Guidebook - Level 5

Teacher Guide - Smart Robotics Level 5 Copyright © 2026 Author: Natasha Karampela Editors: Erin Goodwin and Lindsey Own ISBN: 978-981-17736-9-3 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

13

10

CAMBRIDGE SCIENCE ALIGNMENT

19

11

NGSS ALIGNMENT

21

12

CAMBRIDGE MATHEMATICS ALIGNMENT

22

13

COMMON CORE MATHEMATICS ALIGNMENT

23

14

SCHEME OF WORK

25

15

LESSON PLANS AND ANSWER KEY

28

16

ASSESSMENT GUIDE

80

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

Lesson Structure 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. The structure includes:

Lesson objectives NGSS Standards Cambridge Science Standards ISTE Standards Connections Cambridge Math Standards Common Core Math Standards

Define the Problem Students are introduced to the science concept and a related real world problem they are tasked with solving.

Getting Started Every project begins with guided first steps. This helps the student to confidently tackle the challenge with a solid foundation.

Design and Plan Students brainstorm individually, then collaborate with their team to come up with the best design plan.

Build - Test - Improve Students collaborate to build, test, and improve models. Then, they practice giving and receiving constructive feedback.

Math and Science Connection/Reflect Students connect their learning back to the academic objectives and answer guided reflection questions.

06

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

Fostering Social Skills STEM activities naturally build key social skills. Teachers can help students practice and strengthen these skills by guiding them during group work, discussions, and project challenges.

Key social skills developed include:

Collaboration

Communication

Encourage students to share ideas and assign roles during group work to build teamwork and respect for different perspectives.

Model clear communication and ask students to explain their thinking and listen carefully to teammates.

Critical Thinking

Problem-Solving

Prompt students to ask "why" and "what if" questions when solving problems or designing solutions.

Challenge students to try different strategies when they face obstacles and praise persistence.

Empathy and Respect

Time Management

Remind students to value everyone's ideas and support peers by using kind, respectful language.

Help teams set mini-deadlines and guide them to break projects into smaller, manageable tasks.

Conflict Resolution

Presentation Skills

Coach students to talk through disagreements calmly and find solutions that everyone can accept.

Give students regular chances to present their work to peers, using clear speaking and supportive feedback.

Reflection

Teamworking

Build reflection into the process by asking students what worked well, what was challenging, and what they would do differently next time.

Celebrate strong teamwork by recognizing when students share leadership, encourage each other, and solve problems together.

Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academic success, but for future careers and life challenges.

08

Makerspace Setup A makerspace is a creative, hands-on area where students explore STEM concepts through building, experimenting, and solving problems together. This guide is designed for teachers who are new to STEM and looking for clear steps to set up and manage a makerspace.

Space Design: Choose a clean, well-lit space with room to move.

Arrange tables/chairs in clusters of 2–4 students.

Use low, open shelves for easy access to materials.

For 30 students, 750–900 sq ft is recommended (25–30 sq ft per student to allow movement, collaboration, and tool/machine/material use).

Materials Management: Ensure that kits are complete and accessible before each project.

Provide racks or open shelves to organize and store STEM kits for easy access.

Refer to the project instructions in the SKOOL21 book to identify if additional materials (e.g., craft items, recycled objects) are needed—plan ahead and prepare them in advance.

Shared Resources: Provide one STEM kit per small group.

Encourage teamwork by having students co-design and co-build projects.

Safety First: Set simple safety rules and review often.

Supervise all tool use closely.

Keep a first-aid kit in the space.

09

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

Space Organization: Assign specific work zones: Build Area, Supply Rack, Quiet Zone, Cleanup Station.

Provide racks or open shelves to store kits neatly and accessibly.

Keep a project material checklist to make sure kits are complete before starting.

Tool and Materials Rules: Use tools with care – no playing or misusing materials.

Return everything to its labeled place.

Ask before taking extra supplies.

Hands to yourself—respect others’ creations and space.

Only one group member (Material Manager) may collect materials at a time.

11

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

If your students are working in groups of 5 or more, you might consider the following additional roles: Documentarian - takes photos or makes sketches of each prototype along the way to be able to share the full story of how the group developed their solution idea Timekeeper - pays attention to how much time is available for each step of the project, and encourages the team to keep each step within its allotted time

Levels A and B do not have designated roles within the student workbooks. Ensure that your students are sharing materials and communicating with each other!

