Guidebook - Level 8

Teacher Guide - Data Science Level 8 Copyright © 2026 Author: Erin Goodwin Editors: Lindsey Own and Natasha Karampela ISBN: 978-981-17737-2-3 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

Table of Contents S. NO

CONTENT

PAGE NO.

1

PREFACE

O4

2

INTRODUCTION TO THE KIT

05

3

LESSON STRUCTURE

07

4

THE ENGINEERING DESIGN PROCESS

08

5

FOSTERING SOCIAL SKILLS

09

6

MAKERSPACE SETUP

10

7

STEM CLASSROOM MANAGEMENT

11

8

IMPLEMENTATION GUIDE

13

9

STANDARDS ALIGNMENT

17

10

CAMBRIDGE SCIENCE ALIGNMENT

18

11

NGSS ALIGNMENT

19

12

CAMBRIDGE MATHEMATICS ALIGNMENT

20

13

COMMON CORE MATHEMATICS ALIGNMENT

21

14

SCHEME OF WORK

23

15

LESSON PLANS AND ANSWER KEY

26

16

ASSESSMENT GUIDE

86

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 ABOUT DATABOTS 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, and computational skills.

SET UP YOUR DATABOT

Databot is a cuboid with 16 sensors that can send data to a free application called Vizeey for visualization.

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 standard 5V source to charge for an hour to charge. The battery will last for 4-6 hours.

05

While it is charging, you can turn it on with the “on” switch that is on the “<Y->” axis side. The switch is very small and embedded in the PCB. The red and blue LEDs (labelled LED1 and LED2 on the PCB) should turn on while it is charging. Note that the device can be used while it is charging.

Look at the databot and identify where the different sensors are located on the cuboid.

The Databots Kit is more than just a coding tool—it’s a gateway to the world of data science, preparing students for careers in AI, machine learning, and beyond.

Let the journey begin!

06

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.

12

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.

13

Stand-Alone Class Approach Schedule a dedicated STEM class or makerspace session (e.g. a weekly 90minute lab period or rotating STEM special). In this model, students work in a makerspace or lab with tools and machines (like robotics kits, 3D printers, craft materials, etc.). A makerspace is “a collaborative workspace inside a school for making, learning, and exploring” exploring”​. Students in teams tackle SKOOL21 projects from start to finish, using hands-on materials rather than just textbooks.

Advantages: Focused hands-on learning: Students can take abstract concepts and make them concrete (for example, learning circuitry by actually building a paper circuit).

Resilience and creativity: The trial-and-error nature of making teaches perseverance; students learn to iterate on designs when things don’t work and thus develop grit​ grit.

Equity and access: A well-stocked STEM lab gives all students (including girls and under-represented groups) equal access to tech and engineering tools. tools​ Practical Tips: Schedule regularly: Block out a consistent STEM lab period (45–90 minutes) each week or rotate classes in/out of the lab.

Prepare materials in advance: Keep common kits (e.g. robotics, simple circuits, design sets) ready so each session isn’t delayed by setup and leave time for cleanup during class Train teachers: Provide basic training or guides on the SKOOL21 projects so teachers feel confident using the equipment and managing hands-on activities.

Group students thoughtfully: Mix skill levels in teams; older students can mentor younger ones in a makerspace project.

Blend with curriculum: Even in a stand-alone class, tie projects to standards (e.g. a coding project that teaches math logic or a design challenge that reinforces physical science concepts).

14

Extra-Curricular Approach Run STEM projects as after-school clubs, lunch-time activities, or summer camps. These are optional programs (STEM clubs, robotics teams, coding camps, etc.) where interested students can explore SKOOL21 challenges more freely. After-school STEM “engages students in hands-on, real-world projects,” making STEM feel exciting and relevant.

Advantages: Extra time to explore: Students get more hours to question, tinker, and learn beyond the limited school day. For example, a weekly robotics club might meet for an hour after school.

