TeacherGuide-EarlyElectronicsLevel2
Copyright©2024
Author:RebeccaMcDowell
Editors:LindseyOwnandKaylynLee
ISBN:978-981-17736-6-2
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.
Welcome to an exciting world of exploration and innovation designed for learners aged 7–8years!TheEarlyElectronicsKitintroducesyounginnovatorstothefascinatingworld of circuits and electricity. This kit includes everything needed to build and experiment withelectronicprojects:snapcircuits,bulbs,batteries,resistors,sensors,andbuttons—all essentialcomponentsforunderstandingbasiccircuitry
Withthesetools,learnerswillexplorehowelectricityflows,howswitchescontrolcircuits, and how simple components work together to create functional projects. Through hands-on activities, they will enhance key STEM skills such as problem-solving, critical thinking,andlogicalreasoningwhilegaininganearlyfoundationinelectronics
Each challenge encourages experimentation, creativity, and teamwork, helping young minds connect real-world applications to fundamental STEM concepts in an engaging andexcitingway.
Letthejourneybegin!
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) S t a n d a r d s A l i g n m e n t
CambridgeScienceAlignment 2TWSm02Makeanduseaphysicalmodelofafamiliarsystemor
2TWSc.02Usegivenequipmentappropriately
Followinstructionssafelywhendoingpracticalwork
2Cp.01Describeapropertyasacharacteristicofamaterialand understandthatmaterialscanhavemorethanoneproperty
2Cp.02Explainwhymaterialsarechosenforspecificpurposesonthe basisoftheirproperties
2Cp.03Knowthatsomechangescanturnamaterialintoadifferent material.
2Pf.03Recognisethatthingswillonlyspeedup,slowdownorchange directionwhensomethingelsecausesthemtodoso.
2Pe01Identifyhowweuseelectricityanddescribehowtobesafe withit
2Pe.02Recognisethecomponentsofsimplecircuits(limitedtocells, wiresandlamps)
NGSSAlignment 2-PS1-1Planandconductaninvestigationtodescribeandclassify differentkindsofmaterialsbytheirobservableproperties
2-PS2-2Analyzedataobtainedfromtestingdifferentmaterialsto determinewhichmaterialshavethepropertiesthatarebestsuited foranintendedpurpose
K-2-ETS1-1.Askquestions,makeobservations,andgather informationaboutasituationpeoplewanttochangetodefine asimpleproblemthatcanbesolvedthroughthedevelopmentofa neworimprovedobjectortool.
CambridgeMathematics Alignment 2Nc.05Recognisethecharacteristicsofevenandoddnumbers (from0to100).
2Ni.01Recite,readandwritenumbernamesandwholenumbers (from0to100)
2Ni.04Estimate,addandsubtractwholenumberswithuptotwo digits(noregroupingofonesortens)
2Np.01Understandandexplainthatthevalueofeachdigitina2digitnumberisdeterminedbyitspositioninthatnumber, recognisingzeroasaplaceholder
2Np.03Understandtherelativesizeofquantitiestocompareand order2-digitnumbers.
2Nf.01Understandthatanobjectorshapecanbesplitintofour equalpartsorfourunequalparts.
2Gt.02Readandrecordtimetofiveminutesindigitalnotation(12hour)andonanalogueclocks
2Gg.01Identify,describe,sort,nameandsketch2Dshapesbytheir properties,includingreferencetoregularpolygons,numberof sidesandvertices.Recognisetheseshapesindifferentpositions andorientations
2Gg.03Understandthatlengthisafixeddistancebetweentwo points Estimateandmeasurelengthsusingnon-standardor standardunits
2Gg.04Drawandmeasurelines,usingstandardunits
2Ss.01Conductaninvestigationtoanswernon-statisticaland statisticalquestions(categorialdata)
2Ss.02Record,organiseandrepresentcategoricaldata.Choose andexplainwhichrepresentationtouseinagivensituation:
ListsandTables VennandCarrollDiagrams
2Sp.01Usefamiliarlanguageassociatedwithpatternsand randomness,includingregularpatternandrandompattern
CCSSMathematicsAlignment 2.OA.C.4Useadditiontofindthetotalnumberofobjectsarranged inrectangulararrayswithupto5rowsandupto5columns;write anequationtoexpressthetotalasasumofequaladdends
2NBTA1Understandthatthethreedigitsofathree-digitnumber representsamountsofhundreds,tens,andones Eg 706equalsto 7hundreds,0tens,and6ones
Understandthefollowingasspecialcases:
(a)100canbethoughtofasabundleoftentens-calleda “hundred”
(b)Thenumbers100,200,300,400,500,600,700,800,900,referto one,two,three,four,five,six,seven,eight,orninehundres(and0 tensand0ones)
2.NBT.A.3Readandwritenumbersto1000usingbase-ten numerals,numbernames,andexpandedform.
