Guidebook - Level 3

Teacher Guide - Coding Funkey Level 3 Copyright © 2026 Author: Lindsey Own Editors: Kaylyn Lee ISBN: 978-981-17736-7-9 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

O4

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

22

12

CAMBRIDGE MATHEMATICS ALIGNMENT

24

13

COMMON CORE MATHEMATICS ALIGNMENT

27

14

SCHEME OF WORK

29

15

LESSON PLANS AND ANSWER KEY

32

16

ASSESSMENT GUIDE

103

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 Meet Your Coding Funkey Kit! Open your box and see what is inside! This kit has everything you need to build and play. Use your Funkey Board with Scratch programming and sensors. You can turn your big ideas into real working simulations.

Let’s build together!

KIT COMPONENTS 1. Power & Control Funkey

Type-C

USB

Battery

Crocodile

Board

Adapter

Cable

Pack

Wires

x1

x1

x1

x1

x4

2. Sensors, Motor & Lights Infrared

Light

Ultrasonic

Tilt

LED

Sensor

Sensor

Sensor

Sensor

Lights

x1

x1

x1

x5

x5

UNDERSTANDING FUNKEY

05

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: 90-minute project (Grade 3 to Grade 12)

Wa I n t rm - U ro d p/ 5– ucti on 8m

Up an s e l C in 5m

ins

Define the Problem

Reflection

5 mins

5–7 mins

Measure Your Success

Math & Science

5–7 mins

7–10 mins

Share & Improve

Getting Started

7–8 mins

10 mins

Bui

l

e en g l l a Ch ns

30– d & T e 35 mi st ns

i 5m

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

Drawing Blueprints

Food Maze Game

Trickiest Multiplication

Flowering Plants

Identifying Animals

Travel Around the Landmark

Sunlight and Shadows

Organ Match

Redirecting a flood

Liquid & Solid Simulator

Mini-GolfGravity

Fossil Evidence

Probility Machine - Drop Ball

Shadow Puppet Show - Part 1

Shadow Puppet Show - Part 2

Capstone Project

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Topic

1

Lesson #

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

90 minutes

Duration

(11) Sustainable Cities and

(4) Quality Education

(4) Quality Education

(9) Industry Innovation and

(9) Industry Innovation and

(9) Industry Innovation and Infrastructure

(13) Climate Action

(11) Sustainable Cities and

(3) Good Health and Well being

(11) Sustainable Cities and

(16) Peace, Justice and Strong

(15) Life on Land

(15) Life on Land

(4) Quality Education

(15) Life on Land

(9) Industry Innovation and

SDG

3-ESS2-1, 3ESS2-2,

3-5-ETS1-3

3-5-ETS1-2

3-PS2-1

3-LS4-1

3-PS2-1, 3PS2-2

3-LS1-1

3-ESS3-1

3-LS1-1, 3PS23

3-PS2-2, 3PS4-2

3-PS2-3

3-LS4-2

3-PS2-3

3-5-ETS1-1

3-LS4-3, 3LS4-4

3-5-ETS1-1

NGSS

3TWSc.02, 3SIC.03,

3Ps.01, 3Ps.02, 3Ps.03

3Ps.01, 3Ps.02, 3Ps.03

3Pf.01, 3Pf.02

3Esp.01, 3ESp.02, 3TWSm.03

3Pf.02

3Cm.01, 3Cp.01, 3CC.01

3TWSc.02

3Bs.03, 3TWSm.02

3Ps.02, 3Ps.03, 3TWSm.02,

3Pe.01, 3Pe.02, 3Pe.03,

3Bs.02, 3TWSc.03

3Bs.01, 3TWSm.01

3TWSm.02

3Be.01

3TWSm.02, 3TWSm.03

Cambridge Science

1.4.c

1.6.a, 1.1.c

1.6.a, 1.1.c

1.4.d, 1.5.b

1.4.d, 1.5.b

1.4.d, 1.5.b

1.4.d, 1.5.b

1.4.d, 1.5.b

1.4.d, 1.5.b

1.4.d, 1.5.b

1.4.d, 1.5.b

1.4.d, 1.6.a

1.4.d, 1.5.b

1.1.c, 1.4.d, 1.5.b

1.4.d, 1.6.a

1.1.c, 1.4.d, 1.5.b

ISTE

Standards Alignment

-

4.MD.A.4, 4.G.A.3

4.MD.A.4, 4.G.A.3

3.NF.A.1

3.MD.B.4

3.NF.A.1, 3.NF.A.3

3.G.A.1

3.MD.B.3

3.G.A.1

3.MD.A.1

3.MD.C.6

3.NBT.A.1

3.Nf.A.1

3.NBT.A.3, 3.MD.A.1, 3OA.B.5

3.MD.B.3

3.G.A.1

CCSS- Math

-

3Nm.01, 3Nm.02

3Gp.01

3Sp.02

3Gg.02

3Ss.02, 3Nf.01

3Gp.01

3Ss.02, 3Ss.03

3Gm.02

3Gt.01, 3Gt.02

3Gg.03, 3Gg.04

3Np.04, 3Np.05

3Gg.09, 3Nf.01

3Nn.05, 4Nn.04

3Gp.01

3Gg.01, 3Gg.03, 3Gg.04

Cambridge Math

Cambridge Primary Science (0097) Project #

Learning Objective

Project Name

