Guidebook - Level 2

Teacher Guide - Early Electronics Level 2 Copyright © 2026 Author: Rebecca McDowell Editors: Lindsey Own and Kaylyn Lee ISBN: 978-981-17736-6-2 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

21

13

COMMON CORE MATHEMATICS ALIGNMENT

22

14

SCHEME OF WORK

24

15

LESSON PLANS AND ANSWER KEY

26

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 SKOOL21 Early Electronics Kit! Open your box and see what is inside! This kit has everything you need to build and play. Use batteries for power and snap wires to join parts. You can turn your big ideas into real working circuits. Let’s build together!

KIT COMPONENTS 1. Power & Control Battery

Remote

Control

100 ohm

Variable

PNP

Holder

Control

Module

Resistor

Resistor

Triode

x2

x1

x1

x1

x1

x1

2. Connectors One

Two

Three

Four

Five

Six

Snap

Snap

Snap

Snap

Snap

Snap

x6

x9

x4

x2

x1

x1

Red

Blue

Green

4.5 V

2.5 V

Seven

LED

LED

LED

Bulb

Lamp

Snap

x1

x1

x1

x1

x1

x1

3. Light Output

4. Switches Slide

Press

Touch

Reed

Button

Jumper

Switch

Button

Sensor

Switch

Switch

Wires

x1

x1

x1

x1

x1

x1

5. Motors & Motion Snap

Fan

Geared

Universal

Support

Rubber

Motor

Motor

Motor

Wheel

Rod

Wheels

x1

x1

x2

x2

x1

x2

Buzzer

Ammeter

Infrared

x1

x1

6. Specialized Electronics Circuit

Mini

Triangle

Board

Board

Base

x1

x1

x1

7. Advance Sensors & Sound Output

Sensor x1

Light

Sound

Loud

Space

IC

IC

Sensor

Sensor

Speaker

Wars IC

Alarm

Music

x1

x1

x1

x1

x1

x1

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)

C le

an

Wa I n t rm - U ro d p uct / i on 3–

Up

s min 2–3

5m ins

Define the Problem

Reflection 2–3 mins

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

ll Cha

t

en g

e

s min 3–5

10

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

18 Affordable and Clean Energy

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 30-45 min 30-45 min 45-60 min

Design a Lodestone

Design a Communicato

Design a Fan

Design a Circuit

Design a Motion

Design a Motion Alarm

Design a Light Show

Design a Video Game

Design a Birthday i Design a Night Light

Design an Electric Car

Design a Highway

Capstone: STEM h ll

4

5

6

7

8

9

10

11

12

14

15

16

13

Good Health and Well-being

30-45 min

Design a Doorbell

3

Choice of Goals

Climate Change

Climate Change

Quality Education

Climate Action

Decent Work and Economic Growth

Industry, Innovation and f Zero Hunger

Industry, Innovation and f Climate Change

Quality Education

Responsible Consumption and d i Zero Hunger

30-45 min

Design a Switch

2

Quality Education

SDG

30-45 min

Duration

Design an Electric Lamp

Topic

1

S#

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

K-2-ETS1-1

2-PS1-2, 2PS1-1

K-2-ETS1-1

2-PS1-2, 2PS1-1

K-2-ETS1-1

NGSS

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03

2Pe.02, 2Pe.03,

2Pe.03, 2Pf.03

2Pe.02, 2TWSm.02

2Cp.03, 2ESp.01

2Pe.02, 2Pe.03,

2Cp.01,2Cp.02 , 2Cp.03

2TWSc.02, 2TWSc.04,

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

MP1

MP1

2.OA.A.1

2.OA.C.4

2.NBT.A.3

2.NBT.A.1

2.NBT.B.7

2.NBT.A.4

2.MD.A.1

2.NBT.A.1

2.G.A.3

MP6

2.MD.D.9, 2.MD.D.10

2.G.A.1

2.MD.D.9, 2.MD.D.10

2.MD.C.7

CCSS- Math

Standards Alignment

TWM.01, TWM.08

TWM.01, TWM.08

2Ss.01

2Nc.05, 2Ni.04

2Ni.01

2Np.01

3Ni.04

2Np.03

2Gg.03, 2Gg.04

2Np.01

2Nf.01

2Sp.01

2Ss.01, Ss.02

2Gg.01

2Ss.01, Ss.02

2Gt.02

Cambridge Math

Cambridge Science Alignment Learning Objective

Project #

Project Name

2TWSm.02 Make and use a physical model of a familiar system or idea.

5

Design a Communicator

2TWSc.02 Use given equipment appropriately.

