TeacherGuide-SmartMachinesLevel1
Copyright©2026
Author:RebeccaMcDowell
Editors:LindseyOwnandKaylynLee
ISBN:978-981-17736-5-5
Publishedby:
SKOOL21PTE.LTD.
71RobinsonRoad,#14-01,068895,Singapore
FirstEditionpublishedbySKOOL21PTELTD-Singapore,2024
SecondEditionpublishedbySKOOL21LLC-UnitedStates,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 permittedbycopyrightlaw.
Forpermissionsorinquiries,pleasecontact:
Email:info@skool21org
Website:https://skool21.org
Address:600CaliforniaSt,#13-021,SanFrancisco,CA94108,UnitedStates
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.
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.
MaterialsManagement: STEMClassroomManagement STEMclassesarehands-on,highlyengaging,andoftennoisy—that’sagood thing!Butwithoutclearroutinesandstructures,theycanquicklybecome chaotic.Awell-managedmakerspaceallowsstudentstoexploreandinnovate safely,responsibly,andcollaboratively.
STEMClassSessionRoutine
Setaclearandconsistentstructuretoeachsessionsostudentsknowwhatto expectandstayfocused:
ToolandMaterialsRules:
EffectiveTeamwork AnimportantaspectofthesocialskillsdevelopedthroughSTEMlearningis effectiveteamwork.Teacherscansupportstudentsindevelopingtheseskills throughpurposefulstructuringofstudentteamssothattheycanpractice effectiveteamwork.
Havinganassignedrolewithinateamgiveseach studentspecificresponsibilities,sothatthereisno questionofwhoshoulddowhat Assigningrolesensures thatnostudenttakestoomuchcontrolofthegroup,and nostudentremovesthemselffromthegroup’sefforts.
Lessonsareintendedtobecompletedingroupsof3or4students,andeach lessonhasaplacetorecordwhowillperformeachroleforthatlesson.Whether youassigngroupsandrolesorallowstudentstoself-select,ensurethatstudents rotaterolesregularly!
Therolesinlevels1-3arebasicallythesame,butwithslightlysimplerwording foryoungerstudents.
Leader
Material Manager Reporter
Testing
Supervisor
Ensuresallteammembersareabletosharetheirideasandtake turnsbuilding(notthe“decisionmaker”)
Collectskitsandmaterials,keepstrackofmaterialsduringconstruction, responsiblefordisassemblingandreturningmaterialsneatly
Bringsanyquestionstotheteacher,coordinatesproject presentations
Comparesprototypestodesigncriteria,looksformissingcriteriaor forstructuralweaknessesthatcanbeimproved
Notethatnoonerolehasthefullresponsibilityofbuildingprototypes-all studentsinthegroupshouldbeinvolvedinbuilding!
Ifyourstudentsareworkingingroupsof3,youmightcombinetheProject Communicator/ReporterandProjectTester/TestingSupervisorroles.
Ifyourstudentsareworkingingroupsof5ormore,youmightconsiderthe followingadditionalroles:
Documentarian-takesphotosormakessketchesofeachprototypealong thewaytobeabletosharethefullstoryofhowthegroupdevelopedtheir solutionidea
Timekeeper-paysattentiontohowmuchtimeisavailableforeachstepof theproject,andencouragestheteamtokeepeachstepwithinitsallotted time
LevelsAandBdonothavedesignatedroleswithinthestudentworkbooks.Ensure thatyourstudentsaresharingmaterialsandcommunicatingwitheachother!
S t a n d a r d s A l i g n m e n t
L e s s o n # T o p i c D u r a t i o n S D G N G S S
1 1 D e s i g n a H o u s e 3 04 5 m i n A f f o r d a b l e a n d C l e a n E n e r g y 1E S S 11 1 E S s . 0 2 , 1 E S s 0 1 1 . 3 d . , 1 . 4 c , 1 7 . c 1 . G . A 2 1 G g 0 6 1 2 D e s i g n a S m a r t L i g h t 3 04 5 m i n A f f o r d a b l e a n d C l e a n E n e r g y 1
CambridgeScienceAlignment LearningObjective
ThinkingandWorkingScientifically
Biology-StructureandFunction,LifeProcesses
Physics-LightandSound
LearningObjective
Structure,Function,andInformationProcessing
SpaceSystems:PatternsandCycles
CambridgeMathematics Alignment CCSSMathematicsAlignment LearningObjective
OperationsandAlgebraicThinking
NumberandOperationsinBaseTen
MeasurementandData
SchemeofWork Session Objectives
Lesson2:MakeitCount!