Builds interest and identity: Fun club activities spark motivation and a positive attitude toward STEM, helping students develop a STEM identity​ identity.

Flexible and student-driven: Students self-select; they work at their own pace on creative projects (e.g. coding a game, building a model bridge).

Reaches diverse learners: Clubs can target different age groups and skill levels – from basic science for younger kids to advanced robotics for teens.

This helps bridge enrichment gaps (making STEM opportunities available to all students)​ students).

Practical Tips: Keep it low-stakes: Emphasize fun and curiosity over grades. Short, handson projects (like mini-challenges) keep students engaged.

Advertise widely: Invite all students, not just high-achievers. Use school announcements, flyers, and parent newsletters to raise awareness.

Tie to competitions or showcases: Use events (science fairs, robotics tournaments) to motivate the extra effort.

Leverage summer or camp time: If resources allow, run a week-long STEM summer camp using several SKOOL21 projects for deeper immersion.

Collaborate with community: Invite guest speakers (engineers, makers) or partner with local libraries/museums for materials and inspiration.

15

Hybrid Approach (Blending All Models) In practice, many schools use a mix of models. A hybrid approach might integrate simple STEM tasks into regular lessons and also offer a dedicated STEM lab plus an after-school club. This way, every student gets some STEM exposure and those who love it can dive deeper.

When to integrate: Use curriculum-linked projects during core classes. For example, in a Grade 4 math class you might use a SKOOL21 project on gears to teach ratios, or in science class students might build a model ecosystem. Smaller or single-session activities fit well here.

When to do stand-alone: Reserve longer, open-ended projects for STEM class or the makerspace. Complex engineering challenges (robot design, 3D modeling, advanced coding) need longer blocks, so these suit a 90-min STEM period or series of lab sessions.

When to use clubs: Offer students a space for exploration that doesn’t fit the curriculum or timeline. These projects can be driven by student interest and can span several weeks without pressure to “cover the curriculum.”

Using a hybrid plan ensures flexibility. Teachers can adapt: if a semester is heavy with testing, lean on after-school clubs for enrichment; when covering standards, weave STEM into lessons. Always check that even free-form projects still touch academic goals.

(Note: SKOOL21 projects are already aligned to NGSS and Common Core standards, Cambridge Mathematics and Cambridge Science, so whether standards​ integrated or stand-alone, they support learning objectives.)

16

17

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

UV-Protection Product Testing

Jump Counter

Soundproof Walls

Greenhouse Effect

Landslide prevention

Blackout Curtains

Package Parachute

Split Thermal Lunchbox

Maglev Trains

Blind Spot Sensor

Conductor Converter

Balance Ball Chair

Altitude Sickness Alarm

Bike Stability Monitor

Capstone Project

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

60 - 90 min

60 - 90 min

60 - 90 min

60 - 90 min

Duration

Air Quality Analysis

Topic

1

S#

SDG 3

SDG 11

SDG 15

SDG 8

SDG 10

SDG 9

SDG 7

SDG 4

SDG 2

SDG 5

SDG 9

SDG 13

SDG 1

SDG 3

SDG 12

SDG 3

SDG

MS-ETS1-1

MS-PS2-2

MS-LS1-7

MS-ETS1-1

MS-PS4-3

MS-ETS1-1

MS-PS3-2

MS-PS3-3

MS-PS2-2

MS-PS4-2

MS-ESS3-2

MS-ESS3-5

MS-PS4-2

MS-LS1-5

MS-PS4-2

MS-PS1-3

NGSS

8Bp.03.

