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Preface
WelcometotheFutureofTeachingandLearning!
Thankyouforjoiningusonthisexcitingjourney!TheSKOOL21STEMInnovatorsseriesis designednotonlytoignitecuriosityinstudentsbutalsotoempowerteacherstolead meaningful, hands-on STEM learning experiences. Through this series, you will guide young innovators as they explore, design, and solve real-world challenges using science,technology,engineering,andmathematics(STEM).
BuildingonaStrongFoundation
EachleveloftheSKOOL21STEMseriesbuildsuponthepreviousone,creatingastrong continuum of learning from simple machines to advanced 3D modeling. Students travel through key technological eras, from the Industrial Revolution to the innovations shaping our future No matter their starting point, every learner will discovernewskillsanddeeperunderstandingalongtheway.
LearningbyDoing
At SKOOL21, we believe students learn best by doing. Each book comes with a comprehensive STEM kit, enabling students to build, test, and explore concepts through hands-on challenges. As a teacher, you will facilitate engaging projects where students actively create, problem-solve, and apply critical thinking skills all whilehavingfun.
MakingaReal-WorldImpact
Every project is designed to connect learning to real-world issues, inspired by the SustainableDevelopmentGoals(SDGs) Throughthesechallenges,studentsseehow their ideas can contribute to solving problems like clean water access, renewable energy, and environmental conservation — empowering them to envision a better world.
TeachingLikeaPro
The SKOOL21 STEM program aligns with international standards and best practices, ensuring that both teachers and students are developing the collaboration, innovation, and design thinking skills valued in today’s world. You’re not just supporting schoolwork you’re preparing the next generation of thinkers, leaders, andchangemakers.
Thiskitisdesignedtosparkcuriosityandfostercreativityinyounglearnersaged 8 years and above. Inside, you’ll find a wealth of components that will help childrenprototypeandexploreavarietyofsolutionstothechallengespresented intheincludedhandbook.
With these materials, children will engage in hands-on learning, developing foundational STEM skills such as problem-solving, creativity, and collaboration The kit combines building blocks with electronic devices, bringing them to life withmusic,colorfullights,andinteractivefeatures.It’safantasticwayforyoung minds to dive into programming, robotics, and engineering concepts through a funandengagingapproach.
Specifications
LessonStructure
Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson Thestructureincludes:
TheEngineeringDesignProcess
The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tacklechallengesanddevelopcreativesolutions.
For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming,designing,prototyping,testing,andrefiningsolutions
This structured approach encourages creativity, critical thinking, and iteration, formingastrongfoundationforfutureSTEMlearning
FosteringSocialSkills
STEM activities naturally build key social skills Teachers can help students practice and strengthen these skills by guiding them during group work, discussions,andprojectchallenges.
Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academicsuccess,butforfuturecareersandlifechallenges.
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 .
4 S e e d D i s p e r s a l 6 09 0 m
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
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
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 2
1 3
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.
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.
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
Support students in working on the Math and Science Connection page Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
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.
1. A body system model helps people understand how their organs work together to keep themhealthy Bylearningwiththemodel,studentscanmakesmarterchoicesaboutexercise, food,andtakingcareoftheirbodies.
1.Begin with a class discussion: "How do we know when fruit is ripe and ready to eat?". Read the introduction section and review examples like bananas turning yellow or apples becomingred
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.
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
b.If it costs $0.05 to grow each strawberry and there are 12 strawberries in each pack, it costs a total of $0.60 per pack for the strawberries. Factoring in the packaging cost of $020 per package, the total cost is $080 This means he will make $412 - $080 = $368 fromeachpack Hewillmake$3.68x18=$66.24forselling18packs
Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks.
1.Aripenesscheckercanhelpfarmersandstoresknowthebesttimetoharvestandsellfruits and vegetables, reducing food waste. This means more fresh food can reach people who needit,helpingtofighthunger.
2.Nutritionistscanusetheripenesscheckertomakesurepeoplegetfruitsandvegetablesat their most nutritious stage Agriculturists can use it to harvest crops at the right time, reduce waste,andgetmorefoodtocommunitiesinneed,helpingtoachievezerohunger.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
1. Form student teams and help them select or assign roles. Remind students of the responsibilitiesofeachrole
2. Read the vocabulary words aloud. Ask students to define the terms in their own words or providereal-lifeexamples.
3.Guide students to: a Connect the Micro:bit to the expansion board b Plug the motors into portsM1andM2 c OpenMakeCode,createanewprojectnamed“Project4-SeedDispersal,” andaddtheSuperBitLibV2extension.