13

Implementation Guide The SKOOL21 STEM Innovators Handbook offers project-based STEM lessons for Pre-K through Grade 12. Teachers can use three main models to implement these projects:

Integrated Approach Embed STEM projects into existing science and math lessons. For example, a science unit on plants might include a hands-on engineering challenge from the handbook. This aligns STEM activities directly with curriculum standards and learning objectives. Research shows that teaching STEM subjects together (as with integrated lessons) deepens understanding and retention and makes learning more relevant and connected to the real world.

Advantages: Reinforces required science/math standards with hands-on application.

Builds problem-solving and critical-thinking skills through project-based learning.

Helps students see connections across subjects (an “interconnected viewpoint”). viewpoint”)​ Uses existing class time (no extra periods needed), so STEM isn’t an add-on but part of the curriculum.

Practical Tips: Align projects to lessons: Choose SKOOL21 projects that match your unit goals (e.g. use a simple machine project during a forces & motion unit).

Start small: Begin with a short STEM activity (one 45-minute session) in a science or math lesson, then build up to longer projects.

Co-teach if possible: Collaborate with a science or math colleague to share planning and bring in different expertise.

Use grade-appropriate pacing: For Pre-K–Grade 2, integrate a 45-min STEM mini-project each week; for Grade 3+, you might split a 90-min science period into lecture + project time.

Emphasize standards: SKOOL21 projects are designed to align with NGSS, Common Core standards, Cambridge math and science. Highlight these connections in your lesson plan to meet academic goals.

14

Hybrid Approach (Blending All Models) In practice, many schools use a mix of models. A hybrid approach might integrate simple STEM tasks into regular lessons and also offer a dedicated STEM lab plus an after-school club. This way, every student gets some STEM exposure and those who love it can dive deeper.

When to integrate: Use curriculum-linked projects during core classes. For example, in a Grade 4 math class you might use a SKOOL21 project on gears to teach ratios, or in science class students might build a model ecosystem. Smaller or single-session activities fit well here.

When to do stand-alone: Reserve longer, open-ended projects for STEM class or the makerspace. Complex engineering challenges (robot design, 3D modeling, advanced coding) need longer blocks, so these suit a 90-min STEM period or series of lab sessions.

When to use clubs: Offer students a space for exploration that doesn’t fit the curriculum or timeline. These projects can be driven by student interest and can span several weeks without pressure to “cover the curriculum.”

Using a hybrid plan ensures flexibility. Teachers can adapt: if a semester is heavy with testing, lean on after-school clubs for enrichment; when covering standards, weave STEM into lessons. Always check that even free-form projects still touch academic goals.

(Note: SKOOL21 projects are already aligned to NGSS and Common Core standards, Cambridge Mathematics and Cambridge Science, so whether standards​ integrated or stand-alone, they support learning objectives.)

