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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.
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
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.
1. Begin by reviewing the basic structures of plant and animal cells, highlighting both their similarities and differences. Focus on key features such as cell walls, chloroplasts, and membranestohelpstudentsunderstandhowstructurerelatestofunction.
2. Introduce OnShape as a digital design tool for creating 3D models Explain its role in enhancing biology education by allowing students to visualize and construct accurate representationsofcellsinthreedimensions.
1. Read the “Define the Problem” section together with your students Encourage brief brainstormingtoexplorepossibleapproachesanddesignideas
2. Clearly explain the constraints (limitations) and criteria (success measures) they must considerduringthemodelingprocess.
3. Invite students to suggest what factors they believe will make a successful 3D cell model, supportingcriticalthinkingandengagementwiththedesignprocess.
Have students revisit the "Measure Your Success" section to evaluate whether their plant cell model meets the defined criteria and constraints Encourage them to reflect on their design choicesandverifyifallrequiredfeaturesarepresentandaccuratelyrepresented.
Let students look at each other’s plant cell models. Encourage them to talk about what parts of the design are working well and what could be better. Ask them to give kind and helpful suggestionstomakeeachother’sworkstronger
LearningActivities(Session2)
Readthe"Challenge"sectiontogetherasaclass.Then,leadadiscussionaboutthestructural and functional differences between plant and animal cells Ask students how they can incorporatethesedifferencesintotheir3DdesignsusingOnShape,reinforcingbothbiological understandinganddesignthinking.
Havestudentsrevisitthe"MeasureYourSuccess"sectiontoevaluatewhethertheiranimalcell model meets the defined criteria and constraints Encourage them to reflect on their design choicesandverifyifallrequiredfeaturesarepresentandaccuratelyrepresented
Let students look at each other’s plant cell models Encourage them to talk about what parts of the design are working well and what could be better Ask them to give kind and helpful suggestionstomakeeachother’sworkstronger.
--EndofSession2--
AnswerKey
MATHANDSCIENCECONNECTION
ANSWER1&2
ANSWER3
ANSWER4
The plant cell has a higher surface area relative to its volume compared to the animal cell This means the plant cell model allows for more surface exposure for the same volume, whichcouldaffecthowmaterialsmoveinandoutofthecellinreallife.
ANSWER5
1.{l,r},becausebothl=8andr=6arenaturalnumbers.
2. {SA, V}, because surface area and volume are calculated expressions or decimals, not naturalnumbers
Reflection
Encourage students to connect this project to real-world careers such as aerospace engineers, industrial designers, or rocket technicians, and explore howtheseprofessionalscontributetoinnovationandglobalindustrygrowth