2.NBT.A.4Comparetwothree-digitnumbersbasedonmeanings ofthehundreds,tens,andonesdigits,using>,=,and<symbolsto recordtheresultsofcomparisons
2NBTB7Addandsubtractwithin1000,usingconcretemodelsor drawingsandstrategiesbasedonplacevalue,propertiesof operations,and/ortherelationshipbetweenadditionand subtraction;relatethestrategytoawrittenmethod Understand thatinaddingorsubtractingthree-digitnumbers,oneaddsor subtractshundredsandhundreds
2.G.A.1Recogniseanddrawshapeshavingspecifiedattributes, suchasagivennumberofanglesoragivennumberofequal faces Identifytriangles,quadrilaterals,pentagons,hexagonsand cubes.
2GA3Partitioncirclesandrectanglesintotwo,three,orfourequal shares,describethesharesusingthewordshalves,thirds,halfof,a thirdof,etc,anddescribethewholeastwohalves,threethirds, fourfourths.Recognizethatequalssharesofidenticalwholesneed nothavethesameshape
2.MD.A.1Measurethelengthofanobjectbyselectingandusing appropriatetoolssuchasrulers,yardsticks,metersticks,and measuringtapes.
2.MD.C.7Tellandwritetimefromanaloganddigitalclockstothe nearestfiveminutes,usingam andpm
2.MD.D.9Generatemeasurementdatabymeasuringlengthsof severalobjectstothenearestwholeunit,orbymakingrepeated measurementsofthesameobject Showthemeasurementsby makingalineplot,wherethehorizontalscaleismarkedoffin whole-numberunits
2.MD.D.10Drawapicturegraphandabargraph(withsingle-unit scale)torepresentadatasetwithuptofourcategories Solve simpleput-together,take-apart,andcompareproblemsusing informationpresentedinabargraph.
2.G.A.1Recogniseanddrawshapeshavingspecifiedattributes, suchasagivennumberofanglesoragivennumberofequal faces Identifytriangles,quadrilaterals,pentagons,hexagonsand cubes
2.G.A.3Partitioncirclesandrectanglesintotwo,three,orfourequal shares,describethesharesusingthewordshalves,thirds,halfof,a thirdof,etc,anddescribethewholeastwohalves,threethirds, fourfourths Recognizethatequalssharesofidenticalwholesneed nothavethesameshape.
SchemeofWork Session Objectives
1 (45mins)
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Designanelectric lamptosolvea problem
2 (45mins)
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Designaswitch foranelectrical circuit.
3 (45mins)
4 (45mins)
5 (45mins)
Designanelectric doorbelltosolvea simpleproblem
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Designa lodestone detectortofind magneticrocks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Electricity (simplecircuits)
Problemsolving (iteratively improvinga solution)
Electricity (simplecircuits)
Time(telling andwriting time)
Electrical conductivity (conductorsand insulators)and circuits
Measurement (collectingand usingdata)
Simplecircuits (components likecells,wires, bulbs)
Shapes (recognizing anddrawing geometric shapes)
Magnetism (magnetic materialslike lodestonerocks)
Measurement (collectingand comparing data)
6 (45mins)
Designa communication devicetosenda messageinMorse code
7 (45mins)
8 (45mins)
Designasmall electricfan (batterypowered)
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Designandtest differenttypesof electricalcircuits (seriesand parallel).
9 (45mins)
10 (45mins)
Designamotion detectorwitha sensorthat detects movement
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies
Projector STEMBooks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Designamotionactivatedalarm systemusinga sensor.
11 (45mins)
Designa programmable lightshowwith multiplelights
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Circuits(simple electrical circuitsfor communication )
Patterns(using patterned signalsfor Morsecode)
Circuits(electric circuitwitha motor)and motion (rotation)
Shapesand fractions (partitioning shapesinto equalparts)
Circuits(series circuits,parallel circuits, resistors)
Placevalue (understanding hundreds,tens, onesin3-digit numbers)
Sensorsand circuits(infrared motionsensor, input/output signals)
Measurement (measuring length/distance ofdetection range)
Sensorsand circuits(using aninfrared sensortotrigger analarm)
Number comparison (comparing three-digit numbers)
Circuitsand automation (remotecontrolledlights, receivers)
Arithmetic (additionand subtraction within1000)
12 (45mins)
Designasimple videogamewith lightsandsounds
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies Projector STEMBooks
Circuitsand electronic components (integrated circuits,sound modules)
Placevalue (understanding andusingplace valuein numbers)
13 (45mins)
14 (45mins)
Designan electronicbirthday surprisethatplays music
Designan automaticnight lightthatturnson inthedark
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies
Projector STEMBooks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies
Projector STEMBooks
Designanelectric car.
