Guidebook - Level 4

Teacher Guide - Smart Robotics Level 4 Copyright © 2026 Author: Natasha Karampela Editors: Erin Goodwin and Lindsey Own ISBN: 978-981-17736-8-6 Published by: SKOOL21 PTE. LTD. 71 Robinson Road, #14-01, 068895, Singapore First Edition published by SKOOL21 PTE LTD - Singapore, 2024 Second Edition published by SKOOL21 LLC - United States, 2026 No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.

For permissions or inquiries, please contact: Email: info@skool21.org Website: https://skool21.org Address: 600 California St, #13-021, San Francisco, CA 94108, United States

02

Table of Contents S. NO

CONTENT

PAGE NO.

1

PREFACE

04

2

INTRODUCTION TO THE KIT

05

3

LESSON STRUCTURE

06

4

THE ENGINEERING DESIGN PROCESS

07

5

FOSTERING SOCIAL SKILLS

08

6

MAKERSPACE SETUP

09

7

STEM CLASSROOM MANAGEMENT

10

8

EFFECTIVE TEAMWORK

12

9

IMPLEMENTATION GUIDE

14

10

CAMBRIDGE SCIENCE ALIGNMENT

19

11

NGSS ALIGNMENT

21

12

CAMBRIDGE MATHEMATICS ALIGNMENT

22

13

COMMON CORE MATHEMATICS ALIGNMENT

23

14

SCHEME OF WORK

24

15

LESSON PLANS AND ANSWER KEY

27

16

ASSESSMENT GUIDE

82

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 SKOOL21 Smart Robotics Kit! Open your box and see what is inside! This kit has everything you need to build and play. Use your micro:bit with programming and sensors. You can turn your big ideas into real working simulations. Let’s build together!

KIT COMPONENTS 1. Power & Control BBC

Extension

Usb

Alligator

Moisture

Blue

Servo

DC

Micro:bit

Board

Cable

Wires

Sensor

Battery

Motor

Motor

x1

x1

x1

x1

x1

x1

x1

x2

2. Sensors Light

Color

Humidity

Ultrasonic

Infrared

Potentiom

Camera

Rocker

Sensor

Sensor

Sensor

Sensor

module

eter

Module

Module

x1

x1

x1

x1

x1

x1

x1

x1

BUILDING BLOCKS

05

The Engineering Design Process The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tackle challenges and develop creative solutions.

For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming, designing, prototyping, testing, and refining solutions.

This structured approach encourages creativity, critical thinking, and iteration, forming a strong foundation for future STEM learning.