4.Askthemtosavetheircode.
1. Instruct students to build a vehicle with space to carry and release seeds as it moves Suggesttheyleaveaholeatthebottomoraddamechanicalreleasesystem.
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
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
1. a.543seeds/hourx2hours=1,086seeds
b.change the number to be a better amount of hours, like 15,129 seeds, so 15,129 seeds/ 543seeds/hour=3hours.
c.543seeds/2=2715seeds,roundedupto272fewerseeds
2. The red 5 is in the tens place, so it represents 50. The black 5 is in the ones place, so it represents5 Thedifferenceis50-5=45
Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks.
1.Aseeddispersalmachinecanhelpplantmorecropsquicklyandevenly,especiallyinhardto-reach areas. This leads to better harvests and more food for communities, helping to reducehunger.
2.Agriculturists can use a seed dispersing machine to plant seeds more efficiently, growing more food with less waste Mechanical engineers can design and improve the machine to workfasterandindifferentenvironments,helpingfeedmorepeopleandsupportzerohunger.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
1. Begin with a class discussion: "What helps animals survive in their environment?" Read the projectintroductionandhighlightrealexampleslikepolarbears,snakes,andfrogs.
3. Guide students to: a. Connect the Micro:bit to the expansion board. b. Connect the DHT11 sensor to GND, P1, P2, and 33V c Open MakeCode, create a new project named "Project 5EnvironmentAdaptation,"andaddtheSuperBitLibV2extension
4. Write a program that displays temperature and humidity to the serial monitor. Help students download their code and observe the values in the monitor. Ask: "Do the numbers seemreasonable?"
5.Askstudentstosavetheircode.
1.Askstudents:"Whatdoyouthinkwillhappentothetemperatureandhumidityifyoublowon the sensor with your breath?" Help students to fill in the table with predictions and actual observations.
2. Support students in comparing predicted and actual results and encourage discussion aboutwhythechangesoccurred
2. Ask teams to present their data and results: "What happened when you changed the environment?"
3.Encouragethemtotroubleshootorrefinetheircode.
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
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
2. Zoologists can use the monitor to study how animals are affected by changes in their habitats and help protect them Environmental scientists can analyze the data to find pollutionsourcesandcreateplanstoreduceharmfuleffects,supportingclimateaction.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
1. Begin with a class discussion: "What helps animals move effectively in nature?". Read the projectintroductionaloudandhighlightexamplesofpredatorsandprey.
2.Guide students to: a. Connect the Micro:bit to the expansion board. b. Plug the motors into ports M1 and M2 c Open MakeCode, create a project titled "Project 6 - Spider Adaptations," andaddtheSuperBitLibV2extension
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
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
1.3/4cm/s-1/4cm/s=2/4cm/s=1/2cm/sslower
2.
Review the Sustainable Development Goal (Industry, Innovation and Infrastructure), 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 answersintheirworkbooks.
1.Using robotic animals to study adaptations helps scientists learn how animals survive and solve problems in nature. This knowledge can inspire new inventions and technologies, promotinginnovationinmanyfields
2. Zoologists can study how real spiders move and adapt using the robotic spider to understand animal behavior better. Biomechanical engineers can use this robot to create newmachinesandtoolsthatmovelikespiders,inspiringinnovativedesignsfordifferentuses
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
1. Begin by asking: “How do we know if something is a solid, liquid, or gas?” Read the introductiontogetheranddiscusshowparticlesbehavedifferentlyineachstate.
2. Guide students to: a Connect the micro:bit to the expansion board b Wire the potentiometercorrectly(3.3VtoVCC,P0toOUT,andGNDtoGND).c.OpenMakeCode,create anewprojectnamed“Project7–ParticleModel,”andaddtheSuperBitLibV2extension.
1. Support students to make the potentiometer show a “solid” particle arrangement and vibrationontheLEDpad.
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.
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
1.A particle model helps students understand how tiny particles make up everything around us, making science easier to learn This hands-on learning tool encourages curiosity and helpsstudentsbuildstrongscienceskillsforthefuture.
2. A chemist can use the particle model to explain how molecules interact in different substances A chemical engineer and physicist can use it to show how particles behave in real-world materials and technologies, helping students understand important science conceptsandimprovingqualityeducation.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
2.Read the introduction together and talk about the properties of water, especially its ability todissolvesubstances Usetheinfographictoshowhowaddingalumhelpscleanwater
2. Ask students to modify their code: a. Button A makes the motor spin clockwise (positive speed).b.ButtonBmakesitspincounter-clockwise(negativespeed).