Thinking and Working Scientifically 3TWSm.01 Know that there are different types of models in science, including diagrams and physical models that we can touch.

4

A Flowering Plant

1

Drawing Blueprints

3

Trickiest Multiplication

6

Traveling Around the Landmark Map

7

Sunlight and Shadows

8

Organ Match

1

Drawing Blueprints

7

Sunlight and Shadows

12

Fossil Evidence

6

Traveling Around the Landmark Map

9

Redirecting a Flood

16

Capstone Project

5

Identifying Animals

6

Traveling Around the Landmark Map

3Bs.01 Describe the function of the major parts of flowering plants (limited to roots, leaves, stems and flowers).

4

A Flowering Plant

3Bs.02 Identify the distinguishing features of different groups of animals, including fish, reptiles, mammals, birds, amphibians and insects.

5

Identifying Animals

3Bs.03 Identify some of the important organs in humans (limited to brain, heart, stomach, intestine and lungs) and describe their functions.

8

Organ Match

3TWSm.02 Make and use physical models.

3TWSm.03 Draw a diagram to represent a real world situation and/or scientific idea.

3TWSc.02 Choose equipment from a provided selection and use it appropriately

3TWSc.03 Take measurements in standard units, describing the advantage of standard units over non-standard units.

Structure and function

19

Cambridge Primary Science (0097) Project #

Learning Objective

Project Name

Ecosystems 3Be.01 Identify and describe simple food chains, where plants are producers and animals are consumers of plants and/or other animals.

2

Food Maze Game

10

Liquid & Solid Simulator

10

Liquid & Solid Simulator

10

Liquid & Solid Simulator

13

Probability Machine - Drop Ball

11

Mini Golf - Gravity

13

Probability Machine - Drop Ball

3SIC.03 Know that everyone uses science and identify people who use science professionally.

16

Capstone Project

3SIC.04 Talk about how science helps us understand our effect on the world around us.

16

Capstone Project

Materials and their structure 3Cm.01 Know that materials can be solids, liquids or gases.

Properties of materials 3Cp.01 Describe differences in the properties of solids and liquids.

Changes to materials 3Cc.01 Know that when a solid dissolves in a liquid the solid is still present, and this is an example of mixing.

Forces and energy 3Pf.01 Know that forces can be measured with a forcemeter.

3Pf.02 Know that gravity on Earth is a force that pulls towards the centre of the Earth.

Science in Context

20

NGSS Alignment Learning Objective

Project #

Project Name

Engineering Design 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

1

Drawing Bueprints

3

Trickiest Multiplication

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

14

Shadow Puppet Show - Part 1

3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

15

Shadow Puppet Show - Part 2

From Molecules to Organisms: Structures and Processes 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have common characteristics of birth, growth, reproduction, and death.

8

Organ Match

10

Liquid & Solid Simulator

3-LS4-1 Interpret data from fossils to infer past environments.

12

Fossil Evidence

3-LS4-2 Use evidence to construct an explanation for how variations among individuals provide advantages.

5

Identifying Animals

2

Food Maze Game

9

Redirecting a Flood

16

Capstone Project

3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

16

Capstone Project

3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

16

Capstone Project

Biological Evolution: Unity and Diversity

3-LS4-3 Survival in particular environments 3-LS4-4 Environmental changes and organism solutions.

Earth's Systems & Environmental Impacts 3-ESS3-1 Design solutions for reducing weather-related hazards.