17

18 60-90 min 60-90 min

Rain Predictor

Lift Mechanism

Sound muffler

Electromagnetis m

Tire Pollution

Evaporation Fan

The Earth’s Tilt

9

10

11

12

13

14

15

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

60-90 min

Spider Adaptations

6

Water Treatment Mixer

60-90 min

Environmental Adaptation

5

8

60-90 min

Seed Dispersal

4

60-90 min

60-90 min

Ripeness Checker

3

Particle Model

60-90 min

DIGESTIVE SYSTEM

2

7

60-90 min

Duration

Functional Flowers

Topic

1

Lesson #

Quality Education

3-5-ETS1-2

3-5-ETS1-2

5-ESS3-1

Good Health and WellBeing Responsible Consumption and Production

3-5-ETS1-3

Affordable and Clean Energy

3-5-ETS1-2

5-PS2-1

Industry, Innovation and Infrastructure Decent Work and Economic Growth

5-ESS2-2

5-PS1-4

5-PS1-1

3-5-ETS1-3

3-5-ETS1-2

5-ESS3-1

MS-ETS1-2

3-5-ETS1-2

3-5-ETS1-2

NGSS

Climate Action

Clean Water and Sanitation

Quality Education

Industry, Innovation and Infrastructure

Climate Action

Zero Hunger

Zero Hunger

Good Health and WellBeing

Quality Education

SDG

1.3.d, 1.7.c 1.4.c

5ESs.01, 5ESs.02

1.4.c, 1.7.c

1.7.c

1.3.d, 1.7.c

1.3.d

1.4.c, 1.7.c

1.3.d

1.7.c

1.4.c, 1.7.c

1.3.d

1.3.d

1.3.d

1.7.c

1.4.c

ISTE

5ESc.01

5ESp.01

5Pe.01, 5Pe.02, 5Pe.03

5Ps.01, 5Ps.02, 5Ps.03

5Pf.01, 5Pf.02

5Cc.01

5Cp.01, 5Cp.02

5Cm.01

5Be.03

5Be.01

5Bp.03

5Bp.01

5Bs.04

5Bs.01, 5Bs.02, 5Bs.03

Cambridge Science

Standards Alignment

5.NBT.B.7

5.G

5.NF.A.2

5.MD.C.5.b

5.MD.B.2

5.MD.A.1

5.NF.B.4

5.NF.B.4

5.NF.B.4

5.NF.A.2

5.MD.A.1

5.NBT.A.1

5.NBT.B.5

5.NBT.B.7

5.OA.A.1

CCSS- Math

5Nf.06

5Gp.03

5Nf.05

5Gg.03

5Gp.01

5Nf.10

5Nf.06

5Nf.06

5Nf.06

5Nf.05

5Nf.10

5Np.01

5Nf.10

5Nf.08

5Ni.05

Cambridge Math

Cambridge Science Alignment Project #

Learning Objective

Project Name

Structure and function 5Bs.01 Know that not all plants produce flowers.

5Bs.02 Identify the parts of a flower (limited to petals, sepals, anthers, filaments, stamens, stigma, style, carpel, and ovary).

1

Functional Flowers

2

Digestive System

5Bp.01 Know that animals, including humans, need an adequate, balanced diet in order to be healthy.

3

Ripeness Checker

5Bp.03 Describe how flowering plants reproduce by pollination, fruit and seed production, and seed dispersal.

4

Seed Dispersal

5Be.01 Describe how plants and animals are adapted to environments that are hot, cold, wet and/or dry.

5

Environmental Adaptation

5Be.03 Describe the common adaptations of predator and prey animals.

6

Spider Adaptations

7

Particle Model

8

Water Treatment Mixer

5Bs.03 Describe the functions of the parts of a flower (limited to petals, anthers, stigma and ovary).

5Bs.04 Describe the human digestive system, including the functions of the organs involved (limited to mouth, oesophagus, stomach, small intestine, large intestine and anus), and know that many vertebrates have a similar digestive system.

Life processes

Ecosystems

Materials and their structure 5Cm.01 Use the particle model to describe solid, liquids (including solutions) and gases.

Properties of materials 5Cp.01 Know that the ability of a solid to dissolve and the ability of a liquid to act as a solvent are properties of the solid and liquid.

5Cp.02 Know the main properties of water (limited to boiling point, melting point, expands when it solidifies, and its ability to dissolve a range of substances) and know that water acts differently from many other substances.

19

Changes to materials 5Cc.01 Describe the processes of evaporation and condensation, using the particle model and relating the processes to changes in temperature.

9

Rain Predictor

10

Lift Mechanism

11

Sound muffler

12

Electromagnetism

13

Tire Pollution

14

Evaporation Fan

15

The Earth’s Tilt

Forces and energy 5Pf.01 Identify a range of forces (limited to gravity, applied forces, normal forces, upthrust, friction, air resistance and water resistance).

5Pf.02 Know that an object may have multiple forces acting upon it, even when at rest.

Light and sound 5Ps.01 Investigate how sounds are made by vibrating sources.

5Ps.02 Describe sounds in terms of high or low pitch and loud or quiet volume.

5Ps.03 Investigate how to change the volume and pitch of sounds.

Electricity and magnetism 5Pe.01 Know the difference between a magnet and a magnetic material.

5Pe.02 Know that forces act over a distance between magnets, and between a magnet and a magnetic material.

5Pe.03 Know that magnets can have different magnetic strengths.

Planet Earth 5ESp.01 Know that the Earth is surrounded by a layer of air called the atmosphere, which is a mixture of different gases (including nitrogen, carbon dioxide and oxygen).

Cycles on Earth 5ESc.01 Describe the water cycle (limited to evaporation, condensation and precipitation).

Earth in space 5ESs.01 Describe the orbit of the Earth around the Sun (limited to slight ellipse, anticlockwise direction and the duration).

5ESs.02 Describe how the tilt of the Earth can create different seasons in different places.

20

NGSS Alignment Learning Objective

Project #

Project Name

Engineering Design 1

Functional Flowers

2

Digestive System

5

Environmental Adaptation

11

Sound muffler

14

Evaporation Fan

15

The Earth’s Tilt

6

Spider Adaptations

12

Electromagnetism

3

Ripeness Checker

4

Seed Dispersal

13

Tire Pollution

9

Rain Predictor

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.

