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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.
IntroductiontotheKit
ABOUTDATABOTS
The Databots Kit is an interactive learning solution that combines programmable mini-robots with real-world data analysis. It provides students with the tools to explore fundamental concepts in data collection, visualization, and AI-driven decisionmaking. Whether in the classroom, STEM labs, or extracurricular programs, this kit fosters critical thinking,problem-solving,andcomputationalskills.
SETUPYOURDATABOT
Databot is a cuboid with 16 sensors that can send data to a free application calledVizeeyforvisualization.
Take your databot out of the package and locate the charging port, which is the side with a single port and has the “<- X ->” axis. It also will say “Power” in small letters on the printed circuit board (PCB). Plug it into a standard5Vsourcetochargeforanhourtocharge.Thebatterywilllastfor 4-6hours.
Whileitischarging,youcanturnitonwiththe“on”switchthatisonthe“<Y->” axis side. The switch is very small and embedded in the PCB. The red andblueLEDs(labelledLED1andLED2onthePCB)shouldturnonwhileitis charging Notethatthedevicecanbeusedwhileitischarging
S # 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 S t a n f o r d D a t a S c i e n c e C C S SM a t h C a m b r i d g e M a t h
1 A i r Q u a l i t y A n a l y s i s 6 09 0 m i n S D G 3 M SP S 13 8 C p . 0 1 D a t a C o l l e c t i o n 8 . N S . A . 1 8 S s . 0 4
2 U VP r o t e c t i o n P r o d u c t T e s t i n g 6 09 0 m i n S D G 1 2 M SP S 42 8 P s 0 4 A n
5 8 A s
7 4 S o u n d p r o o f W a l l s 6 09 0 m i n S D G 1 M SP S 42 8 T
t i
3 J u m p C o u n t e r 6 09 0 m i n S D G 3 M SL S 15 8 B p 0 3 I n t e r p r e
E E B 5 8 A s 0 3 9 S p l i t T h e r m a l L u n c h b o x 6 09 0 m i n S D G 4 M SP S 33 8 T W S a 0 4 C o l l e c t / C o n s i d e r D a t a 8 E E C 8 c 8 A e 0 6
1 0 M a g l e v T r a i n s 6 09 0 m i n S D G 7 M SP S 32 8 P e 0 1 I n t e r p r e t a n d C o m m u n i c a t e 8 E E C 7 8 A s 0 4
B l i n d S p o t S e n s o r 6 09 0 m i n S D G 9 M SE T S 11 8 S I C 0 2 A n a l y z e D a t a 8 S P A 4 8 S s 0 5
C o n d u c t o r C o n v e r t e r 6 09 0 m i n S D G 1 0 M SP S 43 8 T W S a . 0 2 A n a l y z e D a t a 8 . F . B . 5 8 A s . 0 7
B a l a n c e B a l l C h a i r 6 09 0 m i n S D G 8 M SE T S 11 8 P f . 0 5 C o l l e c t / C o n s i d e r D a t a 8 . F . B . 4 8 A s . 0 4
1 1
1 2
1 3
1 4 A l t i t u d e S i c k n e s s A l a r m 6 09 0 m i n S D G 1 5 M SL S 17 8 B s . 0 4 I n t e r p r e t a n d c o m m u n i c a t e 8 . F . B . 4 8 A s . 0 4
B i k e S t a b i l i t y M o n i t o r 6 09 0 m i n S D G 1 1 M SP S 22 8 P f 0 3 I n t e r p r e t a n d C o m m u n i c a t e 8 G B 8 8 G p 0 1
1 5
1 6 C a p s t o n e P r o j e c t 6 09 0 m i n S D G 3 M SE T S 11 8 B p 0 3
CambridgeScienceAlignment
LearningObjective
ThinkingandWorkingScientifically
Structureandfunction
Electricityandmagnetism
EarthandHumanActivity
FromMoleculestoOrganisms:StructuresandProcesses
MatteranditsInteractions
WavesandtheirApplications
CambridgeMathematics Alignment
LearningObjective
GeometryandMeasure
StatisticsandProbability
CCSSMathematicsAlignment
ExpressionsandEquations
StatisticsandProbability
Lesson2:UsingtheTiltSensor
Lesson3:Savingdatatoa.csvfile
Lesson4:ControlOutputsWithanInput
Project1:AirQualityAnalysis
Project2:UV-ProtectionProductTesting
Project3:JumpCounter
Project4:SoundproofWalls
Project5:GreenhouseEffect
Project6:Landslideprevention
Project7:BlackoutCurtains
Project8:PackageParachute
Project9:SplitThermalLunchbox
Project10:MaglevTrains
Project11:BlindSpotSensor
Project12:ConductorConverter
Project13:BalanceBallChair
Project14:AltitudeSicknessAlarm
Project15:BikeStabilityMonitor
LessonPlans andAnswerkey
Project1:AirQualityAnalysis
LessonPlan
LearningObjectives
Bytheendofthislesson,studentswillbeableto:
Duration: 90minutes
1. Explain what volatile organic compounds (VOCs) are, identify where they come from in everydayenvironmentsanddescribewhytheymaybeharmfultohumanhealth
2.Use the databot’s SGP30 sensor to accurately measure VOC levels in different indoor and outdoorconditions.
A type of VOC that dissolves other substances and can contribute to indoorandoutdoorairpollution.
A chemical compound commonly found in nail polish remover that evaporates quickly, is classified as a VOC, and can cause irritation to theeyes,skin,andlungs
1.Begin with a discussion by asking students: “What do you notice when someone uses nail polish remover, lights a candle, or sprays hairspray in a room?” Guide them to think about strongsmellsandinvisiblefumes.