8Pf.03

8Bs.04

8Pf.05

8TWSa.02

8SIC.02

8Pe.01

8TWSa.04

8Pf.03

8Ps.04

8SIC.02

8ESc.02

8TWSc.07

8Bp.03

8Ps.04

8Cp.01

Cambridge Science

Interpret and Communicate

8.G.B.8

8.F.B.4

8.F.B.4

Collect/Consider Data Interpret and communicate

8.F.B.5

Analyze Data

8.SP.A.4

8.EE.C.7

Interpret and Communicate Analyze Data

8.EE.C.8.c

Collect/Consider Data

8.EE.B.5

8.SP.A.1

Statistical investigation Statistical investigation

8.G.A.5

8.F.A.3

Statistical investigation

Test and interpret

8.F.B.4

8.F.B.5

Interpret and communicate Data Collection

8.EE.C.7

8.NS.A.1

CCSS- Math

Analyze

Data Collection

Stanford Data Science

Standards Alignment

8Gp.01

8As.04

8As.04

8As.07

8Ss.05

8As.04

8Ae.06

8As.03

8Ss.05

8Gg.11

8Ae.04

8As.04

8As.07

8Ae.04

8Ss.04

Cambridge Math

Cambridge Science Alignment Learning Objective

Project #

Project Name

Thinking and Working Scientifically 8TWSc.07 Collect and record sufficient observations and/or measurements in an appropriate form.

4

Soundproof Walls

8TWSa.02 Describe trends and patterns in results, including identifying any anomalous results.

9

Split Thermal Lunchbox

8TWSa.04 Evaluate experiments and investigations, and suggest improvements, explaining any proposed changes.

12

Conductor Converter

14

Altitude Sickness Alarm

3

Jump Counter

16

Capstone Project

1

Air Quality Analysis

8

Package Parachute

15

Bike Stability Monitor

13

Balance Ball Chair

2

UV-Protection Product Testing

7

Blackout Curtains

10

Maglev Trains

5

Greenhouse Effect

6

Landslide prevention

11

Blind Spot Sensor

Structure and function 8Bs.04 Describe the diffusion of oxygen and carbon dioxide between blood and the air in the lungs.

Life processes 8Bp.03 Discuss how human growth, development and health can be affected by lifestyle, including diet and smoking.

Properties of materials 8Cp.01 Understand that the concentration of a solution relates to how many particles of the solute are present in a volume of the solvent.

Forces and energy 8Pf.03 Describe the effects of balanced and unbalanced forces on motion.

8Pf.05 Explain that pressure is caused by the action of a force, exerted by a substance, on an area (pressure = force / area).

Light and sound 8Ps.04 Describe how colours of light can be added, subtracted, absorbed and reflected.

Electricity and magnetism 8Pe.01 Describe a magnetic field, and understand that it surrounds a magnet and exerts a force on other magnetic fields.

Cycles on Earth 8ESc.02 Understand that the Earth's climate can change due to atmospheric change.

Science in Context 8SIC.02 Describe how science is applied across societies and industries, and in research.

18

NGSS Alignment Learning Objective

Project #

Project Name

Earth and Human Activity MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

5

Greenhouse Effect

MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

6

Landslide prevention

11

Blind Spot Sensor

13

Balance Ball Chair

16

Capstone Project

Engineering Design MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

From Molecules to Organisms: Structures and Processes MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

3

Jump Counter

MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

14

Altitude Sickness Alarm

1

Air Quality Analysis

2

UV-Protection Product Testing

4

Soundproof Walls

7

Blackout Curtains

12

Conductor Converter

8

Package Parachute

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

9

Split Thermal Lunchbox

MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

10

Maglev Trains

Matter and its Interactions MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

Waves and their Applications MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

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.

Motion and Stability 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.

Energy

19

Cambridge Mathematics Alignment Learning Objective

Project #

Project Name

8Ae.04 Understand that a situation can be represented either in words or as an algebraic expression, and move between the two representations (linear with integer or fractional coefficients).

2

UV-Protection Product Testing

5

Greenhouse Effect

8Ae.06 Understand that a situation can be represented either in words or as an equation. Move between the two representations and solve the equation (integer or fractional coefficients, unknown on either or both sides).