7

Particle Model

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

8

Water Treatment Mixer

10

Lift Mechanism

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.

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.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Earth and Human Activity 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Matter and Its Interactions

Motion and Stability 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.

21

Cambridge Mathematics Alignment Learning Objective

Project #

Project Name

Number 5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole numbers.

1

Functional Flowers

5Np.01 Understand and explain the value of each digit in decimals (tenths and hundredths).

4

Seed Dispersal

6

Spider Adaptations

13

Tire Pollution

7

Particle Model

8

Water Treatment Mixer

9

Rain Predictor

15

The Earth’s Tilt

2

Digestive System

3

Ripeness Checker

5

Environmental Adaptation

10

Lift Mechanism

5Gg.03 Draw compound shapes that can be divided into rectangles and squares. Estimate, measure and calculate their perimeter and area.

12

Electromagnetism

5Gp.01 Compare the relative position of coordinates (with or without the aid of a grid).

11

Sound muffler

5Gp.03 Translate 2D shapes, identifying the corresponding points between the original and the translated image, on square grids.

14

Evaporation Fan

5Nf.05 Estimate, add and subtract fractions with the same denominator and denominators that are multiples of each other.

5Nf.06 Estimate, multiply and divide unit fractions by a whole number.

5Nf.08 Understand the relative size of quantities to compare and order numbers with one decimal place, proper fractions with the same denominator and percentages, using the symbols =, > and <.

5Nf.10 Estimate and multiply numbers with one decimal place by 1-digit whole numbers.

Geometry

22

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

Operations and Algebraic Thinking 5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

1

Functional Flowers

5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

4

Seed Dispersal

5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

3

Ripeness Checker

2

Digestive System

15

The Earth’s Tilt

6

Spider Adaptations

13

Tire Pollution

7

Particle Model

8

Water Treatment Mixer

9

Rain Predictor

5

Environmental Adaptation

10

Lift Mechanism

5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

1

Sound muffler

5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

12

Electromagnetism

Number and Operations

5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Measurement and Data 5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

23

Scheme of Work Session

Objectives

Materials

Related Science

Related Math

Lesson 1: The LED Pad 1 (45mins)

Navigate MakeCode and program LED display

STEM Micro:bit Kit Computer STEM book

Computer Sequencing, Science (Coding Loops logic)

STEM Micro:bit Kit Computer STEM book

Sensor Technology

Number comparison, data reading

Electricity and circuits

Graph interpretation, analog vs digital

Robotics systems

Data-driven decisions

Structure and Function

Operations and Algebraic Thinking

Lesson 2: Built-In Sensors 2 (45mins)

Use built-in sensors and visualize data

Lesson 3: Graphing Sensor Data 3 (45mins)

Graph data from a potentiometer

STEM Micro:bit Kit Computer STEM book

Lesson 4: Inputs and Outputs 4 (45mins)

Combine sensor inputs with motor outputs

STEM Micro:bit Kit Computer STEM book

Project 1: Functional Flowers 5 (45mins)

Use a photosensitive module to control servo motors via Micro:bit.

6 (45mins)

Design and evaluate a robotic flower that responds to changes in light levels.

STEM Micro:bit Kit Computer STEM book

Engineering Design

Length, mass and capacity

Project 2: Digestive System 7 (45mins)

Use servo motors and physical models to simulate biological processes

8 (45mins)

Design and test an interactive display that shows food movement through the human body.

Structure and Function STEM Micro:bit Kit Computer STEM book

Engineering Design

25

Number and Operations in Base 10

Sustainability Themes

Project 3: Ripeness Checker Use a color sensor to read RGB 9 (45mins) values and interpret results.

Design and test a ripeness 10 checker that uses RGB (45mins) thresholds to detect fruit ripeness.

Life processes STEM Micro:bit Engineering Kit Design Computer STEM book

Number and Operations in Base Ten

Earth and STEM Human Activity Micro:bit Kit Life processes Computer STEM book

Number and Operations in Base Ten

Project 4: Seed Dispersal Explain how seed dispersal 11 supports plant reproduction (45mins) and growth.

Design and test a robotic seed 12 dispersal machine that moves (45mins) and releases seeds.

Project 5: Environmental Adaptation Use a temperature and 13 humidity sensor with Micro:bit to (45mins) collect environmental data.

Analyze sensor data and create 14 alerts based on changes in (45mins) temperature and humidity.

