TeacherGuide-CodingFunkeyLevel3 Copyright©2026
Author:LindseyOwn
Editors:KaylynLee
ISBN:978-981-17736-7-9
Publishedby: SKOOL21PTE.LTD.
71RobinsonRoad,#14-01,068895,Singapore
FirstEditionpublishedbySKOOL21PTELTD-Singapore,2024
SecondEditionpublishedbySKOOL21LLC-UnitedStates,2026
No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permittedbycopyrightlaw.
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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.
IntroductiontotheKit MeetYourCodingFunkeyKit!
Openyourboxandseewhatisinside!This kithaseverythingyouneedtobuildand play.UseyourFunkeyBoardwithScratch programmingandsensors.Youcanturn yourbigideasintorealworkingsimulation Let’sbuildtogether!
KITCOMPONENTS KITCOMPONENTS
1.Power&Control
2.Sensors,Motor&Lights
STEMClassroomManagement STEMclassesarehands-on,highlyengaging,andoftennoisy—that’sagood thing!Butwithoutclearroutinesandstructures,theycanquicklybecome chaotic.Awell-managedmakerspaceallowsstudentstoexploreandinnovate safely,responsibly,andcollaboratively.
STEMClassSessionRoutine
Setaclearandconsistentstructuretoeachsessionsostudentsknowwhatto expectandstayfocused:
EffectiveTeamwork AnimportantaspectofthesocialskillsdevelopedthroughSTEMlearningis effectiveteamwork.Teacherscansupportstudentsindevelopingtheseskills throughpurposefulstructuringofstudentteamssothattheycanpractice effectiveteamwork.
Havinganassignedrolewithinateamgiveseach studentspecificresponsibilities,sothatthereisno questionofwhoshoulddowhat Assigningrolesensures thatnostudenttakestoomuchcontrolofthegroup,and nostudentremovesthemselffromthegroup’sefforts.
Lessonsareintendedtobecompletedingroupsof3or4students,andeach lessonhasaplacetorecordwhowillperformeachroleforthatlesson.Whether youassigngroupsandrolesorallowstudentstoself-select,ensurethatstudents rotaterolesregularly!
Therolesinlevels1-3arebasicallythesame,butwithslightlysimplerwording foryoungerstudents.
Leader
Material Manager Reporter
Testing
Supervisor
Ensuresallteammembersareabletosharetheirideasandtake turnsbuilding(notthe“decisionmaker”)
Collectskitsandmaterials,keepstrackofmaterialsduringconstruction, responsiblefordisassemblingandreturningmaterialsneatly
Bringsanyquestionstotheteacher,coordinatesproject presentations
Comparesprototypestodesigncriteria,looksformissingcriteriaor forstructuralweaknessesthatcanbeimproved
Notethatnoonerolehasthefullresponsibilityofbuildingprototypes-all studentsinthegroupshouldbeinvolvedinbuilding!
Ifyourstudentsareworkingingroupsof3,youmightcombinetheProject Communicator/ReporterandProjectTester/TestingSupervisorroles.