07

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) W

C

In t

Up

n lea s

ar

ro

m

-U

p/ 5– du 8 m ct ins ion

in 5m

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

Bu

10 mins

i

30 ld & –3 5 m T es t ins

ll Cha

en g

e

ins 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

Temperature Monitor

Color Detector

Weather Station

Automatic Night Light

Burglar Alarm

Energy Predictor

No-Touch Doorbell

10

11

12

13

14

15

Joint Simulator

6

9

Smart Parking Barrier

5

Line-Following Robot

Mars Rover

4

8

Seismograph

3

Energy-Saving Fan

Soil Moisture Sensor

2

7

Smart Shoe

Topic

1

Lesson #

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

Duration

Good Health and Well-Being

Affordable and Clean Energy

Peace, Justice and Strong Institutions

Peace, Justice and Strong Institutions

Climate Action

Reduced Inequalities

3-5-ETS1-2

4-PS3-2

3-5-ETS1-3

4-PS3-2

4-ESS2-1

4-PS4-2

4-ESS3-2

4-PS4-3

Industry, Innovation and Infrastructure Life on Land

4-PS3-4

4-PS3-3

Affordable and Clean Energy

Good Health and Well-Being

3–5-ETS1-3

4-PS3-1

Industry, Innovation and Infrastructure Sustainable Cities and Communities

4-ESS3-2

4-ESS3-1

3-5.ETS1-1

NGSS

Sustainable Cities and Communities

Life On Land

Good Health and Well-Being

SDG

4SIC.02

4Ps.01

4TWSc.03

4Ps.02

4Pf.04

4Pe.01

4Bp.02

4Be.03

4Be.01, 4Be.02

4Bs.02

4Pe.02

4TWSm.01, 4ESs.02

4ESp.03

4SIC.05

4Bp.04

Cambridge Science

1.4a

1.7.d

1.2d

1.6c

1.7a

1.6c

1.1c

1.5b

1.6a

1.1c

1.4a

1.4d

1.5.b

1.7.d

1.3.d

ISTE

Standards Alignment

4.NF.C.5

4.G.A.1

4.NBT.B.4

4.MD.A.2

4.MD.A.2

4.G.A.1

4.NF.C.6

4.NBT.B.4

4.MD.A.1

4.G.A.2

4.MD.C.6

4.MD.A.2

4.G.A.1

4.MD.A.1

4.NBT.A.3

CCSS- Math

4.Nc.04

4Gp.03

4Nf.06

4Ss.03

4Ss.02

4Gp.01

4Ni.02

4Gp.01

4Nf.02

4Gg.08

4Gp.01

AGp.03

4Gg.08

4Ss.02

4Ss.02

Cambridge Math

Cambridge Science Alignment Learning Objective

Project #

Project Name

Thinking and Working Scientifically 4TWSm.01 Know that models are not fully representative of a real world situation and/or scientific idea.

4

Mars Rover

4TWSc.03 Choose equipment from a provided selection and use it appropriately.

13

Buglar Alarm

4TWSp.01 Ask scientific questions that can be investigated.

15

No-Touch Doorbell

1

Smart Shoes

9

Temperature Monitor

6

Joint Simulator

4Be.01 Know that different animals are found in, and suited to, different habitats.

7

Energy-Saving fan

4Be.02 Know plants and animals can survive in environments other than their habitats.

7

Energy-Saving fan

4Be.03 Describe food chains as being made of producers and consumers, and classify consumers as herbivores, omnivores, carnivores, predators and/or prey.

8

Line-Following Robot

11

Weather Station

Life processes 4Bp.04 Describe the importance of movement in maintaining human health.

4Bp.02 Know that plants and animals can have infectious diseases, and vaccinations can prevent some infectious diseases of animals.

Structure and Function 4Bs.02 Know that bones move because pairs of muscles that are attached to them contract and relax.

Ecosystems

Forces and Energy 4Pf.04 Know that not all energy is transferred from one object to another, but often some energy during a process can be transferred to the surrounding environment and this can be detected as sound, light or temperature increase.

19

Light and Sound 4Ps.02 Know that light can reflect off surfaces.

12

Automatic Night Light

4Ps.01 Know that light travels in straight lines and this can be represented with ray diagrams.

14

Energy Protector

4Pe.02 Describe how a simple switch is used to open and close a circuit.

5

Smart Parking Barrier

4Pe.01 Know that an electrical device will not work if there is a break in the circuit.

10

Color Detector

4ESp.03 Understand what causes earthquakes and how they impact the Earth. Study local environments and their susceptibility to seismic activity.

3

Seismograph

4ESs.02 Name the planets in the Solar System.

4

Mars Rover

2

Soil Moisture Sensor

Electricity and Magnetism

Earth and Space

Science in Context 4SIC.05 Discuss how the use of science and technology can have positive and negative environmental effects on their local area.

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

Smart Shoes

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.

15

No-Touch Doorbell

5

Smart Parking Barrier

13

Burglar Alarm

4

Mars Rover

12

Automatic Night Light

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.

Energy 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

14

4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.

5

Joint Simulator

4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

7

Energy - Saving Fan

Waves and their Applications in Technologies for Information Transfer 4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

10

Color Detector

4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.

