Guidebook - Level 6

Teacher Guide - STEM Micro bit Level 6 Copyright © 2026 Author: Natasha Karampela Editors: Erin Goodwin and Lindsey Own ISBN: 978-981-17737-0-9 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

IMPLEMENTATION GUIDE

12

9

STANDARDS ALIGNMENT

16

10

CAMBRIDGE SCIENCE ALIGNMENT

17

11

NGSS ALIGNMENT

19

12

CAMBRIDGE MATHEMATICS ALIGNMENT

21

13

COMMON CORE MATHEMATICS ALIGNMENT

23

14

SCHEME OF WORK

25

15

LESSON PLANS AND ANSWER KEY

29

16

ASSESSMENT GUIDE

90

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 STEM Micro:bit 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. The Smart Brains Micro:bit Board

T-Type Shield

x1

x1

Small Battery Case x1

Ultrasonic Sensor

Water Sensor

x1

x1

Big Battery Case

Specialize Power

x1

x1

Color Sensor

Humidity Sensor

Gas Sensor

x1

x1

x1

2. Sensors

3. Moving Parts and Breadboard Servo Motor

DC Motor

Small Fan

Joystick

Breadboard

x2

x1

x1

x1

x1

Big Buttons

Potentiometer

Resister Pack

Active Buzzer

Passive Buzzer

x2

x1

x5

x1

x1

Big RGB Light

Red LEDs

Yellow LEDs

Green LEDs

x1

x5

x5

x5

Resistor Color Card x1

M-M Dupont Wires

Alligator to Jumper Wires

M-F Jumper Wires

Alligator Clips

USB Cable

x10

x10

x20

x5

x1

4. Controllers and Sound

5. Lights

6. Connectors

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

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.

Group Management with Team Roles Group work can be messy without structure. SKOOL21 encourages student collaboration, so rotating roles helps balance responsibility and ensure active participation: Leader

Keeps team on task, tracks time, encourages collaboration.

Material Manager

Collects kits/materials from the teacher, ensures supplies are returned post-build.

Reporter

Shares outcomes, challenges, and solutions with the class.

Testing Supervisor

Evaluates the model, gives feedback, suggests changes.

11

16

Free Fall Simulator

Water Level Detector

Ultrasonic Scanner

Circulatory System Model

Predator-Prey Graph Simulator

Bee Blower

Posture Alarm

Friction Car

Toxic Checker

Pollution Monitor

Weight Prediction

Microorganism Monitor

Thermal Servo

Global Impact

Eclipse Light Tracker

Capstone Project

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Topic

1

Lesson #

MS-ETS1-2

60 - 90 min Good Health and Well-Being

90-120 min

Peace, Justice and Strong Institutions

60 - 90 min Quality Education

MS-ETS-1

MS-ESS1-1

MS-ESS3-3

MS-LSI-5

60 - 90 min Affordable and Clean Energy

60 - 90 min Peace, Justice and Strong Institutions

MS-ESS1-2

Responsible 60 - 90 min consumption and Production

Ms-PS3-3

MS-ESS3-3

60 - 90 min Industry, Innovation and Infrastructure

60 - 90 min Quality Education

MS-LS2-3.

60 - 90 min Zero Hunger

PS2.A.

MS-ETS1-2

Good Health and 60 - 90 min Well-Being 60 - 90 min Affordable and Clean Energy

MS-LS2-5

60 - 90 min Climate Action

MS-LS2-1

MS-ETS1-2

Good Health and 60 - 90 min Well-Being

60 - 90 min Life on Land

MS-LS2-5

Cities 60 - 90 min Sustainable and Communities

NGSS MS-PS2-2

SDG

Responsible 60 - 90 min Consumption and Production

Duration

6TWSc.03

7ESs.04

7SIC.05

6Pf.04

7Bs.01, 7Be.01

6Ps.01

6Es.02

6Be.02

6Ps.03

6Ps.01

6Bp.02

6Be5

6Bs.01

6Bs.03

6TWSa.05

6Pf.03, 6Pf.04, 6Pf.05

Cambridge Science

1.3.d.

1.3.d.

1.7.c.

1.3.d.

1.3.d.

1.7.c.

1.3.d.

1.3.d., 1.4.a.

1.3.d., 1.4.a.

1.3.d.

1.4.a.

1.3.d., 1.4.a.

1.3.d., 1.4.c.

1.3.d., 1.4.a.

1.3.d.

1.3.d., 1.4.a.