S t a n d a r d s A l i g n m e n t
N G S S C a m b r i d g e S c i e n c e I S T E C C S SM a t h C a m b r i d g e M a t h
L e s s o n # T o p i c D u r a t i o n S D G
1 D r a w i n g B l u e p r i n t s 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d 35E T S 11 3 T W S m . 0 2 , 3 T W S m 0 3 1 . 1 . c , 1 . 4 . d , 1 . 5 . b 3 . G . A . 1 3 G g . 0 1 , 3 G g . 0 3 , 3 G g 0 4
3L S 43 , 3L S 44 3 B e 0 1 1 4 d , 1 6 a 3 M D B 3 3 G p 0 1
2 F o o d M a z e G a m e 9 0 m i n u t e s ( 1 5 ) L i f e o n L a n d
3 T r i c k i e s t M u l t i p l i c a t i o n 9 0 m i n u t e s ( 4 ) Q u a l i t y E d u c a t i o n 35E T S 11 3 T W S m . 0 2 1 . 1 . c , 1 . 4 . d , 1 . 5 . b 3 . N B T . A . 3 , 3 M D A 1 , 3 O A B 5 3 N n . 0 5 , 4 N n . 0 4
4 F l o w e r i n g P l a n t s 9 0 m i n u t e s ( 1 5 ) L i f e o n L a n d 3P S 23 3 B s 0 1 , 3 T W S m . 0 1 1 4 d , 1 5 b 3 N f A 1 3 G g 0 9 , 3 N f 0 1
5 I d e n t i f y i n g A n i m a l s 9 0 m i n u t e s ( 1 5 ) L i f e o n L a n d 3L S 42 3
6 T r a v e l A r o u n d t h e L a n d m a r k 9 0 m i n u t e s ( 1 6 ) P e a c e , J u s t i c e a n d S t r o n g 3P S 23 3 P e 0 1 , 3 P e 0 2 ,
7 S u n l i g h t a n d S h a d o w s 9 0 m i n u t e s ( 1 1 ) S u s t a i n a b l e C i t i e s a n d 3P S 22 , 3P S 42 3 P s 0 2 , 3 P s 0 3 , 3 T W S m . 0 2 , 1 4 d , 1 5
8 O r g a n M a t c h 9 0 m i n u t e s ( 3 ) G o o d H e a l t h a n d W e l l b e i n g 3L S 11 , 3 P S 23 3 B s . 0 3 , 3 T W S m 0 2 1 . 4 . d , 1 . 5 . b 3 . G . A . 1 3 G m . 0 2
9 R e d i r e c t i n g a f l o o d 9 0 m i n u t e s ( 1 1 ) S u s t a i n a b l e C i t i e s a n d 3E S S 31 3 T W S c 0 2 1 4 d , 1 5 b 3 M D B 3 3 S s 0 2 , 3 S s 0 3
1 0 L i q u i d & S o l i d S i m u l a t o r 9 0 m i n u t e s ( 1 3 ) C l i m a t e A c t i o n 3L S 11 3 C m . 0 1 , 3 C p . 0 1 , 3 C C 0 1 1 . 4 . d , 1 . 5 . b 3 . G . A . 1 3 G p . 0 1
1 1 M i n iG o l fG r a v i t y 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d I n f r a s t r u c t u r e 3P S 21 , 3P S 22 3 P f 0 2 1 4 d , 1 5 b 3 N F A 1 , 3 N F A 3 3 S s 0 2 , 3 N f 0 1
F o s s i l E v i d e n c e 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d 3L S 41 3 E s p 0 1 , 3 E S p 0 2 , 3 T W S m . 0 3 1 4 d , 1 5 b 3 M D B 4 3 G g 0 2
1 2
1 3 P r o b i l i t y M a c h i n eD r o p B a l l 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d 3P S 21 3 P f . 0 1 , 3 P f . 0 2 1 . 4 . d , 1 . 5 . b 3 . N F . A . 1 3 S p . 0 2
S h a d o w P u p p e t S h o wP a r t 1 9 0 m i n u t e s ( 4 ) Q u a l i t y E d u c a t i o n 35E T S 12 3 P s .
1 4
1 5 S h a d o w P u p p e t S h o wP a r t 2 9 0 m i n u t e s ( 4 ) Q u a l i t y E d u c a t i o n 35E T S 13 3 P s . 0 1 , 3 P s . 0 2 , 3 P s
1 6 C a p s t o n e P r o j e c t 9 0 m i n u t e s ( 1 1 ) S u s t a i n a b l e C i t i e s a n d 3E S S 21 , 3E S S 22 , 3 T W S c . 0 2 , 3 S I C 0 3 , 1 4 c -
LearningObjective
ThinkingandWorkingScientifically
Structureandfunction
CambridgePrimaryScience (0097) LearningObjective
Materialsandtheirstructure Project#
ProjectName
LearningObjective
FromMoleculestoOrganisms:StructuresandProcesses
BiologicalEvolution:UnityandDiversity
Earth'sSystems&EnvironmentalImpacts
CambridgePrimary Mathematics(0096) LearningObjective
Placevalue,orderingandrounding
Fractions,Decimals,Percent,Ratio,Proportion
Positionandtransformation
LearningObjective
NumberandOperationsinBaseTen
NumberandOperationsinFractions
MeasurementandData
SchemeofWork Lesson1:GettingStartedwithScratch
Lesson2:FunKeyHardwareBasics
Lesson3:ScratchwithFunKey
Lesson4:AdvancedFunKeySensors
Project1:DrawingBlueprints
Project2:FoodMazeGame
Project3:TrickiestMultiplication
Project4:AFloweringPlant
Project5:IdentifyingAnimals
Project6:TravelLandmarkMap
Project7:SunlightandShadows
Project9:RedirectingaFlood
LessonPlans andAnswerkey LearningObjectives
Lesson1:Scratch LessonPlan Attheendofthelesson,thelearnerswill:
Identifyandusesprites(charactersyoucanprogram)
Duration: 45minutes
Changeasprite’scostumes(differentlooksforthesamecharacter). Usebasiccodingblockstomakeyourspritemoveandchangeappearance. Extensionobjective:Exploreadditionalblockstoenhanceyoursprite'sactions!