15 (45mins)
16 (45mins)
17 (90mins)
Engageinan open-endedSTEM challengeto designanew deviceforarealworldproblem
Improveand optimizethe designfromPart1 oraprevious project
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies
Projector STEMBooks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies
Projector STEMBooks
EarlyElectronicsKit whiteboard
Pencils
ArtSupplies
Projector STEMBooks
Circuits (triggeringa soundwitha sensoror switch)
Numbers (readingand writing numbersupto 1000)
Circuitsand lightsensors (photo-sensitive lightdetector)
Addition (findingthe totalnumberof objects)
Circuitsand sustainable designsolutions
Problemsolving (iteratively improvinga solution)
Circuitsand sustainable designsolutions
Problemsolving (breakinga probleminto smallerparts and persevering)
Circuitsand optimizing design(refining forefficiency and sustainability)
Problemsolving (iteratively improvinga solution)
LessonPlans andAnswerkey IntrotoSnapCircuits LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Identifyandcreateacircuitusingtheearlyelectronicskit,withapowersourceanda componentthatusestheelectricity,likealight
Incorporateadditionalsimplecomponentslikeswitchesintoacircuit Beabletodoallofthesesafely,avoidingashortcircuit
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools
Checkallthekitstobesureallcomponentsarepresent Seethekitinventorylistinthe studentbooktouseasachecklist.
Checkthatthebatteriesarefullycharged,andthateachcomponentisworking.
IntrotoSnapCircuits LearningActivities 1.ThismaybeyourveryfirsttimeintroducingtheSTEMInnovatorsHandbooktoyour students!Ifso,explainthattheywillbelearningtobeengineersandsolvingproblems usinganengineeringdesignprocess Thefirstshortlessonwillintroducethemtothe toolstheywillusetosolveproblemsandinnovate,andafterthoselessonstheywilljump intotheirfirstchallenge!
2Readtheinitialdefinitionofacircuitandaskstudentstonamesomeexamplesofcircuits intheirdailylives.Theymightrecognizelamps,fans,orotherappliancesthatpluginand useelectricityasusingcircuits.
3Havestudentsobservethediagramsinthestudentworkbook,andaskwhethertheycan identifythedifferencesbetweentheleftandrightdiagrams.Theleftdiagramshowsa closedswitchwithalampturnedon,andtherightdiagramshowsanopenswitchwith thelampnotturnedon
Part1:LighttheLED
1Directstudentstostartfollowingthestepsinthe“LighttheLED”section Encouragethem tosearchthroughtheirkitstofindthecorrectcomponents!
2.Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks. Considerhavingthemswitchateachstepoftheinstructions.
3Considerusingthisopportunitytohelpstudentspracticetakingdifferentroles!For example,youmighthaveonestudentreadtheinstructionsandquestionsaloudtothe group,onestudentfollowtheinstructionstoplacethecomponents,andathirdstudent double-checkateachstepthattheirkitmatchestheimagesinthestudentworkbook
4.PauseattheSafetyAlert!todiscusswithyourstudents!
Part2:AddaSwitch
1Directstudentstocontinuefollowingthestepsinthe“AddaSwitch”section Encourage themtosearchthroughtheirkitstofindthecorrectcomponents!
2.Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks. Considerhavingthemswitchateachstepoftheinstructions
Part3:LighttheBulb
1.Directstudentstocontinuefollowingthestepsinthe“LighttheBulb”section.Encourage themtosearchthroughtheirkitstofindthecorrectcomponents!
2.Ensurethatstudentsaretakingturnsintheirgroupstodirectlycontroltheblocks. Considerhavingthemswitchateachstepoftheinstructions.
Iftimeallows,invitethemtotestputtingthesamecomponentsindifferentorders!What happensiftheyputtheswitchontheoppositesidefromtheLED?Whathappensiftheyput bothswitchesonthesamecircuit?(Ifusingtwoswitches,studentsmustalsostillincludean LEDorbulbinthecircuittoavoidashort!)
AdditionalSafetyAlert!Aswitchaloneonacircuitwillhavethesameeffectofashortifthe switchisclosedwithnoLEDorotherelectricity-usingcomponentsinthecircuit!
Project1:DesignanElectricLamp LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Designanelectriclamptosolveaproblem
Tellandwritetime
Materials
Vocabulary Preparation(TeacherTo-DoBeforeClass) Preparethematerialsfortheclass LearningActivities Duration: 45minutes
1ReadtheIntroductiontogether Notetheboldedvocabularywords,andaskstudents whattheyknoworthinkaboutthosewords Theywilllearnthedefinitionsinthenextstep!