8

Line Following Robot

2

Soil Moisture Sensor

3

Seismograph

9

Temperature Monitor

Earth and Human Activity 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

21

Cambridge Mathematics Alignment Learning Objective

Project #

Project Name

4Ni.02 Estimate, add and subtract whole numbers with up to three digits.

9

Temperature Monitor

4Nc.04 Recognize and extend linear and non-linear sequences, and describe the term-to- term rule.

15

No-Touch Doorbell

4Nf.06 Understand percentage as the number of parts in each hundred, and use the percentage symbol (%).

13

Burglar Alarm

4Nf.02 Understand that a fraction can be represented as a division of the numerator by the denominator (unit fractions and three-quarters)

7

Energy-saving Fan

10

Color Detector

8

Line-Following Robot

14

Energy Predictor

6

Joint Simulator

3

Seismograph

4Gp.01 Describe and identify the position of a square on a grid of squares where rows and columns are numbered and/or lettered.

5

Smart Parking Barrier

4Gp.03 Devise the directions to give to follow a given path

4

Mars Rover

11

Weather Station

2

Soil Moisture Sensor

1

Smart Shoes

12

Automatic Night Light

Number

Geometry and Measurement 4Gp.01 Interpret and create descriptions of position, direction and movement, including reference to cardinal and ordinal points, and their notations.

4Gp.03 Reflect 2D shapes in a horizontal or vertical mirror line, including where the mirror line is the edge of the shape, on square grids.

4Gg.08 Estimate, compare and classify angles, using geometric vocabulary including acute, right and obtuse.

Statistics and Probability 4Ss.02 Record, organise and represent categorical and discrete data.

4Ss.03 Interpret data, identifying similarities and variations, within and between data sets, to answer statistical questions. Discuss conclusions, considering the sources of variation.

22

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

Number and Operations in Base Ten 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.

1

Smart Shoes

4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

13

Burglar Alarm

4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100.

9

Temperature Monitor

4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

15

No-Touch Doorbell

4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Record measurement equivalents in a two-column table.

2

Soil Moisture Sensor

7

Energy-Saving Fan

4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

4

Mars Rover

11

Weather Station

12

Automatic Night Light

5

Smart Parking Barrier

3

Seismograph

14

Energy Predictor

6

Joint Simulator

8

Line-Following Robot

10

Color Detector

Number and Operations—Fractions

Measurement and Data

4.MD.C.6 Measure angles in whole-number degrees using a protractor.

Geometry 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size.

4Gp.01 Interpret and create descriptions of position, direction and movement, including reference to cardinal and ordinal points, and their notations.

23

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

Materials

Related Science

Related Math

Lesson 1: The LED Pad 1 (45mins)

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

Smart Robotics kit, Engineering Computer, Art Design, Shapes Supplies (markers) and Structures

Thinking and Working Mathematically

Lesson 2: The Accelerometer and Music 2 (45mins)

Identify FunKey parts, Smart Robotics kit, Engineering basic sensor Computer, Art Design, Shapes input/output circuits. Supplies (markers) and Structures

Thinking and Working Mathematically

Lesson 3: The Potentiometer 3 (45mins)

Integrate FunKey with Smart Robotics kit, Engineering Scratch for inputComputer, Art Design, Shapes driven coding.

Supplies (markers) and Structures

Thinking and Working Mathematically

Lesson 4: Inputs and Outputs 4 (45mins)

Explore distance sensors, servos, sensor reading logic.

Smart Robotics kit, Engineering Computer, Art Design, Shapes Supplies (markers) and Structures

Thinking and Working Mathematically

Smart Robotics kit, Computer, Art Supplies (markers)

Engineering Design; Human Biology (exercise)

Data analysis; Estimation

Engineering Design

Data collection; Averages

Project 1: Smart Shoes 5 (45mins)

Explain importance of tracking activity

6 (45mins)

Build and test step counter prototype

Project 2: Soil Moisture Sensor 7 (45mins)

Understand soil moisture, use sensor for decisions

8 (45mins)

Test thresholds, adjust code for moisture accuracy

Smart Robotics kit, Computer, Art Supplies (markers)

24

Sustainability Themes

Project 3: Seismograph 9 (45mins)

Analyze seismic activity, use accelerometer

10 (45mins)

Analyze seismic activity, use accelerometer

Engineering Smart Robotics Design kit Computer Art Supplies (markers) STEM Book

Number Operations

Smart Robotics Structure and function kit (Plant Biology) Computer Art Supplies (markers) STEM Book

Geometry (fractions)

Project 4: Mars Rover 11 (45mins)

Program rover movement, detect obstacles.

