Guidebook - Level 7

Teacher Guide - STEM Micro bit Level 7 Copyright © 2026 Author: Natasha Karampela Editors: Erin Goodwin and Lindsey Own ISBN: 978-981-17737-1-6 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

20

13

COMMON CORE MATHEMATICS ALIGNMENT

22

14

SCHEME OF WORK

24

15

LESSON PLANS AND ANSWER KEY

27

16

ASSESSMENT GUIDE

87

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

Lesson Structure Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson. The structure includes:

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

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

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

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

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

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

06

The Engineering Design Process The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tackle challenges and develop creative solutions.

For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming, designing, prototyping, testing, and refining solutions.

This structured approach encourages creativity, critical thinking, and iteration, forming a strong foundation for future STEM learning.

07

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

Key social skills developed include:

Collaboration

Communication

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

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

Critical Thinking

Problem-Solving

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

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

Empathy and Respect

Time Management

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

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

Conflict Resolution

Presentation Skills

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

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

Reflection

Teamworking

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

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

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

08

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

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

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

Use low, open shelves for easy access to materials.

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

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

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

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

Shared Resources: Provide one STEM kit per small group.

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

Safety First: Set simple safety rules and review often.

Supervise all tool use closely.

Keep a first-aid kit in the space.

09

STEM Classroom Management STEM classes are hands-on, highly engaging, and often noisy—that’s a good thing! But without clear routines and structures, they can quickly become chaotic. A well-managed makerspace allows students to explore and innovate safely, responsibly, and collaboratively.

STEM Class Session Routine Set a clear and consistent structure to each session so students know what to expect and stay focused: 90-minute project (Grade 3 to Grade 12) W

C

In t

Up

n lea s

ar

ro

m

-U

p/ 5– du 8 m ct ins ion

in 5m

Define the Problem

Reflection

5 mins

5–7 mins

Measure Your Success

Math & Science

5–7 mins

7–10 mins

Share & Improve

Getting Started

7–8 mins

Bu

10 mins

i

30 ld & –3 5 m T es t ins

ll Cha

en g

e

ins 5m

10

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

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

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

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

Return everything to its labeled place.

Ask before taking extra supplies.

Hands to yourself—respect others’ creations and space.

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

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

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

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

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

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

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

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

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

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

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

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

12

16

60 - 90 min 60 - 90 min 60 - 90 min 60 - 90 min

60 - 90 min 60 - 90 min

AI Fitness Timer

Key Classification

Decomposer Population Analysis

Metal or Nonmetal?

Thermal Particle Model

Acids and Bases

AI Animal Tracker

Smoke Alarm

Humidity Monitor

Tides

Circuit Current Control

AI Storytelling Device

Earthquake Alarm

Simple Machines

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Capstone AI Magic Show

60 - 90 min

Optimal Photosynthesis Finder

1

90-120 min

60 - 90 min

60 - 90 min

60 - 90 min

60 - 90 min

60 - 90 min

60 - 90 min

60 - 90 min

60 - 90 min

Duration

Topic

Lesson #

Cambridge Science

7TWSc.03, 7TWSa.01, 7TWSa.02

7SIC.05, 9Be.01

8Be.03

7TWsc.03, 7TWSa.01, 7TWSa.02

1.3.d., 1.4.a.

Industry, Innovation and MS-ETS1-4 7TWSm.01 Infrastructure

1.7.c.

1.4.a, 1.4.c.

1.7.c.

1.3.d.

1.3.d.

1.3.d., 1.4.a.

1.3.d.

1.3.d.

1.3.d., 1.4.a.

MS-ESS2-3 7ESp.01, 7ESp.02

MS-ETS1-4

MS-ETS1-3 7Pe.04

MS-ESS1-2 7ESs.03

MS-ESS2-4 7ESc.01

LS4.D

LS2.C

MS-PS1-3 7Cp.02, 7Cp.03

1.6.c.

1.7.c.

1.3.d.

1.3.d.