Lesson4:MakeaWindmill!
Project1:DesignaBridge
Project2:DesignAPinwheel
Project3:DesignaPuppet
Project4:DesignaCrane
Project5:DesignaCartLauncher
Project6:DesignaSpecialEffect
Project7:DesignanElevator
Project8:DesignaCallSignal
Project9:DesignaScale
Project10:DesignaCounter
Project11:DesignaHouse
Project12:DesignaSmartLight
Project13:DesignaSmartFan
Project15:DesignaTrafficDevice
CapstoneProject:DesignaSmartDevice
LessonPlans andAnswerkey SensorBlocks IntroLessons LessonPlan StudentswillnotusethesensorblocksuntilProject6,soconsiderwaitingtodothese introductorylessonsuntilafterProjects1-5,sothatthesensorblocksarefreshintheirminds whenitistimetoapplythemtosolvingtheirchallenges!
LearningObjectives
Attheendofthelesson,thelearnerswill:
Recognizeinputsandoutputsintheirsensorkits
Safelyconnectblocksintheirkits,andinteractwiththem
Materials
Vocabulary
Duration: 45minutes
Thepartofasystemthatbringsinformationintothesystem,suchasa sensorthattellsthesystemwhetheritisdarkorlight,orhotorcold
Thepartofasystemthattakesinformationoutofthesystem,suchasa lightthatturnsonoroff,oracounterthatshowsanumber
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!
3.Thevocabulary“input”and“output”arenotlistedinthestudentworkbook,butreadthe definitionhereintheteachersguideandsupportstudentsinguessingwhatinformation eachinputbringsinandwhatinformationeachoutputtakesout.
LightitUp! 1.Directstudentstofindthebutton,battery,and4-colorlightblocks.
2.Walkthemthroughconnectingtheseblocksforthefirsttime, Haveeachstudentinthe grouprotatethe4-colorlightblocktocomparetheoutputfromeachside!
3.DirectstudentstocontinuefollowingthestepsthroughtheLightitUp!section,usingtwo additionalinputblocks:thedistancesensorandthetouchsensor.
4Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks Considerhavingthemswitchateachstepoftheinstructions
5.Afterstudentshavecompletedallthreeshortbuilds,havestudentsraisetheirhandsand sharewhattheydiscoveredaboutthedifferentblockstheyjusttested MakeitCount!
1.Directstudentstofindthetouch,battery,andcounterblocks.
2.DirectstudentstocontinuefollowingthestepsthroughtheMakeitCount!section.
3Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks Considerhavingthemswitchateachstepoftheinstructions.
4.Afterstudentshavecompletedbothbuilds,havestudentsraisetheirhandsandshare whattheydiscoveredaboutthedifferentblockstheyjusttested MakeitSpin!
1.Directstudentstofindthedistance,battery,andfanblocks.
2DirectstudentstocontinuefollowingthestepsthroughtheMakeitSpin!section
3.Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks. Considerhavingthemswitchateachstepoftheinstructions.
4Afterstudentshavecompletedthebasicblockbuilds,havestudentsusethebuildingkit totrytobuildanuprightfan!
Iftimeallows,whenstudentshavecompletedallofthesensorblockintrolessons,invite themtobrainstormwaystheymightuseinputsandoutputslikethosearoundthe classroomorathome!
Project1:DesignaBridge LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Describeahealthyhabitat
Countobjects
Materials
Vocabulary
Duration: 45minutes
Allthedifferentkindsoflivingthingsinanarea
Apersonwhousesscienceandmathematicstosolveproblems
Thehomeofaplantoranimal
Acopyofsomethingreal.
Preparation(TeacherTo-DoBeforeClass) Preparethematerialsfortheclass.
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.Prompt learnerstodescribeahealthyhabitatintheirownwords.