12 (45mins)

Test rover, navigate terrain

Project 5: Smart Parking Barrier 13 (45mins)

Understand parking automation with sensors

14 (45mins)

Count car entries, refine servo logic

Place Value, Smart Robotics Structure and function (Animal Ordering, and kit Biology) Rounding Computer Art Supplies (markers) STEM Book

Project 6: Joint Simulator 15 (45mins)

Simulate joint motion with servos

16 (45mins)

Test angle-force impact and movement

Smart Robotics Motion and Stability kit (Magnetism) Computer Art Supplies (markers) STEM Book

Geometry and Measure (mapping)

Project 7: Energy-Saving Fan 17 (45mins)

Build temp-controlled fan, intro scaling logic

18 (45mins)

Adjust speed with scaling formulas

Smart Robotics Light and Shadows kit Computer Art Supplies (markers) STEM Book

Measurement

Project 8: Line-Following Robot 19 (45mins)

Use color sensor to detect line/path

20 (45mins)

Refine robot navigation, map food chain

Smart Robotics kit Computer Art Supplies (markers) STEM Book

Structure and Function (Human Anatomy)

Geometry and Measure

Project 9: Temperature Monitor 21 (45mins)

Program temperature alarm for animals

22 (45mins)

Build temperature alerts for safety

Smart Robotics Earth's Systems Geometry and & Environmental Measure kit Impacts Computer Art Supplies (markers) STEM Book

25

Lesson Plans & Answer Keys

27

Project 1: Smart Shoes Lesson Plan Duration: 60 – 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: Explain the importance of tracking physical activity for health and wellbeing.

Understand how an accelerometer can be used to measure motion.

Analyze step count data using rounding and averaging skills.

Materials Note: Kit includes Micro:bit, USB cable, Expansion board and Building blocks.

Smart Machines Kit

Markers and paper for sketching designs

Computer

Innovators L4

Vocabulary Word

Meaning

Prototype

An early model of a product used to test and improve its design before making the final version.

Data

Information collected for analysis or reference, often in the form of numbers or facts.

Algorithm

A step-by-step set of instructions or rules for solving a problem or completing a task.

Preparation (Teacher To-Do Before Class) 1. Open makecode.microbit.org on each group laptop.

2. Prepare the materials for the class.

3. Prepare a demonstration setup showing a working step counter.

Learning Activities (Session 1) Introduction 1. Begin with a class discussion: “How much do you think you move during the day?”

2. Read the project introduction and discuss the infographics.

3. Share that most students around the world don’t meet the 60-minute activity goal.

4. Ask students how tracking movement can help people become healthier.

5. 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.

28

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. Ask: “How could a step counter help them?”

2. Invite students to identify how technology might solve this problem.

3. Record ideas on the board.

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

2. Ask students what their smart shoe needs to do to be considered successful. Prompt them to think about how it will track steps, stay attached, and use the materials provided. Ask students to consider what features a successful step counter should include.

Getting Started 1. Form teams and support students in selecting or assigning roles. Remind them of the responsibilities for each role to ensure teamwork and collaboration.

2. Read the vocabulary words aloud with the class. Invite students to come to the front to draw quick examples of a prototype or point out real sensors from the kit to make the terms more concrete.

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.

Have students recreate the code in MakeCode, test it, and experiment with adding lights or sounds for feedback.

Learning Activities (Session 2) Introduction 1. Ask students to recall ideas from their group brainstorm and review their plan.