1.4.a, 1.4.c

1.4.a, 1.4.c

ISTE

Industry, Innovation and MS-ETS1-3 7Pf.01, 7SIC.02 Infrastructure

Climate Action

Quality Education

Decent Work and Economic Growth

Climate Action

Climate Action

Life on Land

Life on Land

Quality Education

MS-PS1-4 7Cm.06, 7Cm.07

MS-PS1-1 7Cm.03

Industry, Innovation and Infrastructure Decent Work and Economic Growth

MS-LS2-2 7Be.01, 7Be.02

MS-LS2-1 7Bp.04

MS-ETS1-4

MS-LS1-2 7Bs.02

NGSS

Life Below Water

Life on Land

Good Health and WellBeing

Affordablea nd Clean Energy

SDG

Standards Alignment

6.EE.C.9

7.G.A.2

7.EE.A.1

7.G.A.1

7.G.B.5

7.G.B.4

6.G.A.3

7.EE.A.2

7.NS.A.3

7.NS.A.2

7.NS.A.1

7.RP.A.3

7.RP.A.2

7.EE.A.1

7.RP.A.1

CCSS- Math

7As.04

7.Gg.01

7.Ae.03

7.Gg.01

8.Gg.11

9Gg.01

7Gg.01

7Ae.04

7Nf.01

7Nf.03

7Ni.01

7Nf.09

7Nf.01

7.Ae.03

7Nf.11

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

Light and sound 6Ps.01 Describe how a ray of light changes direction when it is reflected from a plane mirror.

7

Posture Alarm

6Ps.02 Describe how a ray of light changes direction when it travels through different mediums and know that this is called refraction.

8

Friction Car

10

Pollution Monitor

15

Eclipse Light Tracker

14

Global Impact

Planet Earth 6ESp.02 Describe how humans can cause changes to the environment, for example through air pollution, deforestation or recycling.

Earth in space 7ESs.04 Explain the cause of a total or partial solar eclipse and lunar eclipse.

Science in Context 7SIC.05 Discuss how the uses of science can have a global environmental impact.

18

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.

20

Statistics and probability 6Ss.04 Interpret data, identifying patterns, within and between data sets, to answer statistical questions. Discuss conclusions, considering the sources of variation, and check predictions.

8

Friction Car

13

Thermal Servo

6Ss.02 Record, organise and represent categorical, discrete and continuous data. Choose and explain which representation to use in a given situation: o Venn and Carroll diagrams o tally charts and frequency tables o bar charts o waffle diagrams and pie charts o frequency diagrams for continuous data o line graphs o scatter graphs o dot plots.

9

Toxic Checker

6Sp.01 Use the language associated with probability and proportion to describe and compare possible outcomes

14

Global Impact

21

Lesson Plans and Answer key

27

Project 1: Sunlight Finder Lesson Plan Duration: 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: 1. Understand how light intensity affects the energy production in plants through photosynthesis.

2. Use the Micro:bit's light sensor to identify areas with high sunlight exposure.

3. Design and test a light detection system that alerts users using pitch, volume, and frequency when light levels are optimal for plant growth.

Materials

Micro:bit Kit

Computer

USB Cable

Grade 7 Innovators Book

Vocabulary Word

Meaning

Chloroplast

A part of a plant cell that captures sunlight to make food through photosynthesis.

Photosynthesis

The process where plants use sunlight, water, and carbon dioxide to make food and oxygen.

Light sensor

A device that detects and measures the amount of light.

Mitochondria

Parts of cells that generate energy by breaking down food.

Amino acid

A small molecule that combines to form proteins, which are essential for the structure and function of living things.

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 using the Micro:bit light sensor and a programmed alert system to provide students a visual reference of how light detection and audio signaling works.

28

Learning Activities (Session 1) Introduction 1. Begin with a discussion about how plants and animals generate energy. Ask students: “What does a plant need to grow?” and “Why is sunlight important for plants?”

2. Highlight the role of chloroplasts in capturing sunlight and the process of photosynthesis.

Contrast this with how animal cells use mitochondria to break down food.