22

Cambridge Primary Mathematics (0096) Project #

Learning Objective

Project Name

Integers and powers 3Ni.05 Understand and explain the relationship between multiplication and division.

3

Trickiest Multiplication

5

Identifying Animals

4

A Flowering Plant

11

Mini Golf - Gravity

7

Sunlight and Shadows

2

Food Maze Game

10

Solid & Liquid Simulator

14

Shadow Puppets - Part I

Place value, ordering and rounding 3Np.04 Understand the relative size of quantities to compare and order 3-digit positive numbers, using the symbols =, > and <.

3Np.05 Round 3-digit numbers to the nearest 10 or 100.

Fractions, Decimals, Percent, Ratio, Proportion 3Nf.01 Understand and explain that fractions are several equal parts of an object and all the parts together equal one whole.

Time 3Gt.01 Choose the appropriate unit of time for familiar activities.

3Gt.02 Read and record time accurately in digital notation (12hour) and on analogue clocks.

Position and transformation 3Gp.01 Interpret and create descriptions of position, direction and movement, including reference to cardinal points.

24

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

Number and Operations in Base Ten 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

5

Identifying Animals

3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 ×80, 5 × 60) using strategies based on place value and properties of operations.

3

Trickiest Multiplication

4

A Flowering Plant

11

Mini Golf - Gravity

13

Probability Machine - Drop Ball

11

Mini Golf - Gravity

3

Trickiest Multiplication

7

Sunlight and Shadows

2

Food Maze Game

9

Redirecting a Flood

3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

12

Fossil Evidence

3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units)

6

Traveling Around the Landmark Map

Number and Operations in Fractions 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Measurement and Data 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set withseveral categories. Solve one- and twostep “how many more” and “how manyless” problems using information presented in scaled bar graphs. For example,draw a bar graph in which each square in the bar graph might represent 5 pets.

27

Scheme of Work This scheme of work covers 36 sessions: 4 introductory lessons (45 mins each), 15 projects split into 30 sessions (each 90-min project is delivered as two 45min sessions), and 1 capstone project (90 mins, split into 2 sessions). It can work for weekly 45-minute classes or biweekly 90-minute classes (two sessions combined).

Session

Objectives

Related Science

Materials

Related Math

Lesson 1: Getting Started with Scratch 1 (45mins)

Define team roles, learn basic Scratch programming, draw polygons.

Computers/tablets Engineering with Scratch, Design, Shapes projector and Structures

Thinking and Working Mathematically

Lesson 2: FunKey Hardware Basics 2 (45mins)

Identify FunKey parts, FunKey kits, Electrical Circuits Thinking and basic sensor alligator clips, LEDs, Working input/output circuits. sensors Mathematically

Lesson 3: Scratch with FunKey 3 (45mins)

Integrate FunKey with FunKey kits, Scratch for inputScratch-enabled driven coding. computers

Computing Systems

Thinking and Working Mathematically

FunKey kits, Engineering ultrasonic sensors, Design servos

Measurement, Data

Lesson 4: Advanced FunKey Sensors 4 (45mins)

Explore distance sensors, servos, sensor reading logic.

Project 1: Drawing Blueprints 5 (45mins)

Define problem and plan polygon drawing system.

6 (45mins)

Test, iterate and finalize shape drawing.

FunKey kits Engineering Computer Design Cardboard Art Supplies (tape, markers) Batteries

Geometry and Measure

Project 2: Food Maze Game 7 (45mins)

Plan a food chain maze; design movement controls.

8 (45mins)

Test, debug, and present the food maze.

Ecology (Food FunKey kits Chains) Computer Cardboard Art Supplies (tape, markers) Batteries

29

Statistics and Probability

Sustainability Themes

Project 3: Trickiest Multiplication 9 (45mins) 10 (45mins)

Design multiplication fact practice tool.

Build and refine multiplication tool with sensors.

Engineering FunKey kits Design Computer Cardboard Art Supplies (tape, markers) Batteries

Number Operations

Project 4: A Flowering Plant 11 (45mins) 12 (45mins)

Plan interactive plant model; identify parts.

Build plant model and interactive labels.

Structure and FunKey kits function Computer (Plant Biology) Cardboard Art Supplies (tape, markers) Batteries

Geometry (fractions)

Project 5: Identifying Animals 13 (45mins) 14 (45mins)

Plan animal classification game.

Implement, test animal grouping game.