ISTE

Standards Alignment

6Sp.01 6Nf.13

6.RP.A.3.B, 6.RP.A.3.D

6Ss.04

6Nf.08

6Nf.03

6Nf.03

6Ss.02

6Ss.04

6Ni.02

6Nf.07, 6Nf.12

6Ni.04

6Nf.13

6Nc.03

6Nc.02

6Nf.13

7.SP.C.5

6.SP.B.4

6.EE.A.2

G.EE.B.6

6.G.A.2

6.G.A.1

6.SP.B.5, 6.SP.B.5.A

6.EE.B.8.

6.RP.A.3.C

6.NS.B.3

6.RP.A.1

6.EE.A.2

6.EE.B.7

6.RP.A.3.D

CCSS- Math Cambridge Math

Cambridge Science Alignment Learning Objective

Project #

Project Name

Thinking and Working Scientifically 6TWSa.05 Present and interpret results using tables, bar charts, dot plots, line graphs and scatter graphs

2

: Water Level Detector

6Bs.01 Describe the human circulatory system in terms of the heart pumping blood through arteries, capillaries and veins, describe its function (limited to transporting oxygen, nutrients and waste) and know that many vertebrates have a similar circulatory system.

4

Circulatory System Model

6Bs.03 Name the parts of the human reproductive system.

3

Ultrasonic Scanner

7Bs.01 Understand that all organisms are made of cells and that some organisms, including microorganisms, are single-celled.

12

Microorganism Monitor

6

Bee Blower

6Be.01 Interpret food webs and identify food chains within them.

5

Predator-Prey Graph Simulator

6Be.02 Know that some substances can be toxic and damage living things, and that these substances can move through a food chain/web.

9

Toxic Checker

7Be.01 Know and describe the ecological role some microorganisms have as decomposers.

12

Microorganism Monitor

Structure and Fuction

Life Processes 6Bp.02 Know that some diseases can be caused by infection with viruses, bacteria, parasites or fungi that can be passed from one host to another.

Ecosystems

Forces and energy 6Pf.03 Use force diagrams to show the name, size and direction of forces acting on an object.

6Pf.05 Recognise that the mass and shape of an object can affect if it floats or sinks.

6Pf.04 Describe the effect of different forces on an object at rest and in motion.

17

1

Free Fall Simulator

13

Thermal Servo

NGSS Alignment Learning Objective

Project #

Project Name

Motion and Stability: Forces and Interactions MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

1

Free Fall Simulator

MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

2

Water Level Detector

MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

5

Predator-Prey Graph Simulator

MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

6

Bee Blower

MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

9

Toxic Checker

3

Ultrasonic Scanner

4

Circulatory System Model

7

Posture Alarm

13

Thermal Servo

Ecosystems: Interactions, Energy, and Dynamics

Engineering Design

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

Energy MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

Waves and Their Applications in Technologies for Information Transfer MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

11

Weight Prediction

10

Pollution Monitor

14

Global Impact

Earth and Human Activity MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

19

Cambridge Mathematics Alignment Learning Objective

Project #

Project Name

Algebra and graphs 6Nc.02 Recognise the use of letters to represent quantities that vary in addition and subtraction calculations.

2

Water Level Detector

6Nc.03 Use the relationship between repeated addition of a constant and multiplication to find and use a position-to-term rule.

3

Ultrasonic Scanner

6Ni.04 Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit whole numbers.

5

Predator-Prey Graph Simulator

6Ni.02 Use knowledge of laws of arithmetic and order of operations to simplify calculations.

7

Posture Alarm

1

Free Fall Simulator

4

Circulatory System Model

15

Eclipse Light Tracker

Ratio and proportion

6Nf.13 Use knowledge of equivalence to understand and use equivalent ratios.

6Nf.12 Understand the relationship between two quantities when they are in direct proportion.

6

Bee Blower

Fractions, decimals and percentages 6Nf.07 Recognise percentages (1%, and multiples of 5% up to 100%) of shapes and whole numbers.

6

Bee Blower

6Nf.08 Understand the relative size of quantities to compare and order numbers with one or two decimal places, proper fractions with different denominators and percentages, using the symbols =, > and <.

12

Microorganism Monitor

10

Pollution Monitor

11

Weight Prediction

6Nf.03 Use knowledge of equivalence to write fractions in their simplest form.

21

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

Ratios and Proportional Relationships 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

4

Circulatory System Model

6.RP.A.3.C Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent.

6

Bee Blower

1

Free Fall Simulator

15

Eclipse Light Tracker

3

Ultrasonic Scanner

12

Microorganism Monitor

6.EE.B.6 Use variables to represent numbers and write expressions when solving real-world or mathematical problems; understand that a variable can represent an unknown number.

11

Weight Prediction

6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q.

