Guidebook - Level B

Teacher Guide - Smart Machines Level B Copyright © 2026 Author: Rebecca McDowell Editors: Lindsey Own and Kaylyn Lee ISBN: 978-981-17736-4-8 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

EFFECTIVE TEAMWORK

12

9

IMPLEMENTATION GUIDE

14

10

CAMBRIDGE SCIENCE ALIGNMENT

19

11

NGSS ALIGNMENT

21

12

CAMBRIDGE MATHEMATICS ALIGNMENT

22

13

COMMON CORE MATHEMATICS ALIGNMENT

24

14

SCHEME OF WORK

26

15

LESSON PLANS AND ANSWER KEY

29

16

ASSESSMENT GUIDE

82

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 Smart Machines Kit! Look inside your box.

There are many fun parts to use!

CAN YOU FIND THESE 1. Friends and Animals Girl

Boy

Giraffe

Elephant

Pine

Green

Color

Plate

Figure

Figure

Figure

Figure

Tree

Cylinder

Flower

Green

x1

x1

x1

x1

x1

x1

x3

x1

2. Long Sticks and Bars Vertical

Block

Black

Green

White

Grey

Green

USB

(3x4)

(1x2)

Rope

Axle(S)

Axle(M)

Axle(L)

Blades

Cable

x4

x2

x1

x3

x5

x4

x1

x1

3. Yellow Building Parts Beam

Beam

Curved(L)

Curved(S)

4x2

Plate

2x4

Yellow

(1x9)

(1x5)

Beam

Beam

Bridge

6x8

Cicle

Pulley

x6

x1

x2

x2

x2

x1

x1

x14

4. More Yellow Bricks Slat(2x4)

Slat(2x2)

Brick

Block

Block

Yellow

Yellow

Block

Yellow

Yellow

(2x4)

(2x8)

(2x8)

Hook

Lever

(2x4)

x2

x2

x2

x3

x2

x2

x4

x3

5. Red Building Parts Brick

Brick

Block

Brick

Slat(2x6)

Slat(2x8)

Block

Sloped

(2x10)

(2x4)

(2x2)

(2x8)

Red

Red

(2x2)

Block

x2

x4

x1

x1

x2

x2

x1

x4

6. Smart Power Parts Switch

Distance

Light

Power

Connect

Fan

Touch

Counter

Module

Sensor

Module

Module

Line

Module

Sensor

Module

x1

x1

x1

x1

x1

x1

x1

x1

7. Blue Building Bricks Block

Block

Tile

Slat(2x6)

Slat(2x8)

Block

Block

Orange

(2x8)

(2x4)

(2x2)

Blue

Blue

(1x2)

(2x2)

Block

x2

x2

x2

x2

x2

x2

x1

x4

8. Moving Wheels and Gears 40-tooth

24-tooth

24-tooth

8-tooth

24-tooth

Worm

Gear

Black

Gear (L)

Gear (S)

Gear (S)

Gear (S)

Gear (S)

Gear

Block

Wheels

x4

x2

x4

x4

x2

x1

x1

x4

05

Lesson Structure Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. The structure includes: Lesson objectives NGSS Standards Cambridge Science Standards ISTE Standards Connections Cambridge Math Standards Common Core Math Standards

Plan Students are asked planning-related questions that lead them into designing an object similar to the theme of the project.

Do This is where students grab the STEM materials and begin engaging with the project.

Build Students analyze the provided materials and build their first prototype. They also sketch their initial design.

Improve In this phase, students assess their first build and make improvements to their design.

Review Students connect their learning back to 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. However, for Preschool and Kindergarten learners, this process has been adapted to three essential steps: Plan, Do, and Review. This simplified version ensures that young learners can engage with STEM concepts in a developmentally appropriate manner.

The table below illustrates how the three-step PreK and Kindergarten EDP aligns with the more complex engineering design process used in higher grades: Steps

PreK-K

Define the Problem Brainstorm Ideas

Plan

Design and Plan Build and Create Do Iterate and Improve Communicate and Share

Review

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: 45-minute project ( Pre-K to Grade 2)

a C le

nU

Wa I n t rm - U ro d p uct / i o n 3

p

s min 3 – 2

–5 mi ns

Reflection 2–3 mins

Define the Problem 3–5 mins

Measure Your Success

Math & Science 3–5 mins

5 mins

Share & Improve

Getting Started

3–5 mins

Bui

5–7 mins

ld &

T es

15– 18 m ins

lle Cha

t

nge

s min 3–5

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.

11

Effective Teamwork An important aspect of the social skills developed through STEM learning is effective teamwork. Teachers can support students in developing these skills through purposeful structuring of student teams so that they can practice effective teamwork.

Having an assigned role within a team gives each student specific responsibilities, so that there is no question of who should do what. Assigning roles ensures that no student takes too much control of the group, and no student removes themself from the group’s efforts.

Lessons are intended to be completed in groups of 3 or 4 students, and each lesson has a place to record who will perform each role for that lesson. Whether you assign groups and roles or allow students to self-select, ensure that students rotate roles regularly!