Materials
Vocabulary
A character within Scratch that can be programmed with its own behavior
An image that represents a sprite One sprite can have different costumesthatitchangesamong.
AcomponentofprogrammingwithinScratchthatgivesoneinstruction Aseriesofblockstogethercandirectthebehaviorofasprite.
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools.
Logintothelaptops,openscratch.mit.edu,andlogintoeachlaptoponadifferentgroup account Leavetheinternetbrowseronthemainscratchscreen Ifyouhaveenoughdevices,youcanchoosetohaveeverystudentdothislesson independently,whichmayhelpbuildtheirconfidencemorequickly! NoFunKeyorotherphysicalmaterialsneededforthislesson
LearningActivities 1ThismaybeyourveryfirsttimeintroducingtheSTEMInnovatorsHandbooktoyour students!Ifso,explainthattheywillbelearningtobeengineersandsolvingproblems usinganengineeringdesignprocess.Thefirstfourshortlessonswillintroducethemto thetoolstheywillusetosolveproblemsandinnovate,andafterthoselessonstheywill jumpintotheirfirstchallenge!
2.Readthevocabularyandintroductionwithyourstudents.Tellthemtobeginpracticing usingtheScratchvocabularywhiletheywork,andrefertosprites,costumes,andblocks bytheircorrectnames!
1.Directstudentstostartfollowingthestepsinthe“GettingStarted”section.Encourage themtobecreativeandmakeafuncharacter!
2.Ifstudentsareworkingingroups,ensurethattheyaretakingturnsdirectlycontrollingthe computer.Considerhavingthemswitchateachnewsectionoftheinstructions.
3Supportyourstudentsastheyproceedthroughthelesson!Iftheyareunsurewhattodo, encouragethemtogobackandreadtheinstructionsagain.
1.Asstudentsreachthe“TryItYourself!”and“Extension”sections,encouragethemto continueusingtheircreativitytotrynewwaysofmakingtheircharactermove!
2Iftimepermits,supportstudentsinsharingtheirextensionswitheachotherand explainingwhatdifferentthingstheydiscoveredthedifferentblockscando!
3.Attheendofthelesson,returntothe“LearningObjectives”atthebeginningofthelesson andaskstudentstodescribewhattheydidtomeeteachofthoselearningobjectives
LearningObjectives
Lesson2:FunKey LessonPlan Attheendofthelesson,thelearnerswill:
Understandwhataninputandanoutputare Usesensorslikelight,tilt,andIRdistancesensors. UseLEDlightsandservomotorsasoutputs. Tryusingmorethanonesensoratatimetodofunthings!
Materials
Vocabulary
Duration: 45minutes
The energy, information, or material that enters a system or device to makeitfunction
The energy, information, or material that comes out of a system or deviceafterprocessing.
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools.
Nolaptoporotherdigitaldeviceisneededforthislesson Preparethematerialsfortheclass Ensurethebatteriesinthebatterypacksarefresh SetupasampleworkingFunKeysystemfordemonstration.
LearningActivities 1RemindstudentsthattheyhavelearnedaboutaprogrammingtoolcalledScratch Tell themthattheywilllearnhowtouseaphysicalcomputingtoolcalledaFunKeytoday!
2.Readthevocabularyandintroductionwithyourstudents.Askthemiftheycanthinkof inputsthattheyhaveusedwithcomputersbefore Theymightlistthingslikeakeyboard ormouse,whichsendsasignaltothecomputer!
