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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.
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.
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
MathandScienceConnection
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?"
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 thedeviceisaccurateSupporttheminrefiningtheirdesignforclarityandeaseofuse
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
MathandScienceConnection
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
Reflection
Answers will vary. A soil moisture sensor helps farmers use water more responsibly, supportshealthycropsandpreventslanddegradation
Answerswillvary.Peopleinagriculture,environmentalscience,andengineeringhelp create, test, and apply tools that protect plants and ecosystems, contributing to sustainablelanduse.
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.
