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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.
Thiskitisdesignedtosparkcuriosityandfostercreativityinyounglearnersaged 8 years and above. Inside, you’ll find a wealth of components that will help childrenprototypeandexploreavarietyofsolutionstothechallengespresented intheincludedhandbook.
With these materials, children will engage in hands-on learning, developing foundational STEM skills such as problem-solving, creativity, and collaboration The kit combines building blocks with electronic devices, bringing them to life withmusic,colorfullights,andinteractivefeatures.It’safantasticwayforyoung minds to dive into programming, robotics, and engineering concepts through a funandengagingapproach.
Specifications
LessonStructure
Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson Thestructureincludes:
TheEngineeringDesignProcess
The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tacklechallengesanddevelopcreativesolutions.
For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming,designing,prototyping,testing,andrefiningsolutions
This structured approach encourages creativity, critical thinking, and iteration, formingastrongfoundationforfutureSTEMlearning
FosteringSocialSkills
STEM activities naturally build key social skills Teachers can help students practice and strengthen these skills by guiding them during group work, discussions,andprojectchallenges.
Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academicsuccess,butforfuturecareersandlifechallenges.
D u r a t i o n S D G N G S S C a m b r i d g e S c i e n c e
L e s s o n # T o p i c
8 L i n eF o l l o w i n g R o b o t 6 09 0 m i n 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 4P S 43 4 B e 0 3 1 5 b 4 N B T B 4 4 G p 0 1
9 T e m p e r a t u r e M o n i t o r 6 09 0 m i n L i f e o n L a n d 4E S S 32 4 B p 0 2 1 1 c 4 N F C 6 4 N 0 2
1 0 C o l o r D e t e c t o r 6 09 0 m i n R e d u c e d I n e q u a l t i e s 4P S 42 4 P e 0 1 1 6 c 4 G A 1 4 G p 0 1
1 1 W e a t h e r S t a t i o n 6 09 0 m i n C l i m a t e A c t i o n 4E S S 21 4 P f . 0 4 1 7 a 4 M D A . 2 4 S s . 0 2
1 2 A u t o m a t i c N i g h t L i g h t 6 09 0 m i n P e a c e , J u s t i c e a n d S t r o n g I n s t i t u t i o n s 4P S 32 4 P s 0 2 1 6 c 4
5.Optional: Discuss the career connections. Ask students what they know about the careers listedandwhatthepeopleinthosecareersmightneedtoknowaboutthetopic.
1. Read the “Define the Problem” with your students Facilitate some short preliminary brainstorming about what solutions to the problem might look like. Ask: “How could a step counterhelpthem?”
2.Askstudentswhattheirsmartshoeneedstodotobeconsideredsuccessful.Promptthem to think about how it will track steps, stay attached, and use the materials provided. Ask studentstoconsiderwhatfeaturesasuccessfulstepcountershouldinclude
1. Form teams and support students in selecting or assigning roles Remind them of the responsibilitiesforeachroletoensureteamworkandcollaboration.
2. Read the vocabulary words aloud with the class. Invite students to come to the front to drawquickexamplesofaprototypeorpointoutrealsensorsfromthekittomaketheterms moreconcrete
3. Guide students in connecting the micro:bit to the expansion board. Demonstrate how shaking the device increases the step count using the accelerometer sensor and sample code
4.Ask what they observe when the micro:bit is shaken and what shows on the LED screen HavestudentsrecreatethecodeinMakeCode,testit,andexperimentwithaddinglightsor soundsforfeedback.
1. Read the “Challenge” section aloud and ask students to brainstorm and sketch ideas for how to mount the pedometer on a shoe. Encourage them to think creatively, could it also workonawristorinapocket?
2. Have students share their sketches and ideas within their groups Guide them to discuss whichfeaturesfromeachperson’sdesigntheywanttoincludeinthefinalgroupprototype.
3. Ask teams to record their agreed-upon plan in the “Share Your Ideas” section of the workbook Let them know they’ll return to these ideas in the next session when building their pedometer
1. Invite students to begin building their pedometer and attaching it to a shoe Encourage themtothinkaboutstabilityandcomfortwhileplacingthedevice.