9

Split Thermal Lunchbox

8As.03 Understand that a function is a relationship where each input has a single output. Generate outputs from a given function and identify inputs from a given output by considering inverse operations (including fractions).

8

Package Parachute

4

Soundproof Walls

10

Maglev Trains

13

Balance Ball Chair

14

Altitude Sickness Alarm

8Gg.11 Recognise and describe the properties of angles on parallel and intersecting lines, using geometric vocabulary such as alternate, corresponding and vertically opposite.

6

Landslide prevention

8Gp.01 Understand and use bearings as a measure of direction.

15

Bike Stability Monitor

1

Air Quality Analysis

7

Blackout Curtains

11

Blind Spot Sensor

Algebra

8As.04 Understand that a situation can be represented either in words or as a linear function in two variables (of the form y = mx + c), and move between the two representations.

Geometry and Measure

Statistics and Probability 8Ss.04 Use knowledge of mode, median, mean and range to compare two distributions, considering the interrelationship between centrality and spread.

8Ss.05 Interpret data, identifying patterns, trends and relationships, within and between data sets, to answer statistical questions.

Discuss conclusions, considering the sources of variation, including sampling, and check predictions.

20

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

The Number System 8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

1

Air Quality Analysis

8

Package Parachute

2

UV-Protection Product Testing

10

Maglev Trains

9

Split Thermal Lunchbox

5

Greenhouse Effect

4

Soundproof Walls

13

Balance Ball Chair

14

Altitude Sickness Alarm

3

Jump Counter

12

Conductor Converter

Expressions and Equations 8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

8.EE.C.7 Solve linear equations in one variable.

8.EE.C.8.c Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Functions 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph.

Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

21

Geometry 8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

6

Landslide prevention

8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

15

Bike Stability Monitor

8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

7

Blackout Curtains

8.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

11

Blind Spot Sensor

Statistics and Probability

22

Scheme of Work Session

Objectives

Related Science

Related Math

Innovators Book Describe the Databot kit functions and Computer uses of a Databot.

Apply blockbased coding logic to control Databot LEDs.

Materials

Lesson 1: LED Test 1 (45mins)

Set up and program a Databot using Microblocks.

Lesson 2: Using the Tilt Sensor 2 (45mins)

Use Microblocks to read and graph tilt sensor data.

Innovators Book Databot kit Computer

Explain how a tilt sensor detects motion or position.

Interpret tilt sensor values using graphical representations

Explain how sound sensors collect and record environmental data.

Organize sensor readings with timestamps for data analysis.

Lesson 3: Saving data to a .csv file 3 (45mins)

Store and save sensor data in CSV files using Microblocks.

Innovators Book Databot kit Computer

Lesson 4: Control Outputs With an Input 4 (45mins)

Program sensors to control Databot outputs using Microblocks.

Innovators Book Databot kit Computer

Explain how sensors influence outputs like light and sound.

Analyze sensor value changes and resulting output behaviors.

Explain how VOCs affect human health and indoor air quality.

Record and analyze VOC readings in ppm across environments.

Project 1: Air Quality Analysis 5 (45mins) 6 (45mins)

Identify VOC sources and measure levels Design and program a VOC alarm

Innovators Book Databot kit Computer Lighter Fan

Project 2: UV-Protection Product Testing 7 (45mins)

Measure UV index and test materials using the databot sensor.

8 (45mins)

Program a databot system to signal UV exposure levels.

Innovators Book Databot kit Computer Polarized Sunglasses Non-polarized Sunglasses

Explain UV radiation and its effects on eyes and skin.

Record and compare UV readings to evaluate product effectiveness.

Explain how accelerometers measure movement and support cardiovascular health.

Analyze and store jump counts using thresholds and CSV files.

Project 3: Jump Counter 9 (45mins)

Use accelerometer data to detect and record jumps.

10 (45mins)

Program a system to count and save total jumps.

Innovators Book Databot kit Computer Jump Rope

23

Sustainability Themes

Project 4: Soundproof Walls 11 (45mins)

Measure sound levels in decibels using the databot sensor.