1.Then,readtheDefinetheProblemtogether.Discusshowthejobofanengineeringteam istodesignsolutionstoproblems.Manysolutionstoaproblemmayexist,anditistheir jobtofindthebestonefortheirspecificsituation
2.TelllearnersthattheywillhavetheopportunitytoworkontheseSTEMprojectswith differentteamsandindifferentteamroles.Assigntheteamsandrolesorallowlearners toself-select Reviewtheresponsibilitiesofeachrole,asdefinedinthisteachersguide
3.Telllearnersthatengineeringteamsusealistofgoalsandrulesbasedonthesituation tomeasurethesuccessoftheirdesigns.Forprofessionalengineers,thisoftenincludes limitsoncostsandmaterialsaswellasgoalsthatincludesizerequirementsorfeatures Readthegoalsandrulestogether.
4. ReadthevocabularyandtheScienceConnectiontogetherandensurelearners understandtheconceptstheywilluseintheproject
5. Lookoverthematerialsanddiscusssafety.Reviewtheimportantsafetyalerttoavoid shortcircuitsthatcancauseoverheating!
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2Then,designatespacesforteamstoworktogetherandsharetheirideas Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea.
3Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4.Whilelearnersarebuilding,ensureeveryonecancontribute.Ifthisistheirfirsttime workinginagroup,modelandremindstudentsofthedifferentresponsibilitiesofthe differentroles.
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Then,encourageallteamstocreatelampshadesthatallowdifferentamountsoflight toshinethrough
1Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyou thoughtaboutadding…?”or“Your…isreallycool,Iwonderhowitwouldworkif…?”
3Promptteamstorecordthefeedbacktheyreceive
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams.
2.Providereadingsupportasnecessary.
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromotequalityeducation.
Project2:DesignaSWITCH LessonPlan LearningObjectives Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Analyzedataobtainedfromtestingdifferentmaterialstodeterminewhichmaterials havethepropertiesthatarebestsuitedforanintendedpurpose Generatemeasurementdata
Materials Vocabulary Preparation(TeacherTo-DoBeforeClass) Preparethematerialsfortheclass. Ensurethatyouhavematerialsforeachgrouptotest,ideallysomepaper,ametalnail,a metalpaperclip,apen,andamarker Youmighthavestudentscompareaplasticcoveredpapercliptoanall-metalpaperclip!Considerwhetheryouwillallowstudentsto testadditionalmaterialsfoundintheclassroom.
LearningActivities 1.ReadtheIntroductiontogether.
2.Talkaboutwhysomeonewouldchoosetouseaplasticspooninsteadofametalspoon asawaytodiscussmaterialproperties Howwouldtheyfeeldifferentinaveryhotsoup?
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem.
2Assigntheteamsandrolesorallowlearnerstoself-select
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether.
4 ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.Askstudentshowtheymighttestwhethera materialisaconductororinsulator(byplacingitbetweenabatterypackandanLEDto seewhethertheLEDthenlightsup)
5 Lookoverthematerialsanddiscusssafety Remindstudentstoavoidshortcircuitsthat cancauseoverheating!
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2Then,designatespacesforteamstoworktogetherandsharetheirideas Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.Continuetomodeland remindstudentsofthedifferentresponsibilitiesofthedifferentroles.
5Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide In theTestsection,learnersshouldcirclethebulbiconthatindicateswhethertheirmaterial successfullylitthebulb.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.Then,encourageallteamstomaketheirswitchesaseasytouseaspossible.
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike haveyouthought aboutadding…?”or“Your…isreallycool,Iwonderhowitwouldworkif…?”
3.Promptteamstorecordthefeedbacktheyreceive.
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromoteresponsibleconsumptionand production
Project3:DesignaDoorbell LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject ortool
Recognisethecomponentsofsimplecircuits(limitedtocells,wiresandlamps)
Recognizeanddrawshapeswithspecificqualities
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1.ReadtheIntroductiontogether.
2.Promptlearnerstoidentifyadditionalinventionsthatnowuseelectricityforthesame taskaswaspreviouslydonewithoutelectricity,suchasbroomsandvacuums,iceboxes andrefrigerators,andcandlesandlamps.
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem. Discusswhatafoodbankis.
2Assigntheteamsandrolesorallowlearnerstoself-select
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether.
4ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject
5.Lookoverthematerialsanddiscusssafety.Nowthattheyareontheirthirdproject,ask studentswhatthemostimportantsafetyruleis(Noshortcircuits!).
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.Then,encourageallteamstoimprovetheirdesigns.
1. Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams
2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect.