2. Have students test how well their pedometer tracks steps by walking or gently shaking it. Remindthemtocheckthatthemicro:bitstayssecureduringmovement
3. Support teams in refining their design for better accuracy or usability Make sure each groupmembergetsachancetotestthedevice.
1.Readthe“ShareandImprove”sectionwithyourstudentsandexplainthatthey’llbesharing their projects to get feedback from peers Remind them that feedback helps improve ideas, notjustevaluatethem.
2. Invite each group to present their smart shoe pedometer to another group or the whole class Depending on time, choose whether to do small peer exchanges or full-class presentations.
3. Support students in giving and receiving constructive feedback. Use guiding questions such as “What worked well in this design?” and “What improvements could be made?” Considermodelingthiswithanexamplegroup
4.Encourageteamstoreflectonthefeedbackandrevisetheirdesignsiftimeallows.Remind them that innovation comes through testing and improving, and every voice in the group mattersduringthisphas
Support students in working on the Math and Science Connection page Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.Write7,821inexpandedform.
1. Review the Sustainable Development Goal (Good Health and Wellbeing), and brainstorm withstudentshowthisprojectmightrelatetothatSDG (Seeanswerkeyforsuggestions)
2. Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
2. A researcher is comparing the number of steps for her subjects, rounded to the nearest thousand. Fill in the chart below, rounding the values above to the nearest thousand for her study.
1.AsmartshoecountercanhelpmeettheSDGgoalofGoodHealthandWellbeingbytracking steps, distance, and movement patterns, providing users with real-time feedback on their physical activity levels. This information can motivate healthier habits by setting daily goals, offering reminders to move, and celebrating progress, making fitness more engaging and accessibleforpeopleofallages
2. A fitness and data analyst can use a smart shoe tracker to advance Good Health and Wellbeing by analyzing movement data to identify trends in physical activity and health behaviors across different populations This insight can be used to design personalized wellness programs, target interventions for sedentary lifestyles, and inform public health policiesthatencourageactiveliving.
1.Begin by asking students what plants need to grow well and how we know when to water them. Read the project introduction together and look at the infographics that show how agricultureuses70%ofglobalfreshwater.
2.Askstudentswhythatmightbeaproblemandwhatwecandotoimprovewaterusage Guide the discussion toward the use of technology to make farming more sustainable
Optional: Ask students what they know about careers in farming, engineering, or environmentalscience,andhowthoseprofessionalsmightusetoolslikesensors.
1.Read the "Define the Problem" section with your students. Facilitate a short brainstorming session about how a soil moisture sensor might help the farmer in the scenario Ask: "How couldasensorhelpthefarmerknowwhentowatertheplants?"
1. Read the “Measure Your Success” section with your students Ask students if their Soil MoistureSensorisaboveacertainvaluetobeconsideredwell-hydrated.
3. Introduce the soil moisture sensor and explain how it connects to the micro:bit using the pins.AskstudentswhattheynoticeontheLEDscreenandwhathappenswhenthesoilisdry. Encouragethemtoexperimentwithdifferentoutputssuchaschangingmessagesoradding tones
1. Read the “Challenge” section aloud Have students collect soil in two cups one dry and onemoist Encouragethemtobrainstormandrecordtheirpredictions
2.Promptstudentstograduallyaddwaterintablespoonsandobservethechangeinsensor readings. Guide them in identifying which reading indicates that the soil is moist but not overlywet
3.Basedontheirresults,havethemdecidewhethertheoriginalthresholdinthecode(300)is accurate or needs adjustment. Ask students to update their code with a new threshold if neededandsavetheirwork
1. Invite students to complete the setup and begin testing their soil moisture sensor. Encouragethemtomakeadjustmentstothephysicalbuildorthecodebasedonwhatthey observed
2.Ask students to test in dry, moist, and wet soil conditions and check if the feedback from thedeviceisaccurate.Supporttheminrefiningtheirdesignforclarityandeaseofuse.