1

Design a Lamp

2TWSc.04 Follow instructions safely when doing practical work

1

Design a Lamp

2Cp.01 Describe a property as a characteristic of a material and understand that materials can have more than one property.

2

Design a Switch

2Cp.02 Explain why materials are chosen for specific purposes on the basis of their properties.

2

Design a Switch

2

Design a Switch

4

Design a Lodestone Detector

2Pf.03 Recognise that things will only speed up, slow down or change direction when something else causes them to do so.

6

Design a Fan

2Pe.01 Identify how we use electricity and describe how to be safe with it.

1

Design a Lamp

3

Design a Doorbell

5

Design a Communicator

7

Design a Circuit

8

Design a Motion Detector

9

Design a Motion Alarm

10

Design a Light Show

11

Design a Video Game

Thinking and Working Scientifically

Life processes - Properties of Materials

2Cp.03 Know that some changes can turn a material into a different material.

Forces and Energy, Electricity and Magnetism

2Pe.02 Recognise the components of simple circuits (limited to cells, wires and lamps)

19

NGSS Alignment Learning Objective

Project #

Project Name

2

Design a Switch

4

Design a Lodestone Detector

2

Design a Switch

4

Design a Lodestone Detector

1

Design a Lamp

3

Design a Doorbell

5

Design a Communicator

6

Design a Fan

7

Design a Circuit

8

Design a Motion Detector

9

Design a Motion Alarm

10

Design a Light Show

11

Design a Video Game

12

Design a Birthday Surprise

13

Design a Night Light

14

STEM Challenge Part 1

15

STEM Challenge Part 2

Structure and Properties of Matter 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

2-PS2-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Engineering Design

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.

21

Cambridge Mathematics Alignment Learning Objective

Project #

Project Name

Thinking and Working Mathematically 14

STEM Challenge Part 1

15

STEM Challenge Part 2

14

STEM Challenge Part 1

15

STEM Challenge Part 2

2Nc.05 Recognise the characteristics of even and odd numbers (from 0 to 100).

13

Design a Night Light

2Ni.01 Recite, read and write number names and whole numbers (from 0 to 100).

12

Design a Birthday Surprise

10

Design a Light Show

14

Design a Night Light

7

Design a Circuit

11

Design a Video Game

2Np.03 Understand the relative size of quantities to compare and order 2-digit numbers.

9

Design a Motion Alarm

2Nf.01 Understand that an object or shape can be split into four equal parts or four unequal parts.

6

Design a Fan

TWM.01 Specialising

TWM.08 Improving

Number

2Ni.04 Estimate, add and subtract whole numbers with up to two digits (no regrouping of ones or tens).

2Np.01 Understand and explain that the value of each digit in a 2digit number is determined by its position in that number, recognising zero as a place holder.

22

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

Operations and Algebraic Thinking 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

13

Design a Night Light

7

Design a Circuit

11

Design a Video Game

2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

12

Design a Night Light

2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

9

Design a Motion Alarm

5

Design a Communicator

10

Design a Light Show

3

Design a Doorbell

14

STEM Challenge Part 1

15

STEM Challenge Part 2

6

Design a Fan

Number and Operations in Base Ten 2.NBT.A.1 Understand that the three digits of a three-digit number represents amounts of hundreds, tens, and ones. E.g. 706 equals to 7 hundreds, 0 tens, and 6 ones.

Understand the following as special cases: (a) 100 can be thought of as a bundle of ten tens - called a “hundred”. (b) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900, refer to one, two, three, four, five, six, seven, eight, or nine hundres (and 0 tens and 0 ones).

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and / or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds 2.G.A.1 Recognise and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons and cubes.

2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equals shares of identical wholes need not have the same shape.

24

Scheme of Work This scheme of work covers 16 sessions: 1 introductory lesson1 (45 mins), 15 projects (each 45-min), and 1 capstone project (90 mins, split into 2 sessions).

It can work for weekly 45-minute classes.

Session

Objectives

Materials

Related Science

Related Math

Lesson 1: Intro to Snap Circuits Early Electronics Kit Electricity whiteboard (simple circuits) Pencils Art Supplies Projector STEM Books

1 (45mins)

Problem solving (iteratively improving a solution)

Project 1: Design an Electric Lamp 2 (45mins)

Design an electric lamp to solve a problem.

Early Electronics Kit Electricity Time (telling whiteboard (simple circuits) and writing Pencils time) Art Supplies Projector STEM Books

Project 2: Design a Switch 3 (45mins)

Design a switch for an electrical circuit.

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Electrical Measurement conductivity (collecting and (conductors and using data) insulators) and circuits

Project 3: Design a Doorbell 4 (45mins)

Design an electric doorbell to solve a simple problem.