12 (45mins)

Test fabrics and identify the most effective soundproofing material.

Innovators Book Databot kit Computer Shoebox with lid

Explain how materials block or absorb sound waves.

Record and compare sound data using CSV files.

Explain how greenhouse gases trap heat and affect climate.

Analyze sensor data and compute averages from CSV files.

Explain how gravity, friction, and soil conditions affect landslides.

Record and analyze tilt sensor data to determine critical angles.

Explain how light affects melatonin and sleep quality.

Collect and analyze brightness data using CSV files.

Explain how gravity and air resistance affect falling objects.

Record and analyze acceleration data using CSV files.

Project 5: Greenhouse Effect 13 (45mins)

Measure CO₂ and temperature changes using databot sensors.

14 (45mins)

Record and calculate average CO₂ and temperature during combustion.

Innovators Book Databot kit Computer Airtight container

Project 6: Landslide prevention 15 (45mins)

Measure slope angles with databot to identify critical soil movement.

16 (45mins)

Program an alarm system to warn of unstable slopes.

Innovators Book Databot kit Computer Plastic bin

Project 7: Blackout Curtains 17 (45mins)

Measure light levels with databot to test fabric coverings.

18 (45mins)

Record and compare fabric data to find best blackout material.

Innovators Book Databot kit Computer Spray bottle

Project 8: Package Parachute 19 (45mins)

Measure acceleration with databot to study falling motion.

20 (45mins)

Design and test parachutes to reduce package acceleration.

Innovators Book Databot kit Computer Flashlight Assorted fabrics

Project 9: Split Thermal Lunchbox 21 (45mins)

Measure temperature changes using the databot sensor.

22 (45mins)

Test insulating materials to identify best heat barrier.

Innovators Book Databot kit Computer Lunchbox

Explain how heat Record and transfer affects compare food safety. temperature data using CSV files.

24

Project 10: Maglev Trains 23 (45mins)

Measure magnetic field strength using the databot sensor.

24 (45mins)

Record and compare magnet setups for stable levitation.

Innovators Book Databot kit Computer

Explain how Collect and balanced forces analyze enable magnetic magnetic field levitation. data in CSV files.

Project 11: Blind Spot Sensor 25 (45mins)

Measure proximity values with databot to simulate blind spots.

26 (45mins)

Program an alert system for blind spot detection.

Innovators Book Databot kit Computer Cardboard

Explain how blind Record and spots create analyze risks for drivers proximity data and pedestrians. using CSV files.

Project 12: Conductor Converter 27 (45mins)

Detect and display hand gestures using the databot sensor.

28 (45mins)

Program gestures to trigger metronome beeps for rhythm.

Innovators Book Databot kit Computer Blindfold

Explain how gesture sensors translate motion into signals.

Record and analyze gesture data using CSV files.

Explain how inflation affects posture and ergonomic support.

Record and analyze pressure values with comfort ratings.

Project 13: Balance Ball Chair 29 (45mins)

Explore ball pressure & AI posture detection.

30 (45mins)

Test inflation levels, record comfort, and analyze results.

Innovators Book Databot kit Computer Air pump

Project 14: Altitude Sickness Alarm 31 (45mins)

Measure altitude changes with databot in scale model.

32 (45mins)

Program alarm with LED colors and log altitude data.

Innovators Book Databot kit Computer

Explain how Record and reduced air analyze altitude pressure causes threshold data altitude sickness. using .csv files.

Project 15: Bike Stability Monitor 33 (45mins)

Measure bike tilt values to explore stability and wobbling.

34 (45mins)

Test bike stability, program alerts, and calculate minimum safe speed.

Innovators Book Databot kit Computer Meter stick Timer

Explain relationship between speed, tilt, and bicycle stability.

Measure distance, time, and calculate biking speed.

Capstone Project 35 (45mins)

Brainstorm fitness problems and design a databot-based prototype.