1. Read the “Share and Improve” section aloud with your students. Invite groups to present theirsensorsystemtoanothergrouportothewholeclass.
2. Guide students in giving and receiving feedback by using prompts such as, "What worked wellinthisdesign?"and"Whatimprovementscouldbemade?"
3. Modelhowtoidentifystrengthsandsuggestimprovementsconstructively.Iftimepermits, encourage teams to revise their design based on the feedback they received and test it again
Support students in completing the Math and Science Connection section in the workbook
Discuss how too much or too little water can affect plant growth and why collecting data is importantinfarming.
1. Review Sustainable Development Goal (SDG) 15: Life on Land. Ask students to discuss how theirprojecthelpsprotectecosystemsandsupportsresponsiblelanduse
2. Encourage them to think about how people in agriculture, science, and engineering use data to care for plants and land. Have students record their personal reflections in their workbooks.
1. A soil moisture sensor helps farmers use water more responsibly, supports healthy crops, andpreventslanddegradation,directlycontributingtoSDG15
2. People in agriculture, environmental science, and engineering help create, test, and apply toolsthatprotectplantsandecosystems,contributingtosustainablelanduse.
AnswerKey
Too little water causes plants to wilt or stop growing, while too much water can damage roots and prevent oxygen from reaching them.
Studentscanobservethesensorvalueandcompareitwiththeconditionofthesoiltodetermine when watering is needed For example, if the sensor value is low (0–4 tablespoons of water), the soil is considered dry and needs watering. They can also check the sample solution table for guidanceoninterpretingthereadings
Answers may vary depending on the soil type Encourage students to compare their results with thedatainthetabletochecktheiranswers Checkthesamplesolutionontheworkbookattheend oftheproject.
1.Begin the lesson by asking students if they have ever heard of or felt an earthquake Read the project introduction aloud and discuss how a seismograph works to detect ground movement.
2. Show the infographic and highlight that Japan experiences over 1,500 earthquakes each year Askstudentswhyitmightbeimportanttodetectshakingearly
3.Guide the discussion toward seismic waves, and explain that the sharper the wave angle, thestrongerthegroundmovement.
1.Readthe"DefinetheProblem"sectionwithyourstudents.Facilitateadiscussiononwhyit’s important for people to get early warnings about earthquakes Ask: “How can technology helpalertpeopleaboutdanger?”
2. Invite students to think about how sensors like accelerometers can help us stay safe. Recordideasontheboardforreference.
1. Ask students what their seismograph needs to do to be considered successful. Prompt them to think about how the device can read changes in acceleration and alert users if the shakingreachesadangerouslevel.
2. Ask: "What could an alert look or sound like? How will you make the alert stronger as the earthquakegetsstronger?"
3.Encourage students to discuss what features a successful system might include and how eachteammembercancontributetothefinaldesign
1.Form teams and help students assign or choose roles. Remind them of the responsibilities thatgowitheachroletosupportteamcollaboration
3. Guide students to recreate and test the code that triggers a tone when acceleration exceedsathreshold(eg,1800mg)
4.Promptthemtoask:“Whathappensifthenumberishigherorlower?Whatshouldhappen if the shaking gets stronger?” Let them experiment with messages, sound levels, and frequency
5.Askthemtosavetheircode
LearningActivities(Session2)
EndofSession1
1.Begin the session by asking students to revisit their group’s code Invite them to reflect on whatworkedwellintheirtestingandwhattheymightwanttoimprove.
2. Review the purpose of setting different acceleration thresholds and how each threshold level should trigger a different response Let students share any questions they had from the previoussession
2. Guide students to create an if-else code loop that includes multiple acceleration thresholds(e.g.,1200,1800,2400).Discusshowtheymightchangevolumeandtoneforeach levelofshaking.
3. Ask students to brainstorm in their groups and sketch a plan for how they will represent different earthquake strengths. Remind them that louder and higher sounds can show more danger.Haveeachteamshareandrecordtheirideasintheworkbook.