3. Ask: "What if you want to stop the motor when both buttons are pressed? How can you codethat?"
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
Support students in working on the Math and Science Connection page Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
1.30minutes/8hours=05/8=1/16
2. Speed = amount/ time, so amount = speed x time. The new speed is 500 gallons/ 30 minutes=1000gallons/hour.Soin8hours,themixercouldmix8hoursx1000gallons/hour =8000gallons.
Review the Sustainable Development Goal (clean water and sanitation), and brainstorm withstudentshowthisprojectmightrelatetothatSDG (Seeanswerkeyforsuggestions)
Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks.
1. A water treatment mixer helps clean water by mixing chemicals that remove dirt and harmful germs. This makes water safer to drink and helps keep communities healthy with bettersanitation.
2. IAn environmental engineer can design and improve the water treatment mixer to clean water more efficiently and safely A water quality technician can use the mixer to test and ensure the water meets safety standards, helping provide clean water and better sanitation forcommunities.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
2. Ask students to think about how they will know their rain predictor is working (e.g., consistentreadings,rainpredictionalert)
1. Form student teams and assign roles. Read vocabulary terms aloud and ask students to explainthemwithexamples
2. Guide students to: a. Connect the Micro:bit to the expansion board. b. Connect the DHT11 sensortoP1,P2,3.3V,andGNDaslabeled.c.OpenMakeCode,createaprojecttitled"Project9 -RainPredictor,"andaddtheSuperBitLibV2extension
3. Guide students to create a basic serial output code to show temperature and humidity readings.
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
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
Review the Sustainable Development Goal (climate action) and brainstorm with students howthisprojectmightrelatetothatSDG.(Seeanswerkeyforsuggestions.)
Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks
1.Arainpredictorhelpspeopleknowwhenandhowmuchitwillrain,sotheycanpreparefor storms or droughts. This information supports smart farming, water use, and disaster planning,helpingtoprotecttheenvironmentandfightclimatechange
2.A meteorologist can use a rain predictor to provide accurate weather forecasts that warn communities about heavy rain or drought. An outdoor education leader can use the rain predictortoplantripsondayswithgoodweather,keepingstudentssafewhileteachingthem aboutprotectingtheenvironment
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
2.Guidestudentsthrough:a.ConnectingtheMicro:bittotheexpansionboard.b.Pluggingthe servo into the S1 port. c. Opening MakeCode and creating a project titled "Project 10 - Lift Mechanism"d AddingtheSuperBitLibV2extension
1.Guide students to code a servo motor that alternates between two angles, so it can go up anddown
b.Askthemtosavetheircode.
1. Have students begin designing a scissor lift using the blocks. Encourage creativity and reinforcesafedesign.Helpensuremovingpartsworksmoothly.
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 mattersduringthisphaseÉ
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
1. a.2mx100cm/m=200cm b.175cm 100cm/m=1.75m
2
2.32.2ft/s /3.28ft/m=9.8m/s
2 Review the Sustainable Development Goal (industry, innovation and infrastructure) 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 answersintheirworkbooks
1. A lifting mechanism helps move heavy objects quickly and safely, making building and factory work easier. This improves how things are made and built, supporting stronger industry,innovation,andinfrastructure
2. A civil engineer can design lifting mechanisms to make construction safer and more efficient.Aconstructionmanagercanusethesemachinestospeedupbuildingprojectsand improvehowinfrastructureisbuilt,promotingindustryandinnovation
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
1. Have students test each fabric using a sound rating scale (1–5). Ask: "Does the fabric changehowloudthemelodysounds?"and"Whichfabricprovidesthebestmufflingwithjust onelayer?"
1.Read the "Challenge" section aloud. Ask: "How can you test muffling with only one layer of fabricforeachtype?"
2. Encourage students to test systematically and discuss their results (check the sample solutionattheendoftheproject)
1. Invite teams to finalize their designs and perform sound tests. Emphasize clear documentation,eachgroupshouldfillintheirfabricratingchart.
2. Ask students to test different pitches to observe if muffling works better on certain frequencies
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
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
1.Wool,sinceitreduceditto15dB
2.Cotton,sinceitonlyreducedsoundto49dB
3. Answers may vary. Some students may choose wool since it insulates so well. However, othersmayrecommendvelvet,asitseemsthemostsuitabletomakecurtainsoutofandstill reducesthesound
4.Cotton,sinceitreducedsoundtheleast.