Structure and Place Value, FunKey kits function (Animal Ordering, and Computer Biology) Rounding Cardboard Art Supplies (tape, markers) Batteries

Project 6: Travel Landmark Map 15 (45mins) 16 (45mins)

Plan navigation map project.

Build and test landmark navigation system.

Motion and FunKey kits Stability Computer (Magnetism) Cardboard Art Supplies (tape, markers) Batteries

Geometry and Measure (mapping)

Project 7: Sunlight and Shadows 17 (45mins)

Plan shadow/light experiment; sensor setup.

18 (45mins)

Collect light/shadow data and analyze results.

Light and FunKey kits Shadows Computer Cardboard Art Supplies (tape, markers) Batteries

Measurement

Structure and FunKey kits Function Computer (Human Cardboard Anatomy) Art Supplies (tape, markers) Batteries

Geometry and Measure

Project 8: Organ Match 19 (45mins) 20 (45mins)

Plan organ matching activity/game.

Implement and test organ match model.

Project 9: Redirecting a Flood 21 (45mins) 22 (45mins)

Plan flood management system.

Build/test emergency flood gate prototype.

Earth's Systems Geometry and FunKey kits & Environmental Measure Computer Impacts Cardboard Art Supplies (tape, markers) Batteries

30

Lesson Plans and Answer key

32

Lesson 1: Scratch Lesson Plan Duration: 45 minutes

Learning Objectives

At the end of the lesson, the learners will: Identify and use sprites (characters you can program).

Change a sprite’s costumes (different looks for the same character).

Use basic coding blocks to make your sprite move and change appearance.

Extension objective: Explore additional blocks to enhance your sprite's actions!

Materials

Computer

Projector

Innovators L3

Vocabulary

Word

Meaning

Sprite

A character within Scratch that can be programmed with its own behavior

Costume

An image that represents a sprite. One sprite can have different costumes that it changes among.

Block

A component of programming within Scratch that gives one instruction.

A series of blocks together can direct the behavior of a sprite.

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.

Log in to the laptops, open scratch.mit.edu, and log in to each laptop on a different group account. Leave the internet browser on the main scratch screen.

If you have enough devices, you can choose to have every student do this lesson independently, which may help build their confidence more quickly!

No FunKey or other physical materials needed for this lesson.

33

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 four short lessons 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 vocabulary and introduction with your students. Tell them to begin practicing using the Scratch vocabulary while they work, and refer to sprites, costumes, and blocks by their correct names!

Getting Started 1. Direct students to start following the steps in the “Getting Started” section. Encourage them to be creative and make a fun character!

2. If students are working in groups, ensure that they are taking turns directly controlling the computer. Consider having them switch at each new section of the instructions.

3. Support your students as they proceed through the lesson! If they are unsure what to do, encourage them to go back and read the instructions again.

Challenge 1. As students reach the “Try It Yourself!” and “Extension” sections, encourage them to continue using their creativity to try new ways of making their character move!

2. If time permits, support students in sharing their extensions with each other and explaining what different things they discovered the different blocks can do!

3. At the end of the lesson, return to the “Learning Objectives” at the beginning of the lesson and ask students to describe what they did to meet each of those learning objectives.

TIP

Drag blocks back to the block palette to delete them.

Select the top block to move an entire group of blocks.

Right click or tap and hold to duplicate blocks

34

Lesson 2: FunKey Lesson Plan Duration: 45 minutes

Learning Objectives At the end of the lesson, the learners will: Understand what an input and an output are.

Use sensors like light, tilt, and IR distance sensors.

Use LED lights and servo motors as outputs.

Try using more than one sensor at a time to do fun things!

Materials

FunKey kit

Cardboard

Battery Pack

Innovators L3

Vocabulary

Word

Meaning

Input

The energy, information, or material that enters a system or device to make it function.

Output

The energy, information, or material that comes out of a system or device after processing.

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.

No laptop or other digital device is needed for this lesson.

Prepare the materials for the class. Ensure the batteries in the battery packs are fresh.

Set up a sample working FunKey system for demonstration.

35

Learning Activities Introduction 1. Remind students that they have learned about a programming tool called Scratch. Tell them that they will learn how to use a physical computing tool called a FunKey today!

2. Read the vocabulary and introduction with your students. Ask them if they can think of inputs that they have used with computers before. They might list things like a keyboard or mouse, which sends a signal to the computer!