Ecosystems STEM Micro:bit Engineering Kit Design Computer STEM book

Measurement and Data

Ecosystems STEM Micro:bit Engineering Kit Design Computer STEM book

Number and Operations— Fractions

Matter and Its STEM Interactions Micro:bit Kit Materials and Computer their structure STEM book

Number and Operations— Fractions

Project 6: Spider Adaptations Describe how structural 15 adaptations in spiders help with (45mins) survival and mobility Test how mobility is affected 16 when a leg is removed from a (45mins) robotic spider model

Project 7: Particle Model Use a potentiometer to simulate 17 temperature control in a particle (45mins) model Create a dynamic LED display 18 that models molecular behavior (45mins) at various energy levels.

Project 8: Water Treatment Mixer Use a motor and Micro:bit to 19 simulate a water treatment (45mins) mixer.

Build and test a mixer that 20 demonstrates how motion (45mins) helps remove contaminants.

Matter and Its STEM Interactions Micro:bit Kit Properties of Computer material STEM book

Number and Operations— Fractions

Earth’s Systems STEM Micro:bit Changes to Kit materials Computer STEM book

Number and Operations— Fractions

Project 9: Rain Predictor Use a temperature and 21 humidity sensor with a Micro:bit (45mins) to monitor climate changes.

Create a display that alerts 22 users when rain is likely based (45mins) on sensor readings

26

Lesson Plans and Answer key

28

Project 1: Functional Flowers Lesson Plan Duration: 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: Understand how light-sensitive mechanisms mimic real-world plant behavior.

Use a photosensitive module to control servo motors via Micro:bit.

Design and evaluate a robotic flower that responds to changes in light levels.

Materials

Smart Robotics Kit

Grade 5 Innovators Book

Computer

Vocabulary Meaning

Word Photosensitive Client

Something that reacts or responds to light.

A person or organization that hires engineers to complete a specific project or solve a problem.

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

2. Prepare the materials for the class.

3. Set up one working example for demonstration.

Learning Activities (Session 1) Introduction 1. Begin with a class discussion: "How do flowers know when to open or close?" . Read the introduction section aloud and discuss examples like morning glories and moonflowers.

2. Show the infographics to illustrate flower behavior linked to light. Ask students how light helps pollinators and why this matters for ecosystems.

3. Optional: Discuss career connections related to botany, biology, and robotics.

Define the Problem 1. Read the "Define the Problem" section with the class. Facilitate a short brainstorm: "How could a robotic flower detect light and move its petals?"

2. Invite students to consider how engineers would meet a museum’s request for a lightsensitive exhibit.

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Measure Success 1. Read the “Measure Your Success” section together and ask: "What does our robotic flower need to do to be successful?"

2. List student responses to help them keep goals in mind while building.

Getting Started 1. Form teams and help students select or assign roles. Remind them of their responsibilities.

2. Read the vocabulary words aloud. Invite students to define them in their own words, give real-world examples, or demonstrate their meaning using items from the kit.

3. Demonstrate how to: a. Connect the Micro:bit to the expansion board. b. Connect the light sensor to pin P3 and the servo motor to S1. c. Open MakeCode and add the SuperBitLibV2 extension.

4. Guide students to test basic servo code to make petals open and close. Show students how to print photoresistor values to the serial monitor and identify brightness levels.

Build 1. Have students begin building their flower with movable petals using gears and building blocks.

2. Encourage creativity and remind students that iteration is part of engineering. Support teams in making sure the build allows the servo to rotate freely.

Code a. Help students add an if-else structure in MakeCode: a. If the light value is below the threshold, the servo turns forward. b. If not, the servo turns in reverse. b. Support them in testing different thresholds to determine a good value. Remind them to save their code.

End of First Session

Learning Activities (Session 2) Introduction 1. Ask students to recall their light testing results and review how their flower design worked.

2. Remind them that they will finalize and refine their robotic flower today.

3. Direct them to gather their materials and revisit their code.

Evaluate 1. Ask students to test their flowers in various lighting conditions and encourage them to record light levels and petal behavior.

2. Guide adjustments to improve accuracy and responsiveness.

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Challenge 1. Read the “Challenge” section aloud and ask: "What if your flower were designed to open at night instead?". 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.

2. Help students adjust their code logic to create a night-blooming version.

Build and Test 1. Invite teams to test their modified flowers and evaluate how well they meet the new challenge.

2. Have teams observe and test each other’s flowers and encourage teams to compare how each design handled different lighting.

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. 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?” .

3. 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 phase.

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.