5.
Review the Sustainable Development Goal (decent work and economic growth) 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 answersintheirworkbooks.
1.A sound muffler reduces loud noises in workplaces, protecting workers’ ears from damage. Thiscreatesasaferandmorecomfortableenvironmentforpeopleworkinginnoisyplaces.
1. Form teams and assign roles Read the vocabulary together Ask students to explain what eachtermmeansorprovideexamples.
2.Guidestudentsthrough:a.ConnectingtheMicro:bittotheexpansionboard.b.Pluggingthe motor into the M1 port c Opening MakeCode and creating a project titled "Project 12Electromagnetism."d.AddingtheSuperBitLibV2extension.
1. As students move the magnet slowly closer to the spinning motor, encourage them to observechangesinthemotor’sspeed,sound,orvibration.Askprobingquestionslike:
“Doyounoticeanyresistanceasthemagnetapproaches?”
“Doesthespinningseemsmootherormoredifficult?”
“What might this tell us about the interaction between magnetic fields and electric current?”
1.Readthe"Challenge"sectionaloud Havestudentsplanasimpleinvestigationtotesthow different distances or magnet types affect the motor’s interaction. Provide a data table for recording:
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.
Support students in working on the Math and Science Connection page Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
Review the Sustainable Development Goal (affordable and clean energy) and brainstorm withstudentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyforsuggestions.)
Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks
1.An electromagnet can help collect metal waste quickly and easily, making recycling more efficient. This helps reduce pollution and supports affordable and clean energy by saving resources.
2.A mechanical engineer can design machines that use electromagnets to collect and sort metal waste efficiently An electrical engineer can create systems to power these electromagnets using clean energy. An electrician can install and maintain the electromagnet devices to keep them working safely, all helping to promote affordable and cleanenergy
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
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
Support students in working on the Math and Science Connection page Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
Review the Sustainable Development Goal (good health and well-being) and brainstorm withstudentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyforsuggestions.)
Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks
1.Reducingtirepollutionkeepsharmfulchemicalsandtinyrubberparticlesoutoftheairand water, making the environment cleaner This helps people breathe better and stay healthier, promotinggoodhealthandwell-being
2.Environmental scientists can study tire pollution to understand its effects on air and water qualityandsharewaystoreduceit Mechanicalengineerscandesignbettertiresmadefrom eco-friendly materials like natural rubber and recycled compounds, as well as low-rollingresistancetiresthatimprovefuelefficiency,helpingtolowerpollutionandprotecthealthand well-being.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
1. Form student teams and assign roles. Read the vocabulary aloud. Ask students to use gesturesorclassroomexamplestoexplaintheterms
2.Guidesetup:a ConnecttheMicro:bittothecomputerandexpansionboard b Connectthe DHT11sensortoP1,P2,and3.3V.c.PlugthemotorintoM1andtheservointoS1.d.Havestudents create a MakeCode project named “Project 14 - Evaporation Fan.” e. Add the SuperBitLibV2 extension
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
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
2.
b.5m
c.10m
a. Ithas4equalsidesand90degreeangles,soitisasquare
ReviewtheSustainableDevelopmentGoal(responsibleconsumptionandproduction)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 answersintheirworkbooks.
1. A fan that only turns on when needed uses less energy and reduces electricity waste, helping people consume resources responsibly. By saving power, it supports more efficient productionandhelpsprotecttheenvironment.
2.Meteorologistscanusethefantostudyhowhumidityaffectsevaporationandshareways tomanagewaterusewisely.Mechanicalengineerscandesignthefantoactivateonlywhen humidity is high, helping save energy and water, which supports responsible consumption andproduction
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
3.When using the Micro:bit’s accelerometer in the z-direction, the value reflects how aligned the device is with gravity A flat Micro:bit will report a z-value close to ±1023 (meaning the surfaceishorizontal).AstheMicro:bittiltsvertically,thez-valuedecreases.
2. Test multiple tilt angles and verify LED feedback Record which tilt ranges trigger which display.
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
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
1.A model of the Earth’s tilt helps students see how the angle of sunlight changes during the year,causingdifferentseasons.Thishands-onlearningmakesiteasiertounderstandclimate patternsandhowEarth’spositionaffectstemperatureandweather
2.An astronomer can use the model to explain how Earth’s tilt and orbit create seasons and affect sunlight. A climate scientist can use it to show how these seasonal changes influence weatherandclimate,helpingstudentsunderstandreal-worldscienceandpromotingquality education
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
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.