36 (45mins)

Test prototype, record results, and suggest improvements.

Innovators Book Databot kit Computer

Explain how Collect, record, sensors measure and analyze body movement numerical or fitness activity. fitness data.

25

Lesson Plans and Answer key

26

Project 1: Air Quality Analysis Lesson Plan Duration: 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: 1. Explain what volatile organic compounds (VOCs) are, identify where they come from in everyday environments and describe why they may be harmful to human health.

2. Use the databot’s SGP30 sensor to accurately measure VOC levels in different indoor and outdoor conditions.

3. Design and program a functional system that uses the databot to alert users with an audio or visual signal when VOC levels rise above a threshold that indicates poor air quality.

4. Propose practical solutions for improving indoor air quality and reducing human exposure to harmful compounds, while connecting this learning to real-world workplaces.

Materials

Candle and Lighter

Fan

Nail Polish Remover

Hairspray

USB Cable and Computer

Databot with SGP30 sensor

Grade 8 Innovators Book

Vocabulary Meaning

Word

VOCs (Volatile Organic Gases emitted into the air from products or processes such as sprays, Compounds) paints, or cleaning solutions, which may be harmful when inhaled.

PPM (Parts Per Million)

A unit of measurement that expresses the concentration of a gas in the air, used to evaluate whether levels are safe or unhealthy.

Solvent

A type of VOC that dissolves other substances and can contribute to indoor and outdoor air pollution.

Acetone

A chemical compound commonly found in nail polish remover that evaporates quickly, is classified as a VOC, and can cause irritation to the eyes, skin, and lungs.

Preparation (Teacher To-Do Before Class) 1. Ensure that all databot devices are fully charged and functioning before the lesson begins.

2. Open microblocks.fun/run/microblocks.html on each student computer and verify that the USB connections are working properly.

3. Pre-load the databot library and test a simple program that reads and displays VOC values, so you can demonstrate how the graphing system works.

4. Prepare a safe demonstration environment. Keep windows open or fans running and remind students about safety when testing with hairspray, nail polish remover, or candles.

Provide masks if possible to reduce exposure during testing.

5. Build and test an example program that graphs VOC levels in parts per million and uses a conditional block to trigger an alert (such as a sound or flashing LED) when the VOCs surpass an unhealthy level. This will serve as a reference for students who may need extra guidance.

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Learning Activities (Session 1) Introduction 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 strong smells and invisible fumes.

2. Explain that these products release gases called volatile organic compounds (VOCs).

Emphasize that VOCs cannot be seen, but they can accumulate in the air and affect human 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 worsen asthma.

4. Highlight how scientists and engineers use data collection tools, like sensors and graphs, to measure VOC levels in the air and determine if a space is safe to breathe in.

Define the Problem 1. Read the “Define the Problem” section aloud with the class. The scenario states: A beauty salon owner wants to test her salon’s ventilation to ensure that it is safe to use hairspray, nail polish remover, and candles inside. Can you program the databot to test the air quality and alert the client with an alarm if the air quality is unhealthy?

2. Encourage students to discuss why it is important for a salon owner to monitor air quality and ask them to brainstorm potential risks of poor ventilation.

3. Emphasize that their challenge is to design a system that detects harmful air conditions and provides a clear warning to protect people’s health.

Measure Your Success 1. Together, review the criteria and constraints for the project: The system should measure and report VOC levels in the environment.

The system should notify the user with a clear signal if the VOCs rise above an unhealthy level.

The project must use only the materials provided.

The program should be able to save or log the data for later review and comparison.

2. Ask guiding questions such as: “What should our system be able to do in order to solve the salon owner’s problem?” and “How will we know if the system is working correctly?”

Getting Started 1. Divide the students into their teams and help them assign project roles such as Project Manager, Resource Manager, Communicator, and Tester.

2. Review the vocabulary terms aloud and ask students to provide examples from their daily lives where these terms might apply.