2. Explain that these products release gases called volatile organic compounds (VOCs) EmphasizethatVOCscannotbeseen,buttheycanaccumulateintheairandaffecthuman health.
3. Share examples of workplaces such as beauty salons where employees are regularly exposed to VOCs and explain that long-term exposure can lead to respiratory illnesses or worsenasthma.
1. Read the “Define the Problem” section aloud with the class The scenario states: A beauty salonownerwantstotesthersalon’sventilationtoensurethatitissafetousehairspray,nail polish remover, and candles inside. Can you program the databot to test the air quality and alerttheclientwithanalarmiftheairqualityisunhealthy?
2.Encourage students to discuss why it is important for a salon owner to monitor air quality andaskthemtobrainstormpotentialrisksofpoorventilation.
3. Emphasize that their challenge is to design a system that detects harmful air conditions andprovidesaclearwarningtoprotectpeople’shealth
2. Explain how to create a variable called VOC to store sensor readings and show how the SGP30 produces two values (CO₂ and VOC). Students should select the second value, which representsVOClevels
3. Demonstrate how to run the program, view VOC data on the graph and interpret the changingvalues.
4.Pose the question: “At what ppm levels do VOCs become unsafe indoors?” Guide students toexploresourcessuchastheCDCforreferencelevelsandbeginconsideringthresholdsfor theiralarmsystem.
EndofSession1
LearningActivities(Session2)
1. Begin with a recap of Session 1 by asking students what they discovered about VOC readingsduringtheirinitialtests
2. Remind them why monitoring VOC levels matters for protecting both workers and customersinindoorspaces.
1. Support students in enhancing their code by adding a notification feature that activates whenVOClevelsexceedasetthreshold Thisnotificationcouldbeasound,aflashingLED,ora combinationofboth.
1. Ask each team to create a sketch of their system before they begin building and testing Their sketches should include the databot, the variable for VOC readings, the alert mechanismandtheenvironmentalconditionstheyplantotest.
2. Prompt teams to explain their design choices, including what ppm level they set as the thresholdforunhealthyairandwhytheychosetheiralertstyle.
3. Have students record the VOC readings in ppm for each condition and note whether the systemtriggeredthealarmcorrectly.
4.Ask reflective questions such as: “Did your alarm activate when the air quality was poor?” and“Whatcouldyouchangeinyourprogramtomakethesystemmorereliable?”
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass.
1.ReviewtheSustainableDevelopmentGoals(GoodHealthandWell-beingandDecentWork and Economic Growth), and brainstorm with students how this project might relate to these SDGs.(Seeanswerkeyforsuggestions.)
2. Discuss the final “reflection” questions with students, and have them record their own answersintheirworkbooks.
1.Remind students to disconnect their databot devices, close their programs, and store their equipmentsafely.
2. Collect all test materials, such as sprays and candles, and return them to a safe storage location.
4.Compare the effectiveness of different protective materials (such as polarized sunglasses, eyeglasses, and windows) in blocking UV rays and use data to draw conclusions about productsafety.
4.Prepare an example program that shows how to display UV index values and signal them with light or sound This will serve as a model for students who need extra help during the codingchallenge.
5.Review the UV index scale and prepare to explain what levels are safe, moderate, high, or extreme
LearningActivities(Session1)
1. Begin the session by asking: “What happens when we go outside on a sunny day without sunglassesorsunscreen?”Letstudentssharepersonalexperiences.
2.ExplainthatsunlightcontainsinvisibleUVraysthatcandamageoureyesandskinifweare not protected Stress that UV exposure is responsible for conditions like cataracts and sunburnoftheeye(photokeratitis).
3. Highlight that not all sunglasses protect equally. Some may block glare but not UV radiation,thisiswhyscientifictestingofmaterialsisimportantforconsumersafety
4. Show students the infographic on UV-related eye damage and ask: “Why do you think scientistsandengineersneedtomeasureUVexposurewhendesigningsafetyproducts?”
1. Read aloud the problem: The product review board would like to compare how much UV lightpolarizedsunglassesblockcomparedtoothermaterialstoensuretheyprovidesufficient protection from harmful UV rays Can you help by designing a system to measure and comparedifferentproducts?
2. Encourage a class discussion about why testing is important before recommending productstoconsumers.
3. Emphasize that their challenge is to create a system that measures UV exposure and signalsthelevelinawaythatiseasytounderstand.
3. Ask: “What levels of UV are considered unsafe for people if exposed without protection?” Encourage students to research theUVindexscaleandrecorditintheirworkbooks.
EndofSession1
LearningActivities(Session2)
1.Begin with a recap of Session 1 by asking students what they noticed when measuring UV levelsdirectlyinsunlight
2. Remind them of the risks of UV exposure and how sunglasses and windows can block or reduceharmfulrays.
1. Once the programs are downloaded to the databot, take students outside to test their systems
2. First, measure direct sunlight to establish the control value. Then test different materials suchas:
Non-polarizedsunglasses
Polarizedsunglasses
Normaleyeglassesorreadingglasses
Classroomwindow
Carwindow(tinted)
3. Have students record the UV index readings for each material in a table. Ask reflection questions such as: “Which materials provided the strongest UV protection?” and “Did your databotsignalclearlywhenUVwashigh?”
2. Support peer feedback and encourage teams to refine their systems based on the feedbacktheyreceive,evenmakingsmallimprovementsiftimepermits.
Support students in working on the Math and Science Connection page. Depending on your studentsneeds,youmayhavethemcompletethisindependently,intheirgroups,ortogether asawholeclass
1.ReviewtheSustainableDevelopmentGoal(ResponsibleConsumptionandProduction),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