3.Togetherasawholeclass,unpackthekitsandfindeachoftheitemslistedinthe“Let’s LookAtWhat’sInYourKit”section HavestudentsfindthedifferentplugsontheFunKey andidentifyeachoftheseparatecomponentslikethesensorsandLEDs
1.Directstudentstostartfollowingthestepsinthe“GettingStarted”section.Encourage themtobepatientastheyusethisnewtoolforthefirsttime!!
2.EnsurethattheyaretakingturnspluggingincomponentsandmanipulatingtheFunKey.
3.Supportyourstudentsastheyproceedthroughthelesson!Iftheyareunsurewhattodo, encouragethemtogobackandreadtheinstructionsagain
1.Asstudentsreachthe“TryItYourself!”and“Extension”sections,encouragethemtouse theircreativitytotrynewwaysofcombiningdifferentinputsandoutputs!
2Iftimepermits,supportstudentsinsharingtheirextensionswitheachotherand explainingwhatdifferentthingstheydiscoveredthedifferentsensorscando!
3.Attheendofthelesson,returntothe“LearningObjectives”atthebeginningofthelesson andaskstudentstodescribewhattheydidtomeeteachofthoselearningobjectives
TIP
Eachinputontheleftcansenda signaldirectlytotheoutputonthe right–nocomputerneeded!
AnswerKey
1.TheLEDshouldturnoff.
2.TheLEDshouldturnon.
Project1:DrawingBlueprints LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Identifyanddescribe2Dshapesbytheirproperties Understandthatperimeteristhe totaldistancearounda2Dshape DevelopnewunderstandingofthepentoolwithinScratch.
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Atechnicaldrawingorplanusedtodesignbuildings.
Aclosedshapewithsidesandanglesthatarenotequal
Apointwheretwolinesintersect(plural:vertices)
A shape with 4 sides and 4 angles, like a trapezoid or a square. Canbearegularorirregularpolygon
Preparation(TeacherTo-DoBeforeClass)
Logintothelaptops,openscratchmitedu,andlogintoeachlaptoponadifferentgroup account.Leavetheinternetbrowseronthemainscratchscreen. Preparethematerialsfortheclass.
SetupasampleworkingFunKeysystemfordemonstration
LearningActivities(Session1) 1.Askstudentstonamethetwo-dimensionalshapesthattheyknow.
2.Readtheprojectintroductionanddiscusstheinfographics.
3Optional:Discussthecareerconnections Askstudentswhattheyknowaboutthecareers listedandwhatthepeopleinthosecareersmightneedtoknowaboutthetopic For example,inthisproject,architectsneedtoknowhowtodesignbuildingsandneedtobe abletomeasurethelengthsandanglesofwalls,floors,andceilings!
1.Readthe“DefinetheProblem”withyourstudents.Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike.
2Allowstudentstosuggestsomepossiblecriteriaforwhatwouldmakeasuccessful controlsystemtocreatetheshapeofahouse.
1. Readthe“MeasureYourSuccess”withyourstudents.
2AskstudentstorecallwhatblocksinScratchmightbeusefulfordrawingapolygon Ask studentstosuggestwhatmightalsobeneededwithinScratchtodrawapolygonthat theymightnothaveusedyet.TheymightsuggestsomethingliketheScratchpentool, thatallowsaspritetodrawalinealongthepaththatitmoves
3.AskstudentswhatFunKeyfeaturesmightbeusefulforcreatingadrawingtoolthatworks withScratch.Theymightsuggestanythingthatcansignalakeyonthekeyboard,like usingthetiltsensorfortheWkey,ortouchingtwoalligatorclipwiresfortheWkey
1Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup
2.Reviewtherequiredmaterials.Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace.
3Readtheprojectvocabularyaloudwithstudents Youmighthavestudentscometothe frontoftheroomtodrawexamplesofregularandirregularpolygons.
4.InvitestudentstobeginmakingonlytheScratchportionoftheirdrawingtool.Direct studentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingfindingthepenblockswithinScratch,andexperimentingwiththedifferent blocksandhowtheycanmakethepenmove.
1Readthe“Challenge”sectionwithyourstudents
2.InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheircontrolsystem.
3Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsofeach groupmember’sideastoincludeinthegroupprototype.Recordtheirplansintheir workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
--EndofSession1--
LearningActivities(Session2) 1Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheircontrolsystem
2.Remindstudentsthattheyarecreatingadrawingtoolthatalsohasaphysicalcontroller component,sotheywillusetheFunKeytocontroltheirdrawingprograminScratch.