3. Together as a whole class, unpack the kits and find each of the items listed in the “Let’s Look At What’s In Your Kit” section. Have students find the different plugs on the FunKey and identify each of the separate components like the sensors and LEDs. Getting Started 1. Direct students to start following the steps in the “Getting Started” section. Encourage them to be patient as they use this new tool for the first time!!

2. Ensure that they are taking turns plugging in components and manipulating the FunKey. 3. Support your students as they proceed through the lesson! If they are unsure what to do, encourage them to go back and read the instructions again.

Challenge 1. As students reach the “Try It Yourself!” and “Extension” sections, encourage them to use their creativity to try new ways of combining different inputs and outputs!

2. If time permits, support students in sharing their extensions with each other and explaining what different things they discovered the different sensors can do!

3. At the end of the lesson, return to the “Learning Objectives” at the beginning of the lesson and ask students to describe what they did to meet each of those learning objectives.

TIP

Each input on the left can send a signal directly to the output on the right – no computer needed!

Answer Key 1. The LED should turn off.

2. The LED should turn on.

36

Project 1: Drawing Blueprints Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: Identify and describe 2D shapes by their properties. Understand that perimeter is the total distance around a 2D shape.

Develop new understanding of the pen tool within Scratch.

Materials (Note: FunKey kit includes sensors and USB cable to laptop)

FunKey kit

Computer

Cardboard

Art Supplies

Tape

Aluminum foil

Projector

Innovators L3

Vocabulary Meaning

Word Blueprint Irregular Polygon Vertex Quadrilateral

A technical drawing or plan used to design buildings.

A closed shape with sides and angles that are not equal.

A point where two lines intersect (plural: vertices) A shape with 4 sides and 4 angles, like a trapezoid or a square.

Can be a regular or irregular polygon.

Preparation (Teacher To-Do Before Class) Log in to the laptops, open scratch.mit.edu, and log in to each laptop on a different group account. Leave the internet browser on the main scratch screen.

Prepare the materials for the class.

Set up a sample working FunKey system for demonstration.

41

Learning Activities (Session 1) Introduction 1. Ask students to name the two-dimensional shapes that they know.

2. Read the project introduction and discuss the infographics.

3. Optional: Discuss the career connections. Ask students what they know about the careers listed and what the people in those careers might need to know about the topic. For example, in this project, architects need to know how to design buildings and need to be able to measure the lengths and angles of walls, floors, and ceilings!

Define the Problem 1. Read the “Define the Problem” with your students. Facilitate some short preliminary brainstorming about what solutions to the problem might look like.

2. Allow students to suggest some possible criteria for what would make a successful control system to create the shape of a house.

Measure Success 1. Read the “Measure Your Success” with your students.

2. Ask students to recall what blocks in Scratch might be useful for drawing a polygon. Ask students to suggest what might also be needed within Scratch to draw a polygon that they might not have used yet. They might suggest something like the Scratch pen tool, that allows a sprite to draw a line along the path that it moves.

3. Ask students what FunKey features might be useful for creating a drawing tool that works with Scratch. They might suggest anything that can signal a key on the keyboard, like using the tilt sensor for the W key, or touching two alligator clip wires for the W key.

Getting Started 1. Form teams and either assign roles or have students agree upon roles within the group.

Remind students of the responsibilities for each role within the group.

2. Review the required materials. Show students what art supplies and other assorted materials you have available in your makerspace.

3. Read the project vocabulary aloud with students. You might have students come to the front of the room to draw examples of regular and irregular polygons.

4. Invite students to begin making only the Scratch portion of their drawing tool. Direct students to follow the guidance in the “Getting Started” section of their workbooks, including finding the pen blocks within Scratch, and experimenting with the different blocks and how they can make the pen move.

Challenge 1. Read the “Challenge” section with your students.

2. Invite your students to Brainstorm and sketch their own idea for how to continue what they began in the “Getting Started” section to complete their control system.

3. Direct students to share their ideas within their groups, and identify components of each group member’s ideas to include in the group prototype. Record their plans in their workbooks in the “Share Your Ideas” section and save their ideas for the next session!

-- End of Session 1 --

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Learning Activities (Session 2) Share & Improve

Session 2 Introduction 1. Invite students to recall the different ideas from their group members and discuss their plan for continuing to build their control system.

2. Remind students that they are creating a drawing tool that also has a physical controller component, so they will use the FunKey to control their drawing program in Scratch.