2

Water Level Detector

6.EE.B.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem.

7

Posture Alarm

5

Predator-Prey Graph Simulator

6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes.

9

Toxic Checker

6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths.

10

Pollution Monitor

6.RP.A.3.D Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Expressions and Equations

6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.

The Number System 6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Geometry

23

Scheme of Work Session

Objectives

Materials

Related Science

Related Math

Lesson 1: The LED Pad 1 (45 mins)

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

STEM Micro:bit Kit Computer STEM book

Electricity and circuits

Rates & intervals, variable change

Robotics systems

Graphing timeseries, interpreting two variables

Forces & air resistance

Measurement, ratios, conversions

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

Use built-in sensors and visualize data

Lesson 3: Blinking LED 3 (45 mins)

Wire a basic circuit and code a blink loop

Lesson 4: Inputs and Outputs 4 (45 mins)

Connect joystick via breadboad and log to Serial Monitor

STEM Micro:bit Kit Computer STEM book

Project 1: Freefall Simulator 5 (45mins)

6 (45mins)

Build and test fan with parachute, observe balance of forces.

Design, test, and refine parachute models to achieve stable descent.

STEM Micro:bit Kit Computer STEM book

Engineering Design

Rates, unit conversions

Project 2: Water Level Detector 7 (45 mins)

8 (45 mins)

Wire and test water sensor and display raw values on LED/Serial.

Code thresholds for L/M/H levels. Test outputs and refine.

Sensors & monitoring STEM Micro:bit Kit Computer STEM book

Environmental data

25

Number comparison Inequalities, % change

Sustainability Themes

Project 3: Ultrasonic Scanner Wire ultrasonic sensor and 9 display distance on Serial.

(45mins)

10 (45mins)

Map distance to LED bar graph and adjust thresholds.

Waves & ultrasound

STEM Micro:bit Kit Data Computer representation STEM book

Variables, timing Graphing, sequences

Project 4: Circulatory System Model 11 Wire LEDs and code A/B buttons (45mins) for blood flow.

12 (45mins)

Create LED flow sequence and label arteries/veins.

Circulatory system STEM Micro:bit Kit Modeling Computer systems STEM book

Ratios, sequencing

Intervals, proportions

Project 5: Predator–Prey Graph Simulator Wire joystick and stream 13 predator–prey values to Serial (45mins) Graph.

14 (45mins)

Simulate oscillating predator– prey cycles and analyze results.

Ecosystem dynamics

STEM Micro:bit Population Kit Computer models STEM book

Statistics, graphs

Proportion, trends

Project 6: Bee Blower Wire fan to Micro:bit and test 15 airflow for pollination.

(45mins)

16 (45mins)

Build stable blower stand and test with paper flowers.

Pollination & ecosystems

STEM Micro:bit Engineering Kit design Computer STEM book

Measurement, wiring Area, % increase

Project 7: Posture Alarm Use accelerometer to detect tilt 17 and display values on LED. (45mins)

18 (45mins)

Build wearable alarm and code tilt alerts with buzzer/LED.

Nervous system & body posture

STEM Micro:bit Biomedical Kit engineering Computer STEM book

26

Unit conversions, inequalities Graphing, threshold logic

Lesson Plans and Answer key

29

Project 1: Freefall Simulator Lesson Plan Duration: 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: 1. Understand the concept of balanced and unbalanced forces.

2. Explore the relationship between gravity, air resistance, and mass in a freefall context.

3. Design and test parachute systems using classroom materials.

Materials

Micro:bit Kit

Meter Stick

String

Small Objects (paperclips, plastic figures, etc.)

Plastic Bags

Grade 6 Cardboard for Innovators Book stand

Vocabulary Meaning

Word Aerodynamic Force Balanced

How air flows around objects to reduce drag and improve efficiency A push or pull that acts on an object due to the interaction with another object Equal

Mass

The quantity of matter within an object

Gravity

The force of attraction that pulls objects toward the center of the Earth due to its mass

Preparation (Teacher To-Do Before Class) 1. Open makecode.microbit.org on all devices and ensure each group has access to a Micro:bit workspace.

2. Prepare and organize all classroom materials needed for the activity.

3. Build and demonstrate an example setup with a fan, motor, and parachute to provide students a visual reference.

Learning Activities (Session 1) Introduction 1. Begin with a discussion about forces in our daily lives: “What happens when you drop a ball?

Why does it fall?” Guide students to identify gravity and counteracting forces.

2. Read aloud the project introduction and ask students to refer to the infographic about freefall and plastic waste. Highlight how air resistance, or drag force, can counteract gravity, and how parachutes use this principle.

