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 permittedbycopyrightlaw.
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.
Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson.Thestructureincludes:
TheEngineeringDesignProcess
The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tacklechallengesanddevelopcreativesolutions.
For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming,designing,prototyping,testing,andrefiningsolutions.
This structured approach encourages creativity, critical thinking, and iteration, formingastrongfoundationforfutureSTEMlearning.
FosteringSocialSkills
STEM activities naturally build key social skills. Teachers can help students practice and strengthen these skills by guiding them during group work, discussions,andprojectchallenges
Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academicsuccess,butforfuturecareersandlifechallenges.
L e s s o n # T o p i c D u r a t i o n S D G N G S S C a m b r i d g e S c i e n c e I S T E C C S SM a t h C a m b r i d g e M a t h
1 F u n c t i o n a l F l o w e r s 6 09 0 m i n Q u a l i t y E d u c a t i o n 35E T S 12 5 B s 0 1 , 5 B s 0 2 , 5 B s . 0 3 1 . 4 . c 5 . O A . A . 1 5 N i . 0 5
2 D I G E S T I V E S Y S T E M 6 09 0 m i n G o o d H e a l t h a n d W e l lB e i n g 35E T S 12 5 B s . 0 4 1 . 7 . c 5 . N B T . B . 7 5 N f . 0 8
3 R i p e n e s s C h e c k e r 6 09 0 m i n Z e r o H u n g e r M SE T S 12 5 B p . 0 1 1 . 3 . d 5 . N B T . B . 5 5 N f . 1 0
1
4 S e e d D i s p e r s a l 6 09 0 m i n Z e r o H u n g e r 5E S S 31 5 B p . 0 3 1 . 3 . d 5 . N B T . A . 1 5 N p . 0 1 5 E n v i r o n m e n t a l A d
6 S p i d e r A d a p t a t i o n s 6 09 0 m i n I n d u s t r y , I n n o v a t i o n a n d I n f r a s t r u c t u r e 35E
7 P a r t i c l e M o d e l 6 09 0 m i n Q u a l i t y E d u c a t i o n 5P S 11 5 C m 0 1 1 7 c 5 N F B 4 5 N f 0 6
8 W a t e r T r e a t m e n t M i x e r 6 09 0 m i n C l e a n W a t e r a n d S a n i t a t i o n 5P S 14 5 C p . 0 1 , 5 C p . 0 2 1 . 3 . d 5 . N F . B . 4 5 N f . 0 6
9 R a i n P r e d i c t o r 6 09 0 m i n C l i m a t e A c t i o n 5E S S 22 5 C c . 0 1 1 . 4 . c , 1 . 7 . c 5 . N F . B . 4 5 N f . 0 6
1 0 L i f t M e c h a n i s m 6 09 0 m i n I n d u s t r y , I n n o v a t i o n a n d I n f r a s t r u c t u r e 5P S 21 5 P f 0 1 , 5 P f 0 2 1 3 d 5 M D A 1 5 N f 1 0
1 1 S o u n d m u f f l e r 6 09 0 m i n D e c e n t W o r k a n d E c o n o m i c G r o w t h 35E T S 12 5 P s . 0 1 , 5 P s . 0 2 , 5 P s . 0 3 1 3 d , 1 7 c 5 M D B 2 5 G p 0 1
1 2 E l e c t r o m a g n e t i s m 6 09 0 m i n A f f o r d a b l e a n d C l e a n E n e r g y 35E T S 13 5 P e . 0 1 , 5 P e . 0 2 , 5 P e . 0 3 1 7 c 5 M D C 5 b 5 G g 0 3
1 3 T i r e P o l l u t i o n 6 09 0 m i n G o o d H e a l t h a n d W e l lB e i n g 5E S S 31 5 E S p 0 1 1 4 c , 1 7 c 5 N F A 2 5 N f 0 5
1 4 E v a p o r a t i o n F a n 6 09 0 m i n R e s p o n s i b l e C o n s u m p t i o n a n d P r o d u c t i o n 35E T S 12 5 E S c 0 1 1 3 d , 1 7 c 5 G 5 G p 0 3
1 5 T h e E a r t h ’ s T i l t 6 09 0 m i n Q u a l i t y E d u c a t i o n 35E T S 12 5 E S s . 0 1 , 5 E S s 0 2 1 . 4 . c 5 . N B T . B . 7 5 N f . 0 6
1. Begin with a class discussion: "How do flowers know when to open or close?" Read the introductionsectionaloudanddiscussexampleslikemorninggloriesandmoonflowers
2. Show the infographics to illustrate flower behavior linked to light. Ask students how light helpspollinatorsandwhythismattersforecosystems.
2. Read the vocabulary words aloud. Invite students to define them in their own words, give real-worldexamples,ordemonstratetheirmeaningusingitemsfromthekit.
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 teamsinmakingsurethebuildallowstheservotorotatefreely
a. Help students add an if-else structure in MakeCode: a If the light value is below the threshold,theservoturnsforward.b.Ifnot,theservoturnsinreverse.
b. Support them in testing different thresholds to determine a good value. Remind them to savetheircode
1.Readthe“Challenge”sectionaloudandask:"Whatifyourflowerweredesignedtoopenat 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 groupprototype.
1.Readthe“ShareandImprove”sectionwithyourstudentsandexplainthatthey’llbesharing their projects to get feedback from peers. Remind them that feedback helps improve ideas, notjustevaluatethem.
3.Encourageteamstoreflectonthefeedbackandrevisetheirdesignsiftimeallows.Remind them that innovation comes through testing and improving, and every voice in the group mattersduringthisphase
MathandScienceConnection
Support students in working on the Math and Science Connection page Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
Review the Sustainable Development Goal (Quality education), and brainstorm with studentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyforsuggestions.)
Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks
SampleReflectionResponses
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 cancopynaturetosolveproblems.
2.Inaroboticsflowermuseum,abotanistcanteachhowrealflowersworkandinspirerobot designs that help protect plants in nature An agriculturist can show how robotic flowers can beusedtoteachsmartfarmingmethodsthatprotectsoilandsupportlifeonland
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
2. Read the introduction section aloud and discuss how each part of the digestive system contributestodigestion
3. Show visuals of the digestive system and ask students to identify where nutrients are absorbedandwasteisremoved.
4. Optional: Connect the project to health-related careers, such as doctors, biomedical engineers,ornutritionists
1. Read the "Define the Problem" section with students and ask: "What features would an interactivemuseumexhibitneedtohavetoshowhowfoodmovesthroughthebody?"
1.Readthe“ShareandImprove”sectionwithyourstudentsandexplainthatthey’llbesharing their projects to get feedback from peers Remind them that feedback helps improve ideas, notjustevaluatethem
3.Encourageteamstoreflectonthefeedbackandrevisetheirdesignsiftimeallows Remind them that innovation comes through testing and improving, and every voice in the group mattersduringthisphase.
MathandScienceConnection
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
MathandScienceConnectionAnswerKey
1. a.10,911-10=10,901seconds
2. b.36,532-10,911=25,621seconds
3. The path from part b takes longer because the food needs to be processed more for nutrientabsorptioninthesmallintestinethaninthestomach.
Blood moves significantly more quickly through the body than the food moves from the esophagustothestomach.
SampleReflectionResponses
1. A body system model helps people understand how their organs work together to keep themhealthy.Bylearningwiththemodel,studentscanmakesmarterchoicesaboutexercise, food,andtakingcareoftheirbodies