3. Direct students to look back at their brainstormed idea and consider what materials they need to build their drawing tool.

Build & Test 1. Invite students to continue building their drawing tool, this time incorporating the FunKey to physically control the Scratch portion of their drawing tool.

2. Once groups have begun finding ways to make the pen draw a shape, encourage them to also find a way to clear and reset the board. They might choose another key that will “erase all” and move the sprite to a starting location.

3. While working, guide students to ensure that their physical controllers can move both left and right, or both up and down. This will require separate sensors, such as one tilt sensor that signals the “up arrow” keystroke, and the “up arrow” keystroke within Scratch signals the sprite to move 10 steps in the Y direction (up). Another tilt sensor may do all the same, but for down (-10 steps in the Y direction).

4. Prompt students to test and evaluate their drawing tool based on the design criteria.

5. The Testing Supervisor may lead the group on how to test the drawing tool, but all students should get the opportunity to try the drawing tool.

Share & Improve 1. Read the “Share & Improve” section in the workbook along with your students, and invite groups to share their controllers with each other.

2. You might have each group only share with one other group, or if time permits have each group share with the whole class.

3. Support students in sharing confidently, and in giving helpful feedback. You might consider modeling identifying design strengths and suggested improvements for an example group.

4. If time is available, invite students to improve their controllers based on their classmates’ suggested improvements.

Math & Science Connection Question # 1. Support students in working on the Math and Science Connection page. Depending on your students needs, you may have them complete this independently, in their groups, or together as a whole class.

Reflect 1. Review the Sustainable Development Goal (Creating Strong, Resilient Structures), and brainstorm with students how this project might relate to that SDG. (See answer key for suggestions.)

2. Discuss the final “reflection” question with students, and have them record their own answers in their workbooks.

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Learning Activities Share & Improve (Session 2) Clean Up Clean Up 1. After sharing and reflecting, consider taking a photograph of each project for your own records and/or to share with parents!

2. Instruct students to fully disassemble their control systems, save materials like cardboard that might be reused, and neatly store all FunKey materials back in the kit.

-- End of Session 2 --

Answer Key Student Record Sheet Answers will vary depending on students’ own drawing tools.

Example correct answers are given here.

Answer Key Reflection Question (1) How could your control system project help support the SDG goal of creating strong structures and encouraging innovation?

Question # (2) What is another way architects or game designers can help contribute to the SDG goal of creating strong structures and encouraging innovation?

Answers will vary. Students might identify that good architecture tools can help make sure that new buildings are strong, and can also let architects be more creative.

Answers will vary. Students might identify that architects could also learn about new, improved building materials that can help buildings be stronger, or that game designers might create new types of controllers that let players be more creative in the games.

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Project 2 - Food Maze Game Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: Identify and describe simple food chains, where plants are producers and animals are consumers of plants and/or other animals.

Use if/then blocks within Scratch programming.

Materials (Note: FunKey kit includes sensors and USB cable to laptop)

FunKey kit

Computer

Cardboard

Art Supplies

Tape

Aluminum foil

Projector

Innovators L3

Vocabulary Word

Meaning

Food Chain

A food chain shows how living things depend on each other for food and energy.

Producer (in introduction)

A producer is a plant that makes its own food using sunlight.

Consumer (in introduction)

A consumer is an animal that eats plants or other animals for food, and includes both herbivores and carnivores..

Herbivore (in introduction)

A herbivore is an animal that eats only plants.

Carnivore (in introduction)

A carnivore is an animal that eats only other animals.

Preparation (Teacher To-Do Before Class) Log in to the laptops, open scratch.mit.edu, and log in to each laptop on a different group account. Leave the internet browser on the main scratch screen.

Prepare the materials for the class.

Set up a sample of the “Getting Started” steps for demonstration.

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Learning Activities (Session 1) Introduction 1. Ask students to describe some examples of food chains in your region’s local ecosystem. They might identify an herbivore that eats a specific plant (like a rabbit eats clover), or a carnivore that eats specific prey animals (like an owl eats mice).

2. Read the project introduction and discuss the infographics.

3. Optional: Discuss the career connections. Ask students why a zoologist, forest ranger, or marine biologist would need to know about food chains. For example, forest rangers need to understand food chains to be sure there is enough food for all the different living things in the forest, and prevent damage that could hurt those living things.

Define the Problem 1. Read the “Define the Problem” with your students. Facilitate some short preliminary brainstorming about what solutions to the problem might look like.