3. Discuss real-world jobs and careers related to this subject, such as aerospace engineering, skydiving safety testers, or military engineers who work with freefall simulations and parachute design.

30

Define the Problem 1. Read the "Define the Problem" section together. Ask students: “What are we trying to find out?” and “Why is this important for real-life designs like parachutes or drones?”

2. Reinforce that their goal is to help an engineer understand aerodynamic design and balance forces using a small-scale wind tunnel simulation.

Measure Your Success 1. Review the success criteria and constraints together.

2. Ask: “What makes a good freefall simulator?” and “How do we know if our parachute is working properly?”

3. Emphasize that the parachute must float the object steadily above the fan, indicating balanced forces. Display this information on the board.

Getting Started 1. Have students form teams and assign their project roles. As a class, review the vocabulary and have students give examples of each term.

2. Then guide students step-by-step through the wiring process: a. Attach the fan securely to the prong of the DC motor. b. Connect the black wire to the GND pin and the red wire to the 3V pin using alligator clips. c.

Ensure safety: keep fingers and wires away from the spinning fan.

3. Ask students to draw a force diagram in their notebooks. Have them label gravity, the upward force from the fan, and drag force. Explain that when these forces are balanced, the object will float or descend slowly.

End of First Session

Learning Activities (Session 2) Introduction 1. Begin by reviewing what students learned in Session 1, particularly their understanding of force diagrams and how air resistance interacts with gravity.

2. Revisit the infographic to reinforce the impact of responsible material use on the environment and introduce today's goal: building and testing the parachute models.

Challenge 1. Guide students to use classroom materials to construct a small cardboard stand to support the fan in an upright position. Then help them design a parachute using plastic bags, string, and tape.

2. Invite students to test their parachute by holding it over the fan and observing how far it moves over time, noting how smoothly or quickly it falls.

3. Encourage students to refine their parachute design by adjusting the size, shape, or materials to achieve a slower, more stable descent, aiming to balance the forces acting on it.

31

Design and Plan 1. Ask students to work in their groups to create a detailed sketch of their parachute design before beginning the build.

2. Ensure the sketch clearly shows the dimensions and structure of the parachute, the placement and attachment of the strings, and how the object will be suspended.

3. Have students illustrate how the fan and stand are incorporated into the setup and how they support the function of the simulator.

4. Prompt students to explain the reasoning behind their material choices and describe how each part of the design helps slow the descent and maintain balanced forces.

Test 1. Allow students to test their designs by dropping them over the working fan and measuring the descent.

2. Ask: “Does the object fall quickly or slowly?” and “What could you change to make it more balanced?”

3. Ensure each team revisits the success criteria and constraints and checks whether they have been met.

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 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.

Reflection 1. Review the Sustainable Development Goal (responsible consumption and production), 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.

End of Session 2

32

Answer Key Math and Science Connection Answers 1. The fan operates directly via the micro:bit power supply, no programming is needed for this project.

2. Gravity = 9,81 m/s². a. Conversion ratio = 3,28 ft / m b. Gravity in ft/s² = 9,81 × 3,28 = 32,17 ft/s2 3. If an object’s mass is x grams Mass in kg =

x 1.000

3. 2 inches : 5 cm.

2 Ratio = or 0.4 iches per cm 5 Reflection 1. How can aerodynamic designs help promote responsible consumption and production?

Answer: Aerodynamic designs improve energy efficiency and reduce waste. By optimizing shapes to minimize drag, industries can use fewer materials and resources, contributing to more sustainable production practices.

2. How might aerospace engineers, Air Force members, and product designers use freefall simulations to improve aviation, safety, and technology?

Answer: Freefall simulations help test how objects move through air, improving designs for safety and efficiency. Aerospace engineers and the Air Force use them to enhance aircraft and parachute systems. Product designers apply them to create safer, more reliable technologies.

33

Project 2: Water Level Detector Lesson Plan Duration: 90 minutes

Learning Objectives

Learning Objectives By the end of this lesson, students will be able to: 1. Measure and interpret environmental data using a water level sensor.

2. Understand how sensor input can be used to trigger visible feedback systems.

3. Explore the role of monitoring in environmental conservation and biodiversity protection.

Materials

Micro:bit Kit

compputer

Grade 6 Innovators Book

Vocabulary Word

Meaning

Conservation

The practice of protecting species from extinction by maintaining and restoring their habitats

Biodiversity

The variety of life in an ecosystem

Preservation

The process of keeping something valued alive

Water level detector

A sensor that measures water level and water level changes using a series of exposed parallel wires

Preparation (Teacher To-Do Before Class) 1. Open makecode.microbit.org on all devices and ensure each group has access to a Micro:bit workspace.