3. Guide students to explore why some plants need full sunlight and how this is essential for photosynthesis.

4. Ask students to refer to the infographic and discuss how light intensity supports plant growth and sustainability.

Define the Problem 1. Read the "Define the Problem" section together. Ask students: “What challenge is the gardener facing?” and “How can we help them solve it?”

2. Emphasize that the goal is to create a system that identifies areas with the highest sunlight for placing full-sun plants effectively.

3. Encourage students to think about how technology can support sustainable gardening practices.

Measure Your Success 1. Review the criteria and constraints with the class. Ask: “What should our system be able to do?” and “How will we know if it works?”

2. Highlight that the project should measure light intensity and alert the user through sound if the light level is high.

3. Emphasize that the solution should be designed collaboratively and use only the provided materials.

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

2. Support students as they connect the Micro:bit to their computer using a USB cable.

Code 1. Ensure each group opens makecode.microbit.org and creates a basic program to measure and display light levels using the built-in light sensor.

2. Demonstrate how to display the light values on the serial monitor and how to use the data view to interpret the light readings.

3. Guide students in enhancing their light measurement system with a sound alert. Explain that the goal is to create a program that triggers an audio signal when the light intensity surpasses a defined threshold.

End of First Session

29

Learning Activities (Session 2) Introduction 1. Begin by reviewing what students learned in Session 1, particularly their observations of light levels and how they relate to plant needs.

2. Revisit the infographic and re-emphasize the environmental impact of using natural light effectively.

3. Introduce today’s goal: building and testing the alert system that helps find the sunniest spots.

Challenge 1. Guide students to build a portable sensor system using the Micro:bit and battery pack.

Support them in setting up a system that will alert the user with a sound when the light level is high enough for full-sun plants.

2. Encourage experimentation with pitch, frequency, and volume to signal higher light levels more clearly.

3. If students had difficulty developing their alert system during the lesson, they can advise the sample solution at the end of the lesson.

4. Have students carry their devices around the room or outside and record which locations produced the strongest alerts.

Design and Plan 1. Ask each team to sketch their system before they begin building. The sketch should include the Micro:bit, the light sensor, the alert mechanism, and the locations where measurements will be taken.

2. Prompt students to explain their design decisions, including how they determined the light threshold and how their alert system functions.

Test 1. Allow students to test their alert systems in various locations. Encourage them to observe and note the differences in light level response. Ask: “Did your system alert you correctly in high-light areas?” and “What changes can make the alerts more accurate or more noticeable?”

2. Have each team revisit the criteria and constraints to ensure their solution meets the goals of the project.

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.

30

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 (Affordable and Clean Energy), 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 place.

End of Session 2

Answer Key Math and Science Connection Answers 1. Light Problem: Multiply the increase rate by the time: 12 3 x4= = 3 lumens 4 4 Add this to the current brightness: 2 + 3 = 5 lumens

Answer: 5 lumens

1. Water Problem: Multiply the water per plant per day by the number of plants: 15 1 = = 7.5 cups per day 2 2 Multiply the daily water amount by the number of days:

15 x

7.5 cups/day × 14 days = 105 cups

Answer: 105 cups

Reflection 1. The device helps farmers grow crops more efficiently by identifying areas with optimal sunlight, reducing waste in resources like water and fertilizer. Engineers could adapt similar technologies for optimizing solar panel placement.

2. Agricultural scientists can use light sensors to enhance crop yields, while renewable energy engineers can optimize solar panel installation and develop more efficient energy systems.

31

Project 2: AI Fitness timer Lesson Plan Duration: 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: 1. Understand how sensors and AI can detect and classify physical activity.

2. Train an AI model to distinguish between exercise and rest using movement data.

3. Build and program a wearable fitness timer that tracks time spent exercising and resting.

Materials

Micro:bit Kit

Computer

USB Cable

Chenille Stems or Elastic Band

Grade 7 Innovators Book

Vocabulary Meaning

Word Data outlier

A piece of data that differs significantly from other data in a set.

Preparation (Teacher To-Do Before Class) 1. Ensure students have access to createai.microbit.org and makecode.microbit.org on their devices.

