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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.
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.
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, andhowparachutesusethisprinciple.
3.Discussreal-worldjobsandcareersrelatedtothissubject,suchasaerospaceengineering, skydiving safety testers, or military engineers who work with freefall simulations and parachutedesign.
1. Read the "Define the Problem" section together. Ask students: “What are we trying to find out?”and“Whyisthisimportantforreal-lifedesignslikeparachutesordrones?”
2. Reinforce that their goal is to help an engineer understand aerodynamic design and balanceforcesusingasmall-scalewindtunnelsimulation.
1.Reviewthesuccesscriteriaandconstraintstogether.
2. Ask: “What makes a good freefall simulator?” and “How do we know if our parachute is workingproperly?”
3. Emphasize that the parachute must float the object steadily above the fan, indicating balancedforces Displaythisinformationontheboard
1. Have students form teams and assign their project roles. As a class, reviewthevocabularyandhavestudentsgiveexamplesofeachterm.
2.Thenguidestudentsstep-by-stepthroughthewiringprocess: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. Ensuresafety:keepfingersandwiresawayfromthespinningfan.
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 whentheseforcesarebalanced,theobjectwillfloatordescendslowly.
EndofFirstSession
LearningActivities(Session2)
1. Begin by reviewing what students learned in Session 1, particularly their understanding of forcediagramsandhowairresistanceinteractswithgravity
2. Revisit the infographic to reinforce the impact of responsible material use on the environmentandintroducetoday'sgoal:buildingandtestingtheparachutemodels.
1.Guidestudentstouseclassroommaterialstoconstructasmallcardboardstandtosupport the fan in an upright position. Then help them design a parachute using plastic bags, string, andtape.
2. Invite students to test their parachute by holding it over the fan and observing how far it movesovertime,notinghowsmoothlyorquicklyitfalls
3. Encourage students to refine their parachute design by adjusting the size, shape, or materialstoachieveaslower,morestabledescent,aimingtobalancetheforcesactingonit.
1. Ask students to work in their groups to create a detailed sketch of their parachute design beforebeginningthebuild.
2. Ensure the sketch clearly shows the dimensions and structure of the parachute, the placementandattachmentofthestrings,andhowtheobjectwillbesuspended
3. Have students illustrate how the fan and stand are incorporated into the setup and how theysupportthefunctionofthesimulator.
4. Prompt students to explain the reasoning behind their material choices and describe how eachpartofthedesignhelpsslowthedescentandmaintainbalancedforces.
1.Allow students to test their designs by dropping them over the working fan and measuring thedescent.
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 havebeenmet.
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 mattersduringthisphas
MathandScienceConnection
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
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 answersintheirworkbooks.
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
2. How might aerospace engineers, Air Force members, and product designers use freefall simulationstoimproveaviation,safety,andtechnology?
Answer:Freefallsimulationshelptesthowobjectsmovethroughair,improvingdesignsfor safetyandefficiency.AerospaceengineersandtheAirForceusethemtoenhanceaircraft and parachute systems Product designers apply them to create safer, more reliable technologies.
1.Begin with a class discussion on the importance of freshwater sources and how changing waterlevelsaffectecosystems.
2. Read the introduction section together and refer students to the infographic on shrinking waterecosystemsandbiodiversitythreats
3. OPTIONAL: Discuss careers in conservation, environmental engineering, and scientific field monitoring,wheretoolslikewaterleveldetectorsareusedtomakedata-drivendecisions.
1.Readthe"DefinetheProblem"sectionwiththeclass
2. Facilitate a discussion around how technology can help conservation efforts, and why monitoringwaterlevelsmattersforbothpeopleandanimals.
1. Review the success criteria and constraints. Ask: “What is the role of the water level detector?”and“Howwillweknowit’sworkingwell?”
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 stripedendofthewatersensorintoacupofwater,ensuringotherpartsstaydry
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 1000mspausebetweenreadingstomaketheoutputeasiertoobserveandanalyze.
2.1.Instruct students to click “Show data Device” to view the graph of values being displayed ontheserialmonitor
4.Discuss: “What are the maximum and minimum readings?” and “How might these help us definelow,medium,andhigh?”
5.Promptstudentstoexplainhowthewaterlevelsensorcanhelppreventalakefromgetting too low. Encourage them to think about how monitoring and alerts can support water conservationandprotectthesurroundingecosystem.
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.
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 answersintheirworkbooks
1. After sharing and reflecting, consider taking a photograph of each project for your own recordsand/ortosharewithparents!
2.Havestudentsdisassembletheirprojectsandreturnmaterialstotheappropriate Bin
EndofSession2
a.10mm=1cm
a.A=πr2
Radius(rrr)=100m
π≈3.14
A=3,14x(100)2
A=3,14x10.000
A=31.400m2
Answer:Theareaofthelakeis31400m²
b.inch=2,54centimeters
b.Calculatetheareaofthelakeafter5years
A=3,14x(98)2
A=3,14x9.604
A=30.156m2
Findthedifferenceinareas 31400-30156=1244m2
Calculatethepercentagedecrease
Answer: The area of the lake decreased by approximately396%
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 promotingefficientwateruse.
2. How might marine biologists, ecologists, and conservationists use water level detection technologytoprotectecosystemsandmarinelife?
Answer: Marine biologists use water level detectors to monitor changing habitats, like coralreefsormangroveswamps,wherewaterdepthaffectsbiodiversity.
Ecologists track seasonal patterns in wetlands and rivers to understand species migration andreproduction
Conservationistsusereal-timedatatoidentifydroughtrisksandprotectendangeredaquatic life.
AssessmentGuide
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.