2. Remind them that they are creating a working prototype that uses a real sensor to track steps.

3. Direct them to gather materials needed for building their wearable pedometer.

Challenge 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 work on a wrist or in a pocket?

2. Have students share their sketches and ideas within their groups. Guide them to discuss which features from each person’s design they want to include in the final group prototype.

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.

29

Example

Team Member

Ideas

Student 1

Design and decorate the robot’s exterior

Student 2

Program the microcontroller to react to steps

Student 3

Build the a leg structure to ensure stability

Student 4

Test the device during movement to check balance

Build & Test 1. Invite students to begin building their pedometer and attaching it to a shoe. Encourage them to think about stability and comfort while placing the device.

2. Have students test how well their pedometer tracks steps by walking or gently shaking it.

Remind them to check that the micro:bit stays secure during movement.

3. Support teams in refining their design for better accuracy or usability. Make sure each group member gets a chance to test the device.

Share & Improve 1. Read the “Share and Improve” section with your students and explain that they’ll be sharing their projects to get feedback from peers. Remind them that feedback helps improve ideas, not just evaluate them.

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?”

Consider modeling this with an example group.

4. Encourage teams to reflect on the feedback and revise their designs if time allows. Remind them that innovation comes through testing and improving, and every voice in the group matters during this phas.

Math and Science Connection 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.Write 7,821 in expanded form.

30

Reflection 1. Review the Sustainable Development Goal (Good Health and Wellbeing), and brainstorm with students how this project might relate to that SDG. (See answer key for suggestions.)

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

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. Have students disassemble their projects and return materials to the appropriate bins.

3. Remind students to save their code in case they want to build on it in the future.

End of Session 2

Answer Key Math and Science Connection Answers 1. The step counter tracked 7,821 steps on Monday. a. Write this value in expanded form. ANSWER: 7,000 + 800 + 20 + 1 b. Which digit is in the tens place? ANSWER: 2 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.

ANSWER: a.

Mon: 6,000 Tue: 9,000 Wed: 11,000 Thu: 4,000 Fri: 0 Sat: 8,000 Sun: 8,000

b. (5,641 + 9,230 + 10,561 + 4,001 + 0 + 8,004 + 7,543) ÷ 7 = 6,426 c. Answers will vary, but possible answers include: The user forgot to wear the device.

The user rested, was ill, or inactive that day.

The device ran out of battery.

31

→ 6,400 (rounded)

Sample Reflection Responses 1. A smart shoe counter can help meet the SDG goal of Good Health and Wellbeing by tracking 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 accessible for people of all ages.

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 policies that encourage active living.

Sample Solution

1

2

Connect the micro:bit securely to the expansion board. Place it inside a protective case to keep it safe during movement.

Add support pieces to create a stable base. This makes it easier to attach the device to a shoe or wearable part.

3

4

A firm attachment helps the accelerometer sense movement accurately.

Build a more advanced frame if needed.

A strong structure keeps the device balanced while walking or running.

5

Attach the step counter to the shoe. Now the micro:bit can detect every step through the accelerometer sensor and display the count.

32

Project 2: Soil Moisture Sensor Lesson Plan Duration: 60 – 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: Explain the role of soil moisture in farming and environmental sustainability.

Understand how sensors collect data to support better decision-making.

Analyze soil moisture values to determine when to water plants.

Materials Note: Smart Robotics kit includes Micro:bit, soil sensor, and USB cable

Smart Machines Kit

Innovators L4

Soil moisture sensor

Alligator clips

Computer

Vocabulary Word

Meaning

Sustainable

Using resources in a way that meets present needs without harming the ability of future generations to meet their own needs.

Degradation

The process of something breaking down or worsening, often from environmental damage.

Preparation (Teacher To-Do Before Class) 1. Open makecode.microbit.org on each group laptop.

2. Test the soil moisture sensor with the micro:bit in advance.

3. Prepare a demonstration of the sample.

Learning Activities (Session 1) Introduction 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 agriculture uses 70% of global freshwater.