2. Prepare and organize all materials for building a simple wrist strap.

3. Test a sample AI model and connection between Bluetooth and Micro:bit to ensure smooth operation.

Learning Activities (Session 1) Introduction 1. Begin with a discussion about physical activity and its benefits for health and wellbeing. Ask students: “What happens in our body when we exercise?” and “How can we use technology to track movement?”

2. Introduce the concept of accelerometers in fitness trackers and how they help detect changes in motion.

3. Explain how AI can classify patterns in movement data to tell when someone is exercising versus resting.

4. Ask students to consider how this type of system could help older adults, athletes, or anyone trying to improve their fitness.

Define the Problem 1. Read the "Define the Problem" section together. Ask students: “What is the elderly care facility asking us to build?”

2. Emphasize that the goal is to design a wearable fitness timer that tracks how long someone is exercising.

3. Discuss where and how this kind of solution could be helpful in daily life.

32

Measure Your Success 1. Review the project criteria. Ask: “What should this system do automatically?” and “How do we know it’s working well?”

2. Emphasize that the device should be wearable, functional, and accurate.

3. Highlight the importance of using only the provided materials and making sure the design is safe and comfortable.

Getting Started 1. Have students form their teams and assign project roles. Review the vocabulary term aloud and ask for examples.

2. Guide students to connect the Micro:bit to their device using the USB cable.

Collect Data 1. Ask students to open createai.microbit.org and select "Get Started" followed by "New Session."

2. Support students as they connect the Micro:bit via Bluetooth and collect movement samples for each action.

3. Remind teams to remove any obvious outlier samples and repeat if necessary to improve model quality.

Train the AI Model 1. After recording enough samples, ask students to click "Train Model" and begin the training process.

2. Encourage students to test their model and review its accuracy. If the model misclassifies actions, students should add new training samples and retrain.

3. Once satisfied with the results, students should click "Edit in MakeCode" to begin programming.

Code 1. Support students as they explore the starter code blocks for ML action recognition.

2. Guide students to use ML blocks to increase the variable count each time one of the actions stops.

3. Demonstrate how to use the button press blocks to display the values on the Micro:bit screen.

End of First Session

Learning Activities (Session 2) Introduction 1. Begin by reviewing what students learned about motion tracking and AI recognition in Session 1.

2. Ask students to share how accurate their models were and what challenges they encountered while training.

3. Revisit the project goals: designing and coding a wearable fitness timer for real-world use.

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Challenge 1. Guide students as they design a wearable strap using chenille stems or elastic materials to secure the Micro:bit and battery pack.

2. Encourage students to personalize their design to make it secure, comfortable, and functional.

3. Support students in choosing one additional challenge: adding sound or LED feedback, displaying a '?' when the AI is unsure, or training the model to detect specific exercises.

4. Allow teams to test their modifications and discuss how these enhance usability and feedback.

Design and Plan 1. Ask students to sketch their wearable design and indicate where the Micro:bit and battery will be placed.

2. Students should also outline how their chosen challenge will be implemented in the code or structure.

3. Encourage students to explain how the design supports safety and accurate motion detection.

Test 1. Allow students to test their wearable timer by simulating exercise and normal activity.Ask: “Does your model correctly recognize when you're exercising?” and “Do your timers display the correct values?”

2. Prompt teams to make adjustments for any errors or unexpected results.

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 (Good Health and Well-Being), 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

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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 place.

End of Session 2

Answer Key Math and Science Connection Answers 1. It is important to look for trends in the data and identify outliers to remove images that may confuse model and cause it to give inaccurate results.

2. Total workout time = Segment 1 + Segment 2 + Segment 3 = 2x + 1.5 + 3x – 0.5 + x + 2.25 = 2x + 3x + x + 1.5 - 0.5 + 2.25 = 6x + 3.25 Reflection 1. The fitness timer can help the elderly care facility provide essential healthcare services by tracking and motivating the resident’s activity. This relates to helping create quality health care services.

2. Medical practitioners and nurses can recommend that their patients use the tracker to motivate the elderly to exercise. Fitness instructors can use the devices in their sessions to time everyone’s time spent doing certain activities.

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