1. Read the "Share and Improve" section with your students. Have groups present their seismographtoanothergrouportheclass.Askthemtodescribewhatlevelstheytestedand howtheiralertsystemresponds
2. Supportstudentsingivingconstructivefeedbackusingpromptssuchas:“Whatpartofthe design worked well?” and “What could be improved?” If time allows, invite teams to revise theircodeordesignbasedonfeedbackandtestitagain.
Guide students to the Math and Science Connection activity in their workbook. Display the graphoftwowaveprofilesandreviewhowtouseaprotractortomeasureangles
Review SDG 11: Sustainable Cities and Communities. Discuss how technology like seismographshelpscitiespreparefornaturaldisastersandsavelives.
1. Begin by asking students: "Why do we send machines instead of people to explore other planets?"
2. Read the project introduction aloud and show visuals or the infographic about NASA’s Perseverance rover. Explain how rovers use ultrasonic sensors to detect obstacles and navigate rough terrain. Highlight how models help engineers test their ideas before realworldapplication
1.Readthe"DefinetheProblem"sectiontogether Explainthatscientistsneedaroverthatcan avoid obstacles and move across uneven surfaces. Ask: "How can a sensor help the rover makedecisions?"
2. Record student responses on the board and guide them to think about motion, measurement,andcontrol
4.Demonstratethesamplecodethatmovestheroverforwardifthepathisclear,andturns when it detects an obstacle closer than 5 units Ask: "What happens when the value is less than5?Whatshoulditdonext?"Havestudentsrecreatethecodeandtestbasicmotion.Ask themtosavetheircode.
EndofSession1
LearningActivities(Session2)
1. Begin the session by asking students to revisit their group’s rover code Invite them to reflectonwhatworkedwellintheirtestingandwhattheymightwanttoimprove.
2.Review the purpose of using sensors to detect distance and how timing affects a rover’s abilitytoturnandmove Invitestudentstoshareanychallengestheyencounteredinthefirst session
2.Support them in adjusting the pause timing, turning direction, or motor speed to improve performance. Encourage testing on different types of terrain (smooth vs. rough) to explore real-worldconditions
1. Read the "Share and Improve" section with your students Ask groups to share their rover withanotherteamorpresenttotheclass
2. Use feedback prompts like: "Did the rover avoid the obstacle as expected?" or "How accuratewasthe90-degreeturn?"
3. Encourage students to offer positive suggestions for improvement If time permits, invite teamstorevisetheirdesignorcodeandtestagain.
3.The Mars rover can drive 13 cm backwards in 7 seconds How far, rounded to the nearest decimal, can it travel backwards in 2 seconds? Support students in applying multiplication, additionoffractions,androundingskillstosolveeachquestion.
1.Now that you’ve helped the NASA Engineers in their Mars Mission, how do you think this relates to the SDGGoalmentionedinthelesson?
2. How could you and your team use your model of the Mars rover to help space innovation? Have studentswritetheiranswersintheirworkbookanddiscussafewresponsesasaclass
1. After final testing and presentations, photograph finished rovers for your records or for sharing.
2. Support students in disconnecting the components and returning materials to the appropriatebins.Remindthemtosavetheirfinalcode.
EndofSession2
AnswerKey
1.2cm/s×12s=24cm
1. This project supports SDG 9: Industry, Innovation, and Infrastructure by helping students understandhowroboticsandengineeringsupportspaceresearchandproblem-solving
2. Teams can use their rover models to test ideas that could one day be applied to real planetarymissions,supportinginnovationinaerospaceandenvironmentalexploration.
3.Have students record their design goals and how they will evaluate them using logic and sensorreadings.Reinforcetheteamworkaspect,aseachmembermustcontribute.
Form teams and assign roles. Read vocabulary aloud and ask students to give examples. Guidethemto:
Build a gate structure attached to the servo, and position the ultrasonic sensor to face whereacarwouldarrive
HavestudentsopenMakeCode,addtheSuperBitextension,andcreateabasicprogram to open the gate when a car is within 3 units. Let them test the code and observe the servo’sresponse.