2Then,discusshowtheirsolutionscouldpromotezerohunger
Project4:DesignaLodestoneDetector LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Knowthatmaterialscanbetestedtodeterminetheirproperties
Describeandcomparedifferentkindsofrocks
Generatemeasurementdata
Materials
Duration: 45minutes
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
Ensurethatyouhaveatleast3“rocks”pergroup,whichshouldideallyinclude2 magnetsofdifferentstrengthsand1rockorothersmallsolidthatisnotmagnetic.If only1magnetisavailablepergroup,thatcanstillwork
HaverulersavailableforstudentstocompletetheMathandScienceConnection
LearningActivities
1.ReadanddiscusstheIntroductiontogether.
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem.
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether.
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject
5.Lookoverthematerialsanddiscusssafety.Nowthattheyareontheirfourthproject,ask studentswhatthemostimportantsafetyruleis(Noshortcircuits!).
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide andcompareatleastthreedifferent“rocks”Iftimeallows,youmightallowstudentsto testmorematerialsaroundtheclassroom!
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7Then,encourageteamstoexplorehowfarawaydifferentmagnetsstillworktoconnect thecircuitandmakeinferencesaboutthestrengthofthemagnets.
1Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding…?”or“Your…isreallycool,Iwonderhowitwouldworkif…?”
3Promptteamstorecordthefeedbacktheyreceive
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromotequalityeducation.
1.Answerswillvary.Ensureyour studentsremembertoinclude theirunits!Ifalltherocksarevery small,considerhavingstudents measureotherobjectsinthe classroominstead
2.Answerswillvary.Ensureyour studentsremembertoinclude theirunits!
Project5:DesignaCommunicator LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject ortool
Recognizethecomponentsofasimplecircuit
UsefamiliarlanguageassociatedwithpatternstocommunicateusingMorsecode
Materials Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
Considerprintingfull-sizepagestoshowtheMorseCodesothatyourstudentscan moreeasilycodeanddecode
LearningActivities
1ReadanddiscusstheIntroductiontogether
1Then,readtheDefinetheProblemtogether Ensurelearnersunderstandtheproblem
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns Readthegoalsandrulestogether
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.
5Lookoverthematerialsanddiscusssafety Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1Promptlearnerstobrainstormandrecordtheirideasindividually
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea.Itisokayif teammembershavethesameidea
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.Theyshouldalsochooseaname fortheirteam’sship,sothattheycancommunicatewithotherteams’ships!
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. Teamswillneedtopairuptocommunicate Iftimeallows,teamscouldtaketurnsto presenttothewholeclasswhileotherteamsdecodetheirshipnames.
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
7.ToImprovetheirprojects,encourageteamstotrysendingnewmessagesusingthe Morsecode,orredesigningtheircommunicatortouseadifferenttypeofsignal
1Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns Teamscan testoutthesuccessoftheirnewcodesduringtheshareout.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3Promptteamstorecordthefeedbacktheyreceive
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2.Providereadingsupportasnecessary.
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromoteindustry,innovation,andinfrastructure.
LearningObjectives
Project6:DesignaFan LessonPlan Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject ortool
Recognizethecomponentsofasimplecircuit
Partitionshapesintoequalandunequalsections
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1.ReadanddiscusstheIntroductiontogether.
1Then,readtheDefinetheProblemtogether Ensurelearnersunderstandtheproblem
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns Readthegoalsandrulestogether
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.
5Lookoverthematerialsanddiscusssafety Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2Then,designatespacesforteamstoworktogetherandsharetheirideas Remindthem thatoneruleisthateachteammembermustcontributeatleastoneidea Itisokayif teammembershavethesameidea.
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide.
6Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7.ToImprovetheirprojects,encourageteamstobuildingaworkingfanusingdifferent components
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike haveyouthought aboutadding…?”or“Your…isreallycool,Iwonderhowitwouldworkif…?”
3.Promptteamstorecordthefeedbacktheyreceive.
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
1.Invitelearnerstoself-reflect.
2.Then,discusshowtheirsolutionscouldpromoteclimateaction.
Project7:DesignaCIRCUIT LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject ortool
Recognizethecomponentsofasimplecircuit
Useplacevaluetoidentifythevalueofeachdigitinathreedigitnumber
Materials Vocabulary Preparation(TeacherTo-DoBeforeClass) Preparethematerialsfortheclass
Considercreatingdemonstrationmodelsofseriesandparallelcircuitstoshowtheclass.
LearningActivities 1.ReadanddiscusstheIntroductiontogether.
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem.
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether.
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject TheScienceConnectionforthisprojectislong! Considercreatingdemonstrationmodelsofseriesandparallelcircuitstoshowtheclass.