3Directstudentstolookbackattheirbrainstormedideaandconsiderwhatmaterialsthey needtobuildtheirdrawingtool.
1 Invitestudentstocontinuebuildingtheirdrawingtool,thistimeincorporatingtheFunKey tophysicallycontroltheScratchportionoftheirdrawingtool.
2Oncegroupshavebegunfindingwaystomakethependrawashape,encouragethem toalsofindawaytoclearandresettheboard Theymightchooseanotherkeythatwill “eraseall”andmovethespritetoastartinglocation.
3.Whileworking,guidestudentstoensurethattheirphysicalcontrollerscanmovebothleft andright,orbothupanddown Thiswillrequireseparatesensors,suchasonetiltsensor thatsignalsthe“uparrow”keystroke,andthe“uparrow”keystrokewithinScratchsignals thespritetomove10stepsintheYdirection(up).Anothertiltsensormaydoallthesame, butfordown(-10stepsintheYdirection)
4.Promptstudentstotestandevaluatetheirdrawingtoolbasedonthedesigncriteria.
5.TheTestingSupervisormayleadthegrouponhowtotestthedrawingtool,butall studentsshouldgettheopportunitytotrythedrawingtool
1Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,andinvite groupstosharetheircontrollerswitheachother
2.Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshaveeach groupsharewiththewholeclass.
3Supportstudentsinsharingconfidently,andingivinghelpfulfeedback Youmight considermodelingidentifyingdesignstrengthsandsuggestedimprovementsforan examplegroup.
4Iftimeisavailable,invitestudentstoimprovetheircontrollersbasedontheirclassmates’ suggestedimprovements.
1 SupportstudentsinworkingontheMathandScienceConnectionpage Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups,or togetherasawholeclass.
1.ReviewtheSustainableDevelopmentGoal(CreatingStrong,ResilientStructures),and brainstormwithstudentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyfor suggestions)
2.Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks.
LearningActivities(Session2) 1. Aftersharingandreflecting,considertakingaphotographofeachprojectforyourown recordsand/ortosharewithparents!
2.Instructstudentstofullydisassembletheircontrolsystems,savematerialslike cardboardthatmightbereused,andneatlystoreallFunKeymaterialsbackinthekit.
AnswerKey
StudentRecordSheet
Answers will vary depending on students’ own drawing tools Example correct answers are givenhere.
Reflection
Project2-FoodMazeGame LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Identifyanddescribesimplefoodchains,whereplantsareproducersandanimalsare consumersofplantsand/orotheranimals. Useif/thenblockswithinScratchprogramming
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
A food chain shows how living things depend on each other for foodandenergy
Aproducerisaplantthatmakesitsownfoodusingsunlight.
Aconsumerisananimalthateatsplantsorotheranimalsforfood, andincludesbothherbivoresandcarnivores..
Aherbivoreisananimalthateatsonlyplants.
Acarnivoreisananimalthateatsonlyotheranimals
Preparation(TeacherTo-DoBeforeClass)
Logintothelaptops,openscratch.mit.edu,andlogintoeachlaptoponadifferentgroup account Leavetheinternetbrowseronthemainscratchscreen Preparethematerialsfortheclass. Setupasampleofthe“GettingStarted”stepsfordemonstration.
LearningActivities(Session1) 1.Askstudentstodescribesomeexamplesoffoodchainsinyourregion’slocal ecosystem Theymightidentifyanherbivorethateatsaspecificplant(likearabbiteats clover),oracarnivorethateatsspecificpreyanimals(likeanowleatsmice)
2.Readtheprojectintroductionanddiscusstheinfographics.
3Optional:Discussthecareerconnections Askstudentswhyazoologist,forestranger,or marinebiologistwouldneedtoknowaboutfoodchains Forexample,forestrangers needtounderstandfoodchainstobesurethereisenoughfoodforallthedifferent livingthingsintheforest,andpreventdamagethatcouldhurtthoselivingthings.
1.Readthe“DefinetheProblem”withyourstudents.Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike.
2AllowstudentstosuggestsomewaystheymightuseScratchtoshowfoodchains
1Readthe“MeasureYourSuccess”withyourstudents
2.AskstudentstoconsiderwhatfeaturesofScratchtheyknowofthatmightbeusefulfor creatingamaze.AskstudentstosuggestwhatmightalsobeneededwithinScratchto movethroughamazethattheymightnothaveusedyet Theymightsuggest somethinglikebeingabletopreventyourspritefromwalkingthroughamazewall.