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Simple circuits (components like cells, wires, bulbs)

Shapes (recognizing and drawing geometric shapes)

Project 4: Design a Lodestone Detector 5 (45mins)

Design a lodestone detector to find magnetic rocks.

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Magnetism Measurement (magnetic (collecting and materials like comparing lodestone rocks) data)

26

Sustainability Themes

Project 5: Design a Communicator 6 (45mins)

Design a communication device to send a message in Morse code.

Early Electronics Kit Circuits (simple whiteboard electrical Pencils circuits for Art Supplies communication Projector ) STEM Books

Patterns (using patterned signals for Morse code)

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Circuits (electric circuit with a motor) and motion (rotation)

Shapes and fractions (partitioning shapes into equal parts)

Circuits (series circuits, parallel circuits, resistors)

Place value (understanding hundreds, tens, ones in 3-digit numbers)

Project 6: Design a Fan 7 (45mins)

Design a small electric fan (batterypowered).

Project 7: Design a Circuit 8 (45mins)

Design and test different types of electrical circuits (series and parallel).

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Project 8: Design a Motion Detector 9 (45mins)

Design a motion detector with a sensor that detects movement.

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Sensors and Measurement circuits (infrared (measuring motion sensor, length/distance input/output of detection signals) range)

Project 9: Design a Motion Alarm 10 (45mins)

Design a motionactivated alarm system using a sensor.

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Sensors and circuits (using an infrared sensor to trigger an alarm)

Number comparison (comparing three-digit numbers)

Circuits and automation (remotecontrolled lights, receivers)

Arithmetic (addition and subtraction within 1000)

Circuits and electronic components (integrated circuits, sound modules)

Place value (understanding and using place value in numbers)

Project 10: Design a Light Show 11 (45mins)

Design a programmable light show with multiple lights.

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

Project 11: Design a Video Game 12 (45mins)

Design a simple video game with lights and sounds.

Early Electronics Kit whiteboard Pencils Art Supplies Projector STEM Books

27

Lesson Plans and Answer key

29

Intro to Snap Circuits Lesson Plan Duration: 45 minutes

Learning Objectives

At the end of the lesson, the learners will: Identify and create a circuit using the early electronics kit, with a power source and a component that uses the electricity, like a light Incorporate additional simple components like switches into a circuit.

Be able to do all of these safely, avoiding a short circuit

Materials

Computer

Projector

Early Electronics Kit

Vocabulary

Word Circuit

Short Circuit

Meaning A path through which electricity flows, usually with three main parts: a power source, a wire to carry the electricity, and something that uses the electricity.

A circuit path that go straight from the positive to the negative side of the batterie with no component in between. This can cause overheating due to too much electricity flowing through the wires!

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.

30

Intro to Snap Circuits 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. Read the initial definition of a circuit and ask students to name some examples of circuits in their daily lives. They might recognize lamps, fans, or other appliances that plug in and use electricity as using circuits.

3. Have students observe the diagrams in the student workbook, and ask whether they can identify the differences between the left and right diagrams. The left diagram shows a closed switch with a lamp turned on, and the right diagram shows an open switch with the lamp not turned on.

Build & Test Part 1: Light the LED 1. Direct students to start following the steps in the “Light the LED” section. Encourage them to search through their kits to find the correct components!

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

Consider having them switch at each step of the instructions.

3. Consider using this opportunity to help students practice taking different roles! For example, you might have one student read the instructions and questions aloud to the group, one student follow the instructions to place the components, and a third student double-check at each step that their kit matches the images in the student workbook.

4. Pause at the Safety Alert! to discuss with your students!

Part 2: Add a Switch 1. Direct students to continue following the steps in the “Add a Switch” section. Encourage them to search through their kits to find the correct components!

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

Consider having them switch at each step of the instructions.

Part 3: Light the Bulb 1. Direct students to continue following the steps in the “Light the Bulb” section. Encourage them to search through their kits to find the correct components!

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

Consider having them switch at each step of the instructions.

If time allows, invite them to test putting the same components in different orders! What happens if they put the switch on the opposite side from the LED? What happens if they put both switches on the same circuit? (If using two switches, students must also still include an LED or bulb in the circuit to avoid a short!)

Additional Safety Alert! A switch alone on a circuit will have the same effect of a short if the switch is closed with no LED or other electricity-using components in the circuit!

31

Project 1: Design an Electric Lamp Lesson Plan Duration: 45 minutes

Learning Objectives At the end of the lesson, the learners will: Design an electric lamp to solve a problem Tell and write time

Materials

Early Electronics Kit

Batteries

Art Supplies

Whiteboard

Projector

STEM Innovators L2

Vocabulary Meaning

Word Electricity

A form of energy that powers things like lights

Lampshade

The cover over a lightbulb

Pollute

To make the air, water, or land dirty or harmful to living things

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

Learning Activities Introduction 1. Read the Introduction together. Note the bolded vocabulary words, and ask students what they know or think about those words. They will learn the definitions in the next step!