1Then,readtheDefinetheProblemtogether Discusshowthejobofanengineeringteam istodesignsolutionstoproblems.Manysolutionstoaproblemmayexist,anditistheir jobtofindthebestonefortheirspecificsituation.
2TelllearnersthattheywillhavetheopportunitytoworkontheseSTEMprojectswith differentteamsandindifferentteamroles.Assigntheteamsandrolesorallowlearners toself-select.
3Telllearnersthatengineeringteamsusealistofgoalsandrulesbasedonthesituation tomeasurethesuccessoftheirdesigns.Forprofessionalengineers,thisoftenincludes limitsoncostsandmaterialsandgoalsthatincludesizerequirementsorfeatures.Read thegoalsandrulestogether
1Promptlearnerstobrainstormandrecordtheirideasindividually
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4Whilelearnersarebuilding,ensureeveryonecancontribute Remindlearnersthatthey mustalsobuildatrucktotesttheirdesigns.
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. First,theytestwhetherthebridgeistallenoughforthetrucktheybuilttogounderneath Then,theytestwhethertwoelephantscanbeonthebridgeatthesametime
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7Encourageallteamstoaddtreestomakethewildlifebridgefeelmoreliketheirhabitat!
1Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding…?”or“Your…isreallycool,Iwonderhowitwouldworkif…?”
3Promptteamstorecordthefeedbacktheyreceive
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams 2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldimprovelifeonlandfortheelephantsandother plantsandanimalsintheirhabitats
Project2:DesignAPinwheel LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Designatoolthatmimicsaplantstructure
Expressthelengthofanobject
Comparethelengthsoftwoobjects
Materials
Vocabulary
Duration: 45minutes
Partofaspinningobjectthatcatchesthewindandmakesitmove
The action of building something and arranging it in a definite patternoforganization
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities 1ReadtheIntroductiontogether Usethevocabularytodefinekeyconcepts
2.Discusstheroleofseedsforplants(reproduction)andwhereseedsforminplants (flowers)
3Invitelearnerstohelpdemonstratehowapinwheelworks Doesitspinwhenyoumoveit withyourhand?Doesitspinifyoublowonitfromtheside,front,orback?
1Then,readtheDefinetheProblemtogether Discusshowengineersandtheirdesignsare ofteninspiredbynature.SharethattheinventorofVelcro®gothisideafromseeing cocklebursstucktohisclothesandhisdog’sfurafterahuntingtrip.
2Assigntheteamsandrolesorallowlearnerstoself-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.
4Whilelearnersarebuilding,ensureeveryonecancontribute Remindteamsthatthey needtobuildtwodesigns.
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. Setupafanfortesting First,learnerswilltestwhetherbothoftheirdesignsspinwhen heldinfrontofafan.Then,theytesthowfarbackfromthefantheirbladesstillspin.
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.Toimprovetheirdesigns,teamscanbuildnewpinwheelswithmoreorlessblades.
1.Designatepairingsforgroupstoshareandreceivefeedbackontheirdesigns.
2.Promptteamstorecordthefeedbacktheyreceive.
MathandScienceConnection 1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheirteams.
2Providereadingsupportasnecessary
3.Forameasuringtool,learnerscanuseblocksfromthekitorotherclassroomsupplies.
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldsupportcleanenergygoals.
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.
Pre-Assessment(optional)
Pre-assessmentcanbeformal(ashortquiz)orinformal(adiscussionoractivity)–SKOOL21 treatsitasoptionalsoteachersuseitwhenitaddsvalue Donethoughtfully,pre-assessment honorsDewey’sideathatconnectingtostudents’priorexperienceboostslearning
Byassessinghowstudentsapplymathskillsinscienceactivities(andviceversa),teachers candeepenunderstandingofbothsubjects.Thisunderscoresthereal-worldrelevanceof STEMlearningandreinforcescriticalthinking.
Self-AssessmentRubrics
Self-assessmenthelpslearnersidentifytheirstrengthsandareastoimprove,reinforcing metacognition.Teachersplayaguidingroleinthisprocess,helpingstudentslearnhowto honestlyandconstructivelyjudgetheirwork
Post-Assessment:CapstoneProject