3. Assist students in connecting the databot to the computer using the USB cable. Verify that the databot is recognized by the Microblocks program.

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Wire and Code 1. Guide students to add the databot library in Microblocks and set up the SGP30 sensor.

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 represents VOC levels.

3. Demonstrate how to run the program, view VOC data on the graph and interpret the changing values.

4. Pose the question: “At what ppm levels do VOCs become unsafe indoors?” Guide students to explore sources such as the CDC for reference levels and begin considering thresholds for their alarm system.

End of Session 1

Learning Activities (Session 2) Introduction 1. Begin with a recap of Session 1 by asking students what they discovered about VOC readings during their initial tests.

2. Remind them why monitoring VOC levels matters for protecting both workers and customers in indoor spaces.

3. Introduce the goal of this session: building and testing a working VOC alarm system.

Challenge 1. Support students in enhancing their code by adding a notification feature that activates when VOC levels exceed a set threshold. This notification could be a sound, a flashing LED, or a combination of both.

2. Demonstrate how to use an if statement in Microblocks to create the condition that triggers the alert.

3. Encourage students to experiment with different ways to make the alert noticeable, such as varying the pitch or duration of a tone, or flashing patterns on the databot LEDs. 4. If a group struggles, allow them to review the sample solution and then adapt it to their own project.

Design and Plan 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 mechanism and the environmental conditions they plan to test.

2. Prompt teams to explain their design choices, including what ppm level they set as the threshold for unhealthy air and why they chose their alert style.

Evaluate and Test 1. Allow students to test their alarm systems under different real conditions, while maintaining safety precautions (ventilation, teacher supervision).

2. Suggest testing with the following scenarios: Indoors with windows closed Indoors with windows open but no fan Indoors with windows open and a fan running Indoors with windows closed but a fan running Outdoors

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3. Have students record the VOC readings in ppm for each condition and note whether the system triggered the alarm correctly.

4. Ask reflective questions such as: “Did your alarm activate when the air quality was poor?” and “What could you change in your program to make the system more reliable?”

Share and Discuss 1. Have each group present their VOC alarm system to the class and share their test results.

2. Support constructive peer feedback and remind students that feedback is not only about evaluation but also about helping each other improve ideas.

3. If time allows, have students revise their designs based on the feedback received.

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 Goals (Good Health and Well-being and Decent Work and Economic Growth), and brainstorm with students how this project might relate to these SDGs. (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. Remind students to disconnect their databot devices, close their programs, and store their equipment safely.

2. Collect all test materials, such as sprays and candles, and return them to a safe storage location.

3. If possible, take photos of each team’s system to document their work for future reflection or for sharing with parents.

End of Session 2

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Project 2: UV-Protection Product Testing Lesson Plan

Duration: 90 minutes

Learning Objectives

By the end of this lesson, students will be able to: 1. Explain what ultraviolet (UV) radiation is and describe how overexposure can harm human health, particularly the eyes and skin.

2. Use the databot UV sensor to measure the UV index in different conditions and with different protective products.

3. Design and program a databot system that signals UV index values directly through sound or light patterns, without relying on a computer display.

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 product safety.

Materials

Car Window (tinted if available)

Classroom Window

Normal Eyeglasses / Reading Glasses

Nonpolarized Sunglasses

Polarized Sunglasses

USB Cable and Computer

Databot with SGP30 sensor

Grade 8 Innovators Book

Vocabulary Word

Meaning

UV (Ultraviolet)

A type of electromagnetic radiation that has shorter wavelengths than visible light and is invisible to the human eye.

Electromagnetic Wave

A wave that transfers energy through electric and magnetic fields, such as light, UV, or radio waves.

Wavelength

The distance between two identical points on consecutive waves, used to measure the properties of electromagnetic radiation.

Preparation (Teacher To-Do Before Class) 1. Make sure all databot devices are charged and ready for testing outdoors.