5.Lookoverthematerialsanddiscusssafety.Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1.Instructteamstopreviewtheinitialsetupanddiscusstheroleoftheresistorinthecircuit basedonthewhatyoureadintheScienceConnection
2.Promptlearnerstobrainstormandrecordtheirideasindividually.
3.Then,designatespacesforteamstoworktogetherandsharetheirideas.
4Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
5.Whilelearnersarebuilding,ensureeveryonecancontribute.
6Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide Readthedirectionsandhavelearnerscircletheirtestresults.
7.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject
8ToImprovetheirprojects,encourageteamstofigureouthowtoexpandtheircircuitto includeanotherlight.
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams.
2Providereadingsupportasnecessary
1Invitelearnerstoself-reflect
2Then,discusshowtheirsolutionscouldpromoteindustry,innovation,andinfrastructure
Project8:DesignaMotionDetector LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject ortool
Recognizethecomponentsofasimplecircuit
Measurethelengthofanobject
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass) Preparethematerialsfortheclass. Ensuretherearealsorulersandconstructionmaterialsforeachgrouptobuildasmall modelhenhouseandasmallfoxpuppettotesttheirmotiondetectors
LearningActivities 1ReadanddiscusstheIntroductiontogether
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem.
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether.
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject
5.Lookoverthematerialsanddiscusssafety.Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1Instructteamstopreviewtheinitialsetupanddiscusshowtocontinuethecircuit
2.Promptlearnerstobrainstormandrecordtheirideasindividually.
3.Then,designatespacesforteamstoworktogetherandsharetheirideas.
4Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
5.Whilelearnersarebuilding,ensureeveryonecancontribute.Teamswillalsobuilda simplehenhouseandfoxpuppettotesttheirdesignsusingconstructionmaterials
6Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide Duringtesting,teamscanplacepaperonthetablearoundtheirhenhouseanddrawthe farthestedgesofwherethedistancesensorcansensetheirfoxpuppets Then,they shouldusearulertomeasurethatdistance
7.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
1Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding…?”or“Your…isreallycool,Iwonderhowitwouldworkif…?”
3Promptteamstorecordthefeedbacktheyreceive
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheirteams.
2Providereadingsupportasnecessary
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldreducehungerinacommunity.
Project9:DesignaMotionAlarm LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject ortool
Recognizethecomponentsofasimplecircuit
Comparetwothree-digitnumbers
Materials
Vocabulary Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsforclass.
LearningActivities
1.ReadanddiscusstheIntroductiontogether.
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem.
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthesituationto measurethesuccessoftheirdesigns.Readthegoalsandrulestogether.
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstandthe conceptstheywilluseintheproject Havinglearnedthetermsinputandoutputinthelast project,askstudentswhichmaterialswillbetheinputsandwhichwillhavetheoutputs.
5Lookoverthematerialsanddiscusssafety Askstudentswhatthemostimportantsafetyrule is(Noshortcircuits!).
1.Instructteamstopreviewtheinitialsetupanddiscussthetwodifferentcircuitspictured.
2.Promptlearnerstobrainstormandrecordtheirideasindividually.
3Then,designatespacesforteamstoworktogetherandsharetheirideas
4.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
5Whilelearnersarebuilding,ensureeveryonecancontribute
6Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide Duringtesting,teamscanfirsttesttheirdesignanddescribehowitworksinthedata table Then,theycanbuildandtestthefirstandseconddesignstocompare Differences mayincludesoundlevel,light,andsequence
7.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
8ToImprovetheirdesigns,teamscantrytocreateanewversionthatchangessound whentheobjectgetscloser!
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheirteams.
2Providereadingsupportasnecessary
1.Invitelearnerstoself-reflect.
2Then,discusshowtheirsolutionscouldpromotedecentworkandeconomicgrowth
Project10:DesignaLightShow LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool Recognizethecomponentsofasimplecircuit Addandsubtractwithin1000
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities
1ReadtheIntroductiontogether
1.,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem. 2Assigntheteamsandrolesorallowlearnerstoself-select
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether. 4ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.
5.Lookoverthematerialsanddiscusssafety.Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!)
1.Instructteamstopreviewtheinitialsetupanddiscusshowtocontinuethecircuittoadd anotherlightandcreatealightshowpattern.
2Promptlearnerstobrainstormandrecordtheirideasindividually
3.Then,designatespacesforteamstoworktogetherandsharetheirideas.
4.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
5Whilelearnersarebuilding,ensureeveryonecancontribute
6.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. Duringtesting,teamsshouldtestwhethertheycanmakethelightsturnoninthe designatedpatterns
7.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
8ToImprovetheirdesigns,teamsshouldpairuptocreateasynchronizedlightshow
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.Teamscan pairupwiththesamegroupasbeforeoranewone.
2Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike haveyouthought aboutadding…?”or“Your…isreallycool,Iwonderhowitwouldworkif…?”
3.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams. 2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect.
2Then,discusshowtheirsolutionscouldpromoteclimateaction
Project11:DesignaVideoGame LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject ortool
Recognizethecomponentsofasimplecircuit
Understandplacevalue
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1ReadanddiscusstheIntroductiontogether
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem. 2Assigntheteamsandrolesorallowlearnerstoself-select
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether. 4ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.
5.Lookoverthematerialsanddiscusssafety.Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!)
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2Then,designatespacesforteamstoworktogetherandsharetheirideas
3.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4Whilelearnersarebuilding,ensureeveryonecancontribute
5.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. Toconducttests,teamsshouldmaketencrumpledpaperasteroidstodropfromabout twofeetabovethetablesordesks Twoteammembersshouldtaketurnsdroppingthe asteroidsatrandomwhileoneteammembertrysto“destroy”thembytriggeringthe soundandtheremainingteammembersshouldkeeptrackofhowmanywere destroyedbeforehittingthetable
6.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
7ToImprovetheirdesigns,teamscanaddanotherbuttontocontrolthelightsandsound
1Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3Promptteamstorecordthefeedbacktheyreceive
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams 2.Providereadingsupportasnecessary.
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldpromotequalityeducation.
Project12:DesignaBirthdaySurprise LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool Recognizethecomponentsofasimplecircuit Readandwritenumbersto1000
Materials Vocabulary Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities 1ReadanddiscusstheIntroductiontogether
1Then,readtheDefinetheProblemtogether Ensurelearnersunderstandtheproblem
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns Readthegoalsandrulestogether
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.
5Afterreadingabouta“cue,”haveyourstudentsbrainstormsomepossiblekit componentstheymightuseforthecue.Anyinputcanbeusedasthesignalforthe birthdaysurprise.
6Lookoverthematerialsanddiscusssafety Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1Instructteamstopreviewtheinitialsetupandsharetheirthinkingabouthowtheymight addacueortriggerforthesong
2.Promptlearnerstobrainstormandrecordtheirideasindividually.
3Then,designatespacesforteamstoworktogetherandsharetheirideas
4Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
5.Whilelearnersarebuilding,ensureeveryonecancontribute.
6Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide Toconducttests,teamsshouldswapoutthecueortriggeringsensorfortheoneslisted andtestwhethertheyworktomakethesongplay.
7Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
8.ToImprovetheirdesigns,teamscantrytocontrolthemusicstartingandstoppingwith thesensorcue
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3Promptteamstorecordthefeedbacktheyreceive
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams
2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect.
2Then,discusshowtheirsolutionscouldpromotegoodhealthandwell-being
Project13:DesignaNightLight LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool
Recognizethecomponentsofasimplecircuit
Useadditiontofindthetotalnumberofobjects
Materials Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.
1Then,readtheDefinetheProblemtogether Ensurelearnersunderstandtheproblem
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns Readthegoalsandrulestogether
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.
5Lookoverthematerialsanddiscusssafety Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1.Instructteamstopreviewthetwoinitialdesignsandsharetheirthinkingaboutwhichone willturnonthelightwhentheitisdark.
2Promptlearnerstobrainstormandrecordtheirideasindividually
3.Then,designatespacesforteamstoworktogetherandsharetheirideas.
4.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
5Whilelearnersarebuilding,ensureeveryonecancontribute
6.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. Toconducttests,teamsshoulduseclassroomresourcestocreateacompletelydark, mostlydark,andsomewhatdarktestingenvironment
7.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
8ToImprovetheirdesigns,teamscantrytoswapoutoraddafantotheirdesignthat turnsonwhenitgetsdark.
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams.
2Providereadingsupportasnecessary
1.Invitelearnerstoself-reflect.
2.Then,discusshowtheirsolutionscouldpromoteaffordableandcleanenergy.
4.Answerswillvary Sampleanswershown.
Project14:DesignanElectricCar LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool Recognizethecomponentsofasimplecircuit Breakaproblemintosmallerpartsandpersevereinsolvingit
Materials-Additionalmaterialsasneededforteamprojects
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass.
LearningActivities
1.ReadanddiscusstheIntroductiontogether.
1.Then,readtheDefinetheProblemtogether.Ensurelearnersunderstandtheproblem. 2Assigntheteamsandrolesorallowlearnerstoself-select 3Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns.Readthegoalsandrulestogether. 4ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject
5.Lookoverthematerialsanddiscusssafety.Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1.Instructteamstopreviewtheinitialsetupanddiscusshowtocontinuethecircuit.