2. Ask students why that might be a problem and what we can do to improve water usage.

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 environmental science, and how those professionals might use tools like sensors.

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Define the Problem 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 could a sensor help the farmer know when to water the plants?"

2. Encourage students to describe the benefits of using sensors to monitor plant health and conserve water. Record their ideas on the board for reference.

Measure and success 1. Read the “Measure Your Success” section with your students. Ask students if their Soil Moisture Sensor is above a certain value to be considered well-hydrated.

Getting Started 1. Form teams and help students select or assign roles. Review the responsibilities of each role and encourage collaboration throughout the activity.

2. Read the vocabulary terms aloud and invite students to explain or illustrate them.

3. Introduce the soil moisture sensor and explain how it connects to the micro:bit using the pins. Ask students what they notice on the LED screen and what happens when the soil is dry.

Encourage them to experiment with different outputs such as changing messages or adding tones.

4. Ask students to save their work End of Session 1

Learning Activities (Session 2) Introduction 1. Ask students to review their soil sensor readings and code. Remind them that today they will finalize their prototype and prepare it for testing and sharing.

2. Support them in gathering materials and reviewing their plans from the previous session.

Challenge 1. Read the “Challenge” section aloud. Have students collect soil in two cups—one dry and one moist. Encourage them to brainstorm and record their predictions.

2. Prompt students to gradually add water in tablespoons and observe the change in sensor readings. Guide them in identifying which reading indicates that the soil is moist but not overly wet.

3. Based on their results, have them decide whether the original threshold in the code (300) is accurate or needs adjustment. Ask students to update their code with a new threshold if needed and save their work.

Build & Test 1. Invite students to complete the setup and begin testing their soil moisture sensor.

Encourage them to make adjustments to the physical build or the code based on what they observed.

2. Ask students to test in dry, moist, and wet soil conditions and check if the feedback from the device is accurate.Support them in refining their design for clarity and ease of use.

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Share & Improve 1. Read the “Share and Improve” section aloud with your students. Invite groups to present their sensor system to another group or to the whole class.

2. Guide students in giving and receiving feedback by using prompts such as, "What worked well in this design?" and "What improvements could be made?"

3. Model how to identify strengths and suggest improvements constructively. If time permits, encourage teams to revise their design based on the feedback they received and test it again.

Math and Science Connection 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 important in farming.

Reflection 1. Review Sustainable Development Goal (SDG) 15: Life on Land. Ask students to discuss how their project helps protect ecosystems and supports responsible land use.

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.

Clean up 1. After presentations and reflection, take photos of student prototypes if desired.

2. Guide students in carefully disassembling their sensor setups and returning all materials.

3. Remind them to save their updated code and label it clearly.

End of Session 2

Answer Key Math and Science Connection Answers 1. Too little water causes plants to wilt or stop growing, while too much water can damage roots and prevent oxygen from reaching them.

2. Students can observe the sensor value and match it with soil conditions to decide when watering is necessary.

3. Answers will vary depending on the soil type. Encourage students to compare their results with the data in the table to check their answers. Check the sample solution on the workbook at the end of the project.

Reflection Answers 1. A soil moisture sensor helps farmers use water more responsibly, supports healthy crops, and prevents land degradation, directly contributing to SDG 15.

2. People in agriculture, environmental science, and engineering help create, test, and apply tools that protect plants and ecosystems, contributing to sustainable land use.

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Answer Key

Too little water causes plants to wilt or stop growing, while too much water can damage roots and prevent oxygen from reaching them.

Students can observe the sensor value and compare it with the condition of the soil to determine 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 guidance on interpreting the readings.

Reflection Question #

Answer key

1

Answers will vary. A soil moisture sensor helps farmers use water more responsibly, supports healthy crops and prevents land degradation.

2

Answers will vary. People in agriculture, environmental science, and engineering help create, test, and apply tools that protect plants and ecosystems, contributing to sustainable land use.

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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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