2. Open microblocks.fun/run/microblocks.html on student computers and test the USB connection.

3. Add the databot library and run a basic program that reads the UV index.

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 coding challenge.

5. Review the UV index scale and prepare to explain what levels are safe, moderate, high, or extreme.

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Learning Activities (Session 1) Introduction 1. Begin the session by asking: “What happens when we go outside on a sunny day without sunglasses or sunscreen?” Let students share personal experiences.

2. Explain that sunlight contains invisible UV rays that can damage our eyes and skin if we are not protected. Stress that UV exposure is responsible for conditions like cataracts and sunburn of the eye (photokeratitis).

3. Highlight that not all sunglasses protect equally. Some may block glare but not UV radiation, this is why scientific testing of materials is important for consumer safety.

4. Show students the infographic on UV-related eye damage and ask: “Why do you think scientists and engineers need to measure UV exposure when designing safety products?”

Define the Problem 1. Read aloud the problem: The product review board would like to compare how much UV light polarized sunglasses block compared to other materials to ensure they provide sufficient protection from harmful UV rays. Can you help by designing a system to measure and compare different products?

2. Encourage a class discussion about why testing is important before recommending products to consumers.

3. Emphasize that their challenge is to create a system that measures UV exposure and signals the level in a way that is easy to understand.

Measure Your Success 1. Review the project’s criteria and constraints: Must measure and report the UV levels detected by the sensor.

Must notify the user when UV levels are above an unhealthy threshold.

Must use only the provided materials.

Must save or record data for later analysis.

2. Ask guiding questions: “How will you know if your program is working correctly?” and “What kind of alert would be clear enough for someone using sunglasses outdoors?”

Getting Started 1. Have students form teams and assign roles (Project Manager, Resource Manager, Communicator, Tester).

2. Review vocabulary terms and discuss examples of electromagnetic waves that students already know (such as radio, microwaves, or visible light).

3. Support students as they connect the databot to their computer and verify that it is communicating with Microblocks.

Wire and Code 1. Guide students to open Microblocks, add the databot library, and set up the UV index sensor.

2. Show how to run the program and view the UV index values by holding the databot up to the sun.

3. Ask: “What levels of UV are considered unsafe for people if exposed without protection?” Encourage students to research the UV index scale and record it in their workbooks.

End of Session 1

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Learning Activities (Session 2) Introduction 1. Begin with a recap of Session 1 by asking students what they noticed when measuring UV levels directly in sunlight.

2. Remind them of the risks of UV exposure and how sunglasses and windows can block or reduce harmful rays.

3. Introduce the day’s goal: to build and test a system that signals UV levels through lights or sounds so users can easily understand when UV exposure is dangerous.

Challenge 1. Guide students to improve their code so that the databot produces different signals based on the UV index range.

2. Explain how to use if and else if blocks in Microblocks to create conditional rules. For example: If UV = 0 turn LEDs green.

If UV is between 1–3 beep once and turn LEDs yellow.

If UV is high (6+) beep repeatedly and flash LEDs red.

3. Encourage teams to design unique patterns of sound and light that communicate the level clearly to the user.

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Design and Plan 1. Ask students to sketch how their system will display the UV index (light patterns, sound sequences) before programming it.

2. Prompt them to justify their design choices, such as: “Why did you decide that three beeps should mean high UV?” Evaluate and Test 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 such as: Non-polarized sunglasses Polarized sunglasses Normal eyeglasses or reading glasses Classroom window Car window (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 databot signal clearly when UV was high?”

Share and Discuss 1. Allow each team to present their system, share their results, and explain how well their alerts worked.

2. Support peer feedback and encourage teams to refine their systems based on the feedback they receive, even making small improvements if time permits.

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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. Have students disconnect and safely store their databots.

2. Collect all sunglasses and materials and return them to their proper places.

3. If possible, take a group photo of students testing their products outdoors as documentation of the activity.

End of Session 2

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