2. Allow students to suggest some ways they might use Scratch to show food chains.

Measure Success 1. Read the “Measure Your Success” with your students.

2. Ask students to consider what features of Scratch they know of that might be useful for creating a maze. Ask students to suggest what might also be needed within Scratch to move through a maze that they might not have used yet. They might suggest something like being able to prevent your sprite from walking through a maze wall.

3. Ask students what FunKey sensors might be useful for creating a controller to move through a Scratch maze. Encourage them to brainstorm solutions that are different from their drawing tools in the previous project!

Getting Started 1. Form teams and either assign roles or have students agree upon roles within the group.

Remind students of the responsibilities for each role within the group.

2. Review the required materials. Show students what art supplies and other assorted materials you have available in your makerspace.

3. Read the project vocabulary aloud with students. You might have students come to the front of the room to draw sample food chains of animals in your local ecosystem.

4. Invite students to follow the guidance in the “Getting Started” section of their workbooks, including using arrow keys to move a sprite, testing the tilt sensors on the FunKey, and using the “touching color” block to affect where the sprite can move.

Challenge 1. Read the “Challenge” with your students.

2. Invite your students to Brainstorm and sketch their own idea for how to continue what they began in the “Getting Started” section to complete their food maze game.

3. Direct students to share their ideas within their groups, and identify components of each group member’s ideas to include in the group prototype. Record their plans in the workbooks in the “Share Your Ideas” section and save their ideas for the next session!

-- End of Session 1 --

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Learning Activities (Session 2) Session 2 Introduction 1. Invite students to recall the different ideas from their group members and discuss their plan for continuing to build their control system.

2. Remind students that their maze also needs a physical controller, so they will use the FunKey to let the player move an animal Sprite through the maze in Scratch.

3. Direct students to look back at the brainstormed idea and consider what materials they need to build their controller.

Build & Test 1. Invite students to continue building their maze and controller.

2. Once groups have begun finding ways to ensure that their sprite cannot pass through the maze walls, encourage them to also find ways for their physical controllers to allow the player to move their animal in any direction.

3. Prompt students to test and evaluate their mazes based on the design criteria.

4. The Testing Supervisor may lead the group on how to test the maze and controller, but all students should get the opportunity to try the maze.

Share & Improve 1. Read the “Share & Improve” section in the workbook along with your students, and invite groups to share their controllers with each other.

2. You might have each group only share with one other group, or if time permits have each group share with the whole class.

3. Support students in sharing confidently, and in giving helpful feedback. You might consider modeling identifying areas of success, areas of challenge, and suggested improvements for an example group.

4. If time is available, invite students to improve their controllers based on their classmates’ Question # suggested improvements.

Math & Science Connection Question # 1. Support students in working on the Math and Science Connection page. Depending on your students needs, you may have them complete this independently, in their groups, or together as a whole class.

Reflect 1. Review the Sustainable Development Goal (Life on Land), and brainstorm with students how this project might relate to that SDG. (See answer key for suggestions.)

2. Discuss the final “reflection” question with students, and have them record their own answers in their workbooks.

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Learning Activities (Session 2) Clean Up 1. After sharing and reflecting, consider taking a photograph of each project for your own records and/or to share with parents!

2. Instruct students to fully disassemble their projects, save materials like cardboard that might be reused, and neatly store all FunKey materials back in the kit.

-- End of Session 2 --

Answer Key Student Record Sheet 1. Answers will vary. Students might suggest that ants and termites will be affected - there will be more of them - because one of their main predators is decreasing. Hyenas might not be very affected because they eat many things besides aardvarks.

3. Based on the table accompanying the graph, lions eat 6 more gazelles per month than warthogs.

4. Answers will vary. Students might suggest making their mazes more challenging by including two different predator animals that are both trying to reach different prey, or by having one player direct the predator animal and another player direct the prey animal to try to escape.

Reflection Question 1. How could your food maze project help support the SDG goal of protecting life on land?

Question # 2. What is another way zoologists or forest rangers can help contribute to the SDG goal of protecting life on land?

Answer Key Answers will vary. One relationship students might identify is that every living thing needs its own food, so understanding food chains can help us prioritize keeping ecosystems healthy so that they provide enough of the correct food for all the living things there.

Answers will vary. Students might suggest that zoologists can protect plants and animals that are at risk of dying out, to make sure that food chains in ecosystems are strong.

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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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