Math and Science Connection Answer Key 1. 15 + 3(15) OR 15 + 3 x 15 2. a. (3 + 0.3) should be completed first in the numerical expression, since it is in parentheses. b. 3.3V x 1000 mV/V = 3,300 mV

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

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

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Sample Reflection Responses 1. A robotic flower museum can help students learn about science and technology in a fun and hands-on way. It makes learning exciting by showing how flowers work and how robots can copy nature to solve problems.

2. In a robotics flower museum, a botanist can teach how real flowers work and inspire robot designs that help protect plants in nature. An agriculturist can show how robotic flowers can be used to teach smart farming methods that protect soil and support life on land.

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 second Session

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Project 2: DIGESTIVE SYSTEM Lesson Plan Duration: 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: Describe the path food takes through the digestive system.

Use servo motors and physical models to simulate biological processes.

Design and test an interactive display that shows food movement through the human body.

Materials

Smart Robotics Kit

Computer

Cardboard

Small ball (to represent food)

Markers

Tape or glue

Grade 5 Innovators Book

Vocabulary Word

Meaning

Digestive system

A group of organs, including the heart, blood vessels, and blood, that work together to move blood around the body.

Circulatory system

A group of organs, including the heart, blood vessels, and blood, that work together to move blood around the body.

Exhibit

A display designed to educate and engage visitors.

Client

A person or organization that hires engineers to complete a specific project or solve a problem.

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

2. Prepare the materials for the class.

3. Set up one working example for demonstration.

Learning Activities (Session 1) Introduction 1. Begin with a class discussion: "What happens to food after we eat it?"

2. Read the introduction section aloud and discuss how each part of the digestive system contributes to digestion.

3. Show visuals of the digestive system and ask students to identify where nutrients are absorbed and waste is removed.

4. Optional: Connect the project to health-related careers, such as doctors, biomedical engineers, or nutritionists.

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Define the Problem 1. Read the "Define the Problem" section with students and ask: "What features would an interactive museum exhibit need to have to show how food moves through the body?"

2. Record students’ responses and discuss how engineers solve problems with moving parts.

Measure Success 1. Read the "Measure Your Success" section together and ask: "What should our model include to meet all the project goals?"

2. Create a checklist based on the goals for students to reference as they build.

Getting Started 1. Form student teams and assign roles. Encourage cooperation and team communication.

2. Read the vocabulary terms aloud. Invite students to define each word in their own words, give examples, or act them out.

3. Guide students in connecting the Micro:bit to the expansion board and show how to connect the servo motor to port S1 with matching wire colors.

Code 1. Help students create code using MakeCode: a. On start, the servo is at position 0. b. When button A is pressed, the servo moves to 270° and launches the ball.

2. Ask students to test their code and remind them to save their work.

Build 1. Have students use cardboard to draw and cut out the digestive system pathway.

2. Build a channel with labeled organs: mouth, esophagus, stomach, small intestine, and large intestine and make sure the pathway allows a small ball to move freely.

End of First Session

Learning Activities (Session 2) Introduction 1. Ask students to describe their models and identify any improvements they want to make.

2. Support them in revisiting their plans and preparing for evaluation.

Challenge 1. Read the "Challenge" section aloud and ask: "What changes would make the system more engaging for museum visitors?"

2. Have students brainstorm and build a servo-powered arm to push the ball more effectively at the start.

Build and Test 1. Ask teams to finalize their models and test them with the upgraded servo mechanism.

2. Encourage experimentation with servo angles and positioning for the best launch.

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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. 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?” .

3. 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 phase.

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.

Math and Science Connection Answer Key 1. a. 10,911 - 10 = 10,901 seconds 2. b. 36,532 - 10,911 = 25,621 seconds 3. The path from part b takes longer because the food needs to be processed more for nutrient absorption in the small intestine than in the stomach.

4. Speed = distance/time, so time = distance/speed. 45 cm / 30 cm /s = 3/2 s = 1.5 seconds.

Blood moves significantly more quickly through the body than the food moves from the esophagus to the stomach.

Sample Reflection Responses 1. A body system model helps people understand how their organs work together to keep them healthy. By learning with the model, students can make smarter choices about exercise, food, and taking care of their bodies.

2. A doctor and nurse practitioner can use the body system model to explain health conditions and treatments in a simple way to patients. This helps people better understand their bodies and make healthier decisions to improve their well-being.

Reflection Review the Sustainable Development Goal (good health and well-being), and brainstorm with students how this project might relate to that SDG. (See answer key for suggestions.)

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 second Session

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