2Promptlearnerstobrainstormandrecordtheirideasindividually
3.Then,designatespacesforteamstoworktogetherandsharetheirideas.
4.Instructteamstodrawtheirteamdesign.Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
5.Whilelearnersarebuilding,ensureeveryonecancontribute.
6.Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide. Duringtesting,
7.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3.Promptteamstorecordthefeedbacktheyreceive.
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams. 2Providereadingsupportasnecessary
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscould .
Project15:DesignaHighway LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool Recognizethecomponentsofasimplecircuit Breakaproblemintosmallerpartsandpersevereinsolvingit
Materials-Additionalmaterialsasneededforteamprojects
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1.ReadanddiscusstheIntroductiontogether.
1Then,readtheDefinetheProblemtogether Ensurelearnersunderstandtheproblem
2.Assigntheteamsandrolesorallowlearnerstoself-select.
3.Remindlearnersthatengineeringteamsusealistofgoalsandrulesbasedonthe situationtomeasurethesuccessoftheirdesigns Readthegoalsandrulestogether
4.ReadthevocabularyandScienceConnectiontogetherandensurelearnersunderstand theconceptstheywilluseintheproject.
5Lookoverthematerialsanddiscusssafety Askstudentswhatthemostimportantsafety ruleis(Noshortcircuits!).
1Instructteamstopreviewtheinitialsetupanddiscusshowtocontinuethecircuit
2.Promptlearnerstobrainstormandrecordtheirideasindividually.
3.Then,designatespacesforteamstoworktogetherandsharetheirideas.
4Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit
5.Whilelearnersarebuilding,ensureeveryonecancontribute.
6Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide Duringtesting,teamscan
7.Ifteammodelsdonotmeetthegoalsandrules,theyshouldimprovethem.Ifteams needsupport,directthemtothesamplesolutionsattheendoftheproject.
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2.Modelhowtogiveandreceivefeedbackusingphrasessuchas,“Ilike…haveyouthought aboutadding ?”or“Your isreallycool,Iwonderhowitwouldworkif ?”
3.Promptteamstorecordthefeedbacktheyreceive.
1Assignlearnerstocompletethemathandsciencequestionsindividuallyorinteams 2.Providereadingsupportasnecessary.
1.Invitelearnerstoself-reflect.
2Then,discusshowtheirsolutionscould
Capstone:STEMChallenge LessonPlan LearningObjectives
Duration: 45minutes
Attheendofthelesson,thelearnerswill: Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool Recognizethecomponentsofasimplecircuit Breakaproblemintosmallerpartsandpersevereinsolvingit
Materials-Additionalmaterialsasneededforteamprojects
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Preparethematerialsfortheclass
LearningActivities
1.ReadtheIntroductiontogether.Usethevocabularytodefinekeyconcepts.
2.InPart2,teamswilleitheroptimizetheirexistingdesignoroptimizeoneoftheprevious projects
1Then,readtheDefinetheProblemtogether
2.DiscusstheexamplesofdeviceslearnershavealreadybuilttopromotetheUS SustainableDevelopmentGoals.Then,discusswhethertheywilloptimizetheprototype theyinthepreviouslessonoronefromapreviousproject
3.Keepthesameteamsandrolesorassignnewroles.
4 Noticethatthegoalsarenotfilledin Teamsmustwritethesebasedontheproblem theywanttosolve.
5 ReadtheScienceConnectiontogetherandensurelearnersunderstandtheconcepts theywilluseintheproject
6.ReadtheSafetyinformation.
1.Promptlearnerstobrainstormandrecordtheirideasindividually.
2.Then,designatespacesforteamstoworktogetherandsharetheirideas.
3Instructteamstodrawtheirteamdesign Then,theyshouldlabelthematerialsneeded fortheirdesignsotheyknowwhattograbfromthekit.
4.Whilelearnersarebuilding,ensureeveryonecancontribute.
5Whenteamsarereadytotesttheirdesigns,theyuseMeasureYourSuccessasaguide Toconducttests,teamsshouldlistwhichUNSustainableDevelopmentGoaltheirdevice helpsaddressandhowitdoesso.
6Ifteamsneedsupport,directthemtoconsultwithanotherteam
7ToImprovetheirdesigns,teamsshoulduseconstructionmaterialstomaketheir prototypemorerealisticlooking.
1.Designatepairingsforteamstoshareandreceivefeedbackontheirdesigns.
2Promptteamstorecordthefeedbacktheyreceive
1.Assignlearnerstocompletethemathandsciencequestionsindividuallyorintheir teams.
2Providereadingsupportasnecessary
1Invitelearnerstoself-reflect
2.Then,discusshowtheirsolutionscouldaddressoneoftheUNSustainableDevelopment Goals.
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
