve them. If teams need support, direct them to the sample solutions at the end of the project.

7. Encourage all teams to add trees to make the wildlife bridge feel more like their habitat!

Share & Improve 1. Designate pairings for groups to share and receive feedback on their designs.

2. Model how to give and receive feedback using phrases such as, “I like…have you thought about adding…?” or “Your…is really cool, I wonder how it would work if…?”

3. Prompt teams to record the feedback they receive.

Math and Science Connection 1. Assign learners to complete the math and science questions individually or in teams.

2. Provide reading support as necessary.

Reflection 1. Invite learners to self-reflect 2. Then, discuss how their solutions could improve life on land for the elephants and other plants and animals in their habitats.

Answer key 1. Answers will vary depending on the student’s model.

2. Answers will vary depending on the student’s model.

3. A forest habitat.

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Project 2: Design A Pinwheel Lesson Plan Duration: 45 minutes

Learning Objectives At the end of the lesson, the learners will: Design a tool that mimics a plant structure Express the length of an object Compare the lengths of two objects

Materials

Smart Machines Kit

Paper (for blades)

PinWheel

Whiteboard

Fan (for testing)

STEM Innovators L1

Vocabulary Word

Meaning

Blade

Part of a spinning object that catches the wind and makes it move

Spin

To turn in a circle

Structure

The action of building something and arranging it in a definite pattern of organization.

Preparation (Teacher To-Do Before Class) Prepare the materials for the class.

Learning Activities Introduction 1. Read the Introduction together. Use the vocabulary to define key concepts.

2. Discuss the role of seeds for plants (reproduction) and where seeds form in plants (flowers).

3. Invite learners to help demonstrate how a pinwheel works. Does it spin when you move it with your hand? Does it spin if you blow on it from the side, front, or back?

Define the Problem 1. Then, read the Define the Problem together. Discuss how engineers and their designs are often inspired by nature. Share that the inventor of Velcro® got his idea from seeing cockleburs stuck to his clothes and his dog’s fur after a hunting trip.

2. Assign the teams and roles or allow learners to self-select.

3. Remind learners that engineering teams use a list of goals and rules based on the situation to measure the success of their designs. For professional engineers, this often includes limits on costs and materials and goals that include size requirements or features. Read the goals and rules together.

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Design, Plan, & Build 1. Prompt learners to brainstorm and record their ideas individually. In addition to the kit materials, teams may also use paper or plastic sheets for their blade designs. Make these supplies available for learner planning and use.

2. Then, designate spaces for teams to work together and share their ideas. Remind them that one rule is that each team member must contribute at least one idea. It is okay if team members have the same idea.

3. Instruct teams to draw their team design. Then, they should label the materials needed for their design so they know what to grab from the kit.

4. While learners are building, ensure everyone can contribute. Remind teams that they need to build two designs.

5. When teams are ready to test their designs, they use Measure Your Success as a guide.

Set up a fan for testing. First, learners will test whether both of their designs spin when held in front of a fan. Then, they test how far back from the fan their blades still spin.

6. If team models do not meet the goals and rules, they should improve them. If teams need support, direct them to the sample solutions at the end of the project.

7. To improve their designs, teams can build new pinwheels with more or less blades.

Share & Improve 1. Designate pairings for groups to share and receive feedback on their designs.

2. Prompt teams to record the feedback they receive.

Math and Science Connection 1. Assign learners to complete the math and science questions individually or in their teams.

2. Provide reading support as necessary.

3. For a measuring tool, learners can use blocks from the kit or other classroom supplies.

Reflection 1. Invite learners to self-reflect 2. Then, discuss how their solutions could support clean energy goals.

Answer key

1 and 2. Answers will vary, depending on each student’s pinwheel. For number 2, ensure your student marks down their units, such as cm or inches!

4. Both spin in the air.

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Assessment Guide 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 continuous improvement to help every student reach their full potential.

Pre-Assessment (optional)

STEM Learning Process

Post-Assessment: Capstone Project

Students embark on the STEM Learning Journey, consisting of an Introductory Lesson followed by 15 hands-on STEM projects aligned with curriculum objectives.

Get a snapshot of students’ starting knowledge before onboarding in STEM.

Math & Science Connection

Self-Assessment Rubrics

Help students connect math and science concepts through real-world STEM challenges.

Encourage students to reflect, take ownership of their learning, and set personal goals.

Celebrate students' learning through realworld projects that apply key skills.

Pre-Assessment (optional) Pre-assessment can be formal (a short quiz) or informal (a discussion or activity) – SKOOL21 treats it as optional so teachers use it when it adds value. Done thoughtfully, pre-assessment honors Dewey’s idea that connecting to students’ prior experience boosts learning Teacher Tips: Keep it low-stakes: Thumbs-up/down polls.

Open-ended questions: Quick discussions.

Mini-quizzes: Short and simple.

KWL Charts: Capture what students know and want to learn.

Play-based observation: Especially for Pre-K/K

Math & Science Connection By assessing how students apply math skills in science activities (and vice versa), teachers can deepen understanding of both subjects. This underscores the real-world relevance of STEM learning and reinforces critical thinking.

Teacher Tips: Cross-link activities: Measure, graph, or calculate during science experiments.

Ask math questions in science: “How tall is your plant?”

Teamwork: Solve science problems with math in groups.

Use real tools: Rulers, scales, charts, simple coding tools.

Link to standards: Align with both math and science goals.

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Self-Assessment Rubrics Self-assessment helps learners identify their strengths and areas to improve, reinforcing metacognition. Teachers play a guiding role in this process, helping students learn how to honestly and constructively judge their work.

Teacher Tips: Introduce rubrics early: Define "what success looks like."

Model reflection: Score sample work together.

Self and peer review: Students rate and discuss.

Ask reflective questions: “What was your biggest challenge?”

Celebrate honesty: Praise accurate self-assessment.

Self-reflect on your work on this project.

I can break down a problem.

I can develop a working prototype.

I can code my prototype to do what I want.

Post-Assessment: Capstone Project The capstone project designed as a culminating experience for students to demonstrate and share their learning with an authentic audience. The capstone can be considered and used as an assessment task, allowing students to synthesize knowledge and skills developed over the course of the 15-project STEM series.

Through the capstone project, students engage in a meaningful application of problemsolving, critical thinking, and engineering design principles. They are challenged to address real-world problems, showcasing their ability to integrate concepts across science, technology, engineering, and mathematics disciplines.

STEM Innovation Fair To celebrate student achievements, schools are encouraged to organize events such as a STEM Showcase, Innovation Fair, or Open House. These events provide an authentic platform for students to present their capstone projects to peers, educators, families, and community members.

Students articulate their design process, explain their decisions, and respond to feedback from an engaged and supportive audience.

Possible presentation formats include: Interactive demonstrations Poster sessions Digital portfolios Pitch presentations modeled after professional STEM conferences

STEM

Organizers may also invite industry experts, local businesses, or university partners to serve as panelists or mentors, further enhancing the real-world relevance of student projects. By celebrating student innovation in a public forum, these events reinforce the value of STEM education while fostering confidence, communication skills, and collaboration.

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