3.AskstudentswhatFunKeysensorsmightbeusefulforcreatingacontrollertomove throughaScratchmaze Encouragethemtobrainstormsolutionsthataredifferentfrom theirdrawingtoolsinthepreviousproject!
1.Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup. Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup
2Reviewtherequiredmaterials Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace.
3.Readtheprojectvocabularyaloudwithstudents.Youmighthavestudentscometothe frontoftheroomtodrawsamplefoodchainsofanimalsinyourlocalecosystem
4.Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingusingarrowkeystomoveasprite,testingthetiltsensorsontheFunKey,and usingthe“touchingcolor”blocktoaffectwherethespritecanmove
1.Readthe“Challenge”withyourstudents.
2InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheirfoodmazegame.
3.Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsofeach groupmember’sideastoincludeinthegroupprototype Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
LearningActivities(Session2) 1Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheircontrolsystem.
2.Remindstudentsthattheirmazealsoneedsaphysicalcontroller,sotheywillusethe FunKeytolettheplayermoveananimalSpritethroughthemazeinScratch
3.Directstudentstolookbackatthebrainstormedideaandconsiderwhatmaterialsthey needtobuildtheircontroller.
1Invitestudentstocontinuebuildingtheirmazeandcontroller
2.Oncegroupshavebegunfindingwaystoensurethattheirspritecannotpassthrough themazewalls,encouragethemtoalsofindwaysfortheirphysicalcontrollerstoallow theplayertomovetheiranimalinanydirection
3.Promptstudentstotestandevaluatetheirmazesbasedonthedesigncriteria.
4.TheTestingSupervisormayleadthegrouponhowtotestthemazeandcontroller,butall studentsshouldgettheopportunitytotrythemaze
1 Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,andinvite groupstosharetheircontrollerswitheachother.
2.Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshaveeach groupsharewiththewholeclass
3.Supportstudentsinsharingconfidently,andingivinghelpfulfeedback.Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup
4. Iftimeisavailable,invitestudentstoimprovetheircontrollersbasedontheirclassmates’ suggestedimprovements.
1. SupportstudentsinworkingontheMathandScienceConnectionpage.Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups,or togetherasawholeclass
1.ReviewtheSustainableDevelopmentGoal(LifeonLand),andbrainstormwithstudents howthisprojectmightrelatetothatSDG (Seeanswerkeyforsuggestions)
2.Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks.
LearningActivities(Session2) 1. Aftersharingandreflecting,consid recordsand/ortosharewithparen 2.Instructstudentstofullydisassemb mightbereused,andneatlystorea
AnswerKey StudentRecordSheet
1. Answerswillvary Studentsmight suggestthatantsandtermiteswill beaffected-therewillbemoreof them-becauseoneoftheirmain predatorsisdecreasing.Hyenas mightnotbeveryaffectedbecause theyeatmanythingsbesides aardvarks.
3.Basedonthetableaccompanying thegraph,lionseat6moregazelles permonththanwarthogs.
4.Answerswillvary Studentsmightsuggestmakingtheirmazesmorechallengingbyincluding twodifferentpredatoranimalsthatarebothtryingtoreachdifferentprey,orbyhavingone playerdirectthepredatoranimalandanotherplayerdirectthepreyanimaltotrytoescape.
Reflection
AssessmentGuide At SKOOL21, assessments are a tool for learning and growth not just grading. From Pre-K to Grade 12, we use assessments to guide students in building skills, confidence, and a love of STEM learning. We focus on feedback, reflection, and continuousimprovementtohelpeverystudentreachtheirfullpotential.
Pre-Assessment(optional)
Pre-assessmentcanbeformal(ashortquiz)orinformal(adiscussionoractivity)–SKOOL21 treatsitasoptionalsoteachersuseitwhenitaddsvalue Donethoughtfully,pre-assessment honorsDewey’sideathatconnectingtostudents’priorexperienceboostslearning
Byassessinghowstudentsapplymathskillsinscienceactivities(andviceversa),teachers candeepenunderstandingofbothsubjects.Thisunderscoresthereal-worldrelevanceof STEMlearningandreinforcescriticalthinking.