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. Review the responsibilities of each role, as defined in this teachers guide.

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 as well as goals that include size requirements or features.

Read the goals and rules together.

4. Read the vocabulary and the Science Connection together and ensure learners understand the concepts they will use in the project.

5. Look over the materials and discuss safety. Review the important safety alert to avoid short circuits that can cause overheating!

32

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. If this is their first time working in a group, model and remind students of the different responsibilities of the different roles.

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

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. Then, encourage all teams to create lampshades that allow different amounts of light to shine through.

Share & Improve 1. Designate pairings for teams 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 promote quality education.

Answer key 1. Answers will vary. Students may list appliances that use electricity like lamps or washing machines. They may also list forms of transportation like electric cars, or tools like computers.

3. Answers will vary, depending on each student’s family schedule.

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Project 2: Design a SWITCH Lesson Plan Duration: 45 minutes

Learning Objectives

At the end of the lesson, the learners will: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose Generate measurement data

Materials

Early Electronics Kit

Paper

Nail

Paper Clip

Vocabulary

Pencil & Marker

STEM Innovators L2

Meaning

Word Conductor

A material that allows electricity to flow through

Electricity

A form of energy that powers things like lights

Insulator

A material that stops electricity from flowing through

Switch

A device that opens or closes an electrical circuit

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

Ensure that you have materials for each group to test, ideally some paper, a metal nail, a metal paperclip, a pen, and a marker. You might have students compare a plasticcovered paperclip to an all-metal paperclip! Consider whether you will allow students to test additional materials found in the classroom.

Learning Activities Introduction 1. Read the Introduction together.

2. Talk about why someone would choose to use a plastic spoon instead of a metal spoon as a way to discuss material properties. How would they feel different in a very hot soup?

Define the Problem 1. Then, read the Define the Problem together. Ensure learners understand the problem.

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. Read the goals and rules together.

4. Read the vocabulary and Science Connection together and ensure learners understand the concepts they will use in the project. Ask students how they might test whether a material is a conductor or insulator (by placing it between a battery pack and an LED to see whether the LED then lights up).

5. Look over the materials and discuss safety. Remind students to avoid short circuits that can cause overheating!

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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. Continue to model and remind students of the different responsibilities of the different roles.

5. When teams are ready to test their designs, they use Measure Your Success as a guide. In the Test section, learners should circle the bulb icon that indicates whether their material successfully lit the bulb.

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. Then, encourage all teams to make their switches as easy to use as possible.

Share & Improve 1. Designate pairings for teams 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 their teams.

2. Provide reading support as necessary.

Reflection 1. Invite learners to self-reflect 2. Then, discuss how their solutions could promote responsible consumption and production.

Answer key

4. Answers will vary. If students test all the materials listed on the “test” page, they should find that two allow the bulb to light: a metal nail, and a metal paperclip.

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Project 3: Design a Doorbell Lesson Plan Duration: 45 minutes

Learning Objectives

At the end of the lesson, the learners will: Define a simple problem that can be solved through the development of a new or improved object or tool Recognise the components of simple circuits (limited to cells, wires and lamps) Recognize and draw shapes with specific qualities

Materials

Early Electronics Kit

Batteries

Art Supplies

Whiteboard

Projector

STEM Innovators L2

Vocabulary Meaning

Word Invention

A new idea or creation that solves a problem or fulfils a need

Switch

A device that opens or closes an electrical circuit

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

Learning Activities Introduction 1. Read the Introduction together.

2. Prompt learners to identify additional inventions that now use electricity for the same task as was previously done without electricity, such as brooms and vacuums, ice boxes and refrigerators, and candles and lamps.

Define the Problem 1. Then, read the Define the Problem together. Ensure learners understand the problem.

Discuss what a food bank is.

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. Read the goals and rules together.

4. Read the vocabulary and Science Connection together and ensure learners understand the concepts they will use in the project.

5. Look over the materials and discuss safety. Now that they are on their third project, ask students what the most important safety rule is (No short circuits!).

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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.

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

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. Then, encourage all teams to improve their designs.

Share & Improve 1. Designate pairings for teams 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 their teams.

2. Provide reading support as necessary.

Reflection 1. Invite learners to self-reflect.

2. Then, discuss how their solutions could promote zero hunger.

Answer key

1. Answers will vary, but the shape should resemble a square or rectangle.

2. Answers will vary, but the shape should resemble a circle or oval.

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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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