EndofSession1
LearningActivities(Session2)
1. Begin by having students reflect on how their gate performed. Ask: “Did it open correctly whenacarapproached?”.
2. Review how the servo angle, timing, and distance sensor worked Support any needed troubleshootingorquestions.
2.HowmightpeopleinthecareerfieldslistedforthisprojectalsohelpcontributetotheSDG? Invite students to reflect in their workbook and share with the class how their innovation makeslifeincitiessmarterandgreener.
Take photos of student projects. Guide students to disassemble their gates and return all componentstothecorrectbins Remindthemtosaveandlabeltheirfinalcode
3. Have students record their success criteria and list the features of a well-designed mechanism Emphasizeteamworkandtheuseofonlyprovidedmaterials
1. Form teams and assign roles: Project Manager, Resource Manager, Communicator, and Project Tester. Review the vocabulary together, linking each word to the project context. Thenguidestudentsto:
Createabasicprogramtoturnthefanonwhenthetemperaturegoesabove20°C.Have students test their fans. Ask: “What happens if the temperature is lower? How can we stopthefantosavepower?”Letthemexperimentwithcodeblockstopauseorstopthe fan
1. Ask students to build, code, and test their energy-saving fan with the scaling feature Each groupshould: Recordtemperaturesandresultingfanspeeds. Ensurethemotorturnsoffwhenbelowthethreshold
Compare fixed speed vs scaled speed outcomes Support students in adjusting scaling factors or thresholds for better performance. The Project Tester should lead the evaluations.
3. Encourage students to implement any improvements and explain their design strengths andnextsteps
Askstudentstocompletethefollowingmathtasks:
1. If the fan runs at 2 rotations per second, how many times will the fan spin in 1 minute? (Answer:2×60=120)
2.Ifthefanuses1/20kWofenergyperhour,howmanykilowattsaresavedifitturnsofffor8 hours at night? (Answer: 8 × 1/20 = 0.4 kW) Guide students through the calculations and discusshowsmallchangesadduptobigenergysavings.
1. Form student teams and assign roles: Project Manager, Resource Manager, Communicator,andProjectTester.
2.Reviewvocabularyandletstudentsgivereal-lifeexamples Thenguidethemto: Connect the color sensor to the correct pins on the expansion board (33V, SCL, SDA, GND).
1. How does a line-following robot help advance SDG 9: Industry, Innovation, and Infrastructure?
2.HowmightpeopleinthecareerfieldslistedforthisprojectalsohelpcontributetotheSDG? Encourage thoughtful responses and connections to real jobs in logistics, engineering, and manufacturing
1. Take photos of each robot and food chain path Support students in disassembling their buildsandstoringparts.
5. Guide students through writing a program that checks if the temperature is below or aboveathreshold(e.g.,below5°Corabove35°C)andalertsusingLEDsandsound.
3. Introduce the idea of threshold values: instead of exact matches like 255, the detector should recognize a color if the value is above a certain level (e.g., red > 215). Allow time for studentquestions.
2.Introduce the project and explain that students will build a weather station that monitors temperatureandhumidity.
3.Explain how accurate weather data helps communities avoid heatstroke or hypothermia. Readtheintroductionaloudandshowexamplesofweatherapps.
1.Readthe"DefinetheProblem"sectiontogether
2. Ask: “Why is it important to measure temperature and humidity?” Discuss real-life scenarioswheretemperaturemonitoringiscritical,suchasfarms,animalshelters,orhomes withoutAC/heating
Display data in a readable way Encourage them to record success criteria in their workbookandthinkabouthowausermightinteractwiththesystem(buttons,automatic updates,etc)
4.Support students in building a physical stand for their sensor and Micro:bit. Introduce the MakeCodeextensionforDHT11anddemonstratehowtoreadtemperatureandhumiditydata
EndofSession1
LearningActivities(Session2)
1. Begin with a recap Ask: “What did your weather station display yesterday? Was it accurate?Didbothtemperatureandhumidityshowup?”
Use button A to show temperature, button B for humidity, and A+B to show both Encourage discussion about what symbols could represent temperature or humidity on theLEDmatrix
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.