2. Prepare and organize all class materials.

3. 1.Set up and test one working example of a water level detector to demonstrate during class.

Learning Activities (Session 1) Introduction 1. Begin with a class discussion on the importance of freshwater sources and how changing water levels affect ecosystems.

2. Read the introduction section together and refer students to the infographic on shrinking water ecosystems and biodiversity threats.

3. OPTIONAL: Discuss careers in conservation, environmental engineering, and scientific field monitoring, where tools like water level detectors are used to make data-driven decisions.

Define the Problem 1. Read the "Define the Problem" section with the class.

2. Facilitate a discussion around how technology can help conservation efforts, and why monitoring water levels matters for both people and animals.

34

Measure Success 1. Review the success criteria and constraints. Ask: “What is the role of the water level detector?” and “How will we know it’s working well?”

2. Write the criteria on the board: detect water level changes and display feedback using LED symbols (L, M, H).

Getting Started 1. Have students form their teams and assign project roles. Review vocabulary aloud and ask students to identify or provide examples.

2. Guide students with wiring: a. Attach the T-shield and Micro:bit to the breadboard. b.

Connect the water level sensor using jumper wires: S to P2, V to 5V, G to GND. c. Place the striped end of the water sensor into a cup of water, ensuring other parts stay dry.

Coding 1. Support students in writing code that displays the raw analog value from the water level sensor using both the “show number” and “serial write value” blocks. Remind them to add a 1000ms pause between readings to make the output easier to observe and analyze.

2. 1.Instruct students to click “Show data Device” to view the graph of values being displayed on the serial monitor.

3. Ask students to test various water levels and observe how the sensor responds.

4. Discuss: “What are the maximum and minimum readings?” and “How might these help us define low, medium, and high?”

5. Prompt students to explain how the water level sensor can help prevent a lake from getting too low. Encourage them to think about how monitoring and alerts can support water conservation and protect the surrounding ecosystem.

End of First Session

Learning Activities (Session 2) Introduction 1. Review the concept of conservation and how water sensors provide useful data.

2. Remind students that in this session, they will be finalizing their water level detection device and ensuring it works as intended.

Challenge 1. Guide students to upload the base code that shows raw analog readings from the water level sensor on the LED screen and serial monitor.

2. Ask them to analyze the numeric values and determine appropriate thresholds for "Low," "Medium," and "High."

3. Encourage students to develop and test code that displays an "L," "M," or "H" on the LED screen depending on the measured value.

35

Design and Plan 1. Students work in their teams to finalize a diagram of their water detection setup.

2. 1.Students explain their LED display strategy and how it communicates environmental risk (e.g., low water = risk of ecosystem loss).

3. Teachers should ask guiding questions such as: “What happens if the water level keeps decreasing?” and “Is your feedback visible and clear?”

Test 1. Students test their full program with different water levels.

2. Ask them to record how LED output changes with rising or falling water.

3. Help them compare the measured values with their original threshold choices.

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.

Reflection 1. Review the Sustainable Development Goal (Sustainable Cities and Communities), 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.

Bin. End of Session 2

36

Answer Key Math and Science Connection Answers 1. a. 10mm = 1cm c=

b. inch = 2,54 centimeters

m 10

2. a. A = πr2 Radius (rrr) = 100 m π ≈ 3.14 A = 3,14 x (100)2 A = 3,14 x 10.000 A = 31.400 m2 Answer: The area of the lake is 31.400 m².

i=

c 2.54

b. Calculate the area of the lake after 5 years A = 3,14 x (98)2 A = 3,14 x 9.604 A = 30.156 m2 Find the difference in areas 31.400 - 30.156 = 1.244 m2 Calculate the percentage decrease 1.244 x 100 ≈ 3,96 % 31.400 Answer: The area of the lake decreased by approximately 3.96 %.

Reflection 1. How can a water level detector help promote SDG 11: Sustainable Cities and Communities?

Answer: A water level detector supports SDG 11 by ensuring sustainable water management, preventing shortages, and protecting aquatic ecosystems. It helps maintain biodiversity and resilience in communities by providing early warnings and promoting efficient water use.

2. How might marine biologists, ecologists, and conservationists use water level detection technology to protect ecosystems and marine life?

Answer: Marine biologists use water level detectors to monitor changing habitats, like coral reefs or mangrove swamps, where water depth affects biodiversity.

Ecologists track seasonal patterns in wetlands and rivers to understand species migration and reproduction.

Conservationists use real-time data to identify drought risks and protect endangered aquatic life.

37

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.

90