Team Roles The roles in levels 1-3 are basically the same, but with slightly simpler wording for younger students.

Leader

Ensures all team members are able to share their ideas and take turns building (not the “decision maker”)

Material Manager

Collects kits and materials, keeps track of materials during construction, responsible for disassembling and returning materials neatly

Reporter

Brings any questions to the teacher, coordinates project presentations

Testing Supervisor

Compares prototypes to design criteria, looks for missing criteria or for structural weaknesses that can be improved

Note that no one role has the full responsibility of building prototypes - all students in the group should be involved in building!

If your students are working in groups of 3, you might combine the Project Communicator / Reporter and Project Tester /Testing Supervisor roles.

12

If your students are working in groups of 5 or more, you might consider the following additional roles: Documentarian - takes photos or makes sketches of each prototype along the way to be able to share the full story of how the group developed their solution idea Timekeeper - pays attention to how much time is available for each step of the project, and encourages the team to keep each step within its allotted time

Levels A and B do not have designated roles within the student workbooks. Ensure that your students are sharing materials and communicating with each other!

13

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.

14

18

20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 20-30 min 30-45 min

Build a Boat

Build a Playground

Build a Truck

Build a Farm Tool

Build a Wind Meter

Build a Spin Dryer

Build a Box Mover

Build a Sailboat

Build a Bicycle

Build a Machine

Build a Well

Build a Moving Model

Build a Spinning Toy

Build a Catapult

Build the Future

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Capstone

20-30 min

Build a Habitat

1

Duration

Topic

S#

Industry, innovation and infrastructure

Industry, innovation and infrastructure

Quality Educaiton

K-2-ETS1-2

K-PS2-2

K-PS2-1, K-2ETS1-1

K-LS1-1

K-2-ETS1-3

Clean Water and Sanitation Quality Educaiton

K-2-ETS1-2

K-PS3-1

K-PS2-2

K-PS2-1

K-PS2-1

K-ESS2-1

K-ESS3-1, K2-ETS1-1

K-ESS3-3

Sustainable Cities and Communities

Climate Action

Life Below Water

Responsible Consumption and Production Industry, Imagination, and Infrastructure

Climate Action

Zero Hunger

Life on Land

K-PS3-2

K-ESS3-2

Sustainable Cities and Communities Good Health and Well Being

K-LS1-1

NGSS

Life on Land

SDG

1TWSp.02

1Pf.02

1TWSp.02

1Bp.02,1Bp.0 3

1TWSc.05

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1ESp.02, 1ESs.01 1Cc.01, 1TWSc.02

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1Pf.01, 1Pf.02

1Pf.01, 1Pf.02

1Pf.01, 1Pf.02

1.SIC.03

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1.SIC.04, 1TWSc.03 1Bp.02, 1TWSc.02

1.3.d., 1.4.c., 1.7.c.

1ESs.02, 1TWSp.01

1.3.d., 1.4.c., 1.7.c.

1.3.d., 1.4.c., 1.7.c.

1Bp.02,1Bp.0 3 1Pf.03, 1TWSp.02

ISTE

Cambridge Science CCSS- Math

K.OA.A.2

K.OA.A.2

K.G.A.2

K.MD.A.1

K.OA.A.3

K.OA.A.3

K.MD.A.2

K.MD.A.1, K.MD.A.2, K OA A 2 K.MD.A.2

K.G.A.2

K.CC.A.1, K.MD.A.1

K.MD.A.1

K.MD.A.1, K.CC.A.3

K.G.B.4, K.G.B.5

K.CC.B.5, K.CC.C.7

K.CC.A.1, K.CC.A.3

Standards Alignment

1Ni.03

1Ni.03

1Gg.05

1Ni.02, 1Ni.05, 1Gg 04 1Ss.02

1Ni.02, 1Ni.05

1Nc.01, 1Ss.03

1Nc.01, 1Ss.03

1Gg.04, 1.Ni.01

1Gg.05

1Nc.01, 1Gg.02

1Gg.04

1.Ss.03, 1.Nc.03

1Gg.01, 1Gg.02

1Nc.01, 1Gg.02

1Nc.01, 1Ni.02

Cambridge Math

Cambridge Science Alignment Learning Objective

Project #

Project Name

Thinking and Working Scientifically 1TWSp.01 Ask questions about the world around us and talk about how to find answers.

1TWSp.02 Make predictions about what they think will happen.

3

Build a Playground

2

Build a Boat

14

Build a Spinning Toy

Capstone

Build the Future

5

Build a Farm Tool

11

Build a Machine

1TWSc.03 Take measurements in non-standard units.

4

Build a Truck

1TWSc.05 Collect and record observations and/or measurements by annotating images and completing simple tables.

15

Build a Well

1

Build a Habitat

5

Build a Farm Tool

13

Build a Moving Model

1

Build a Habitat

13

Build a Moving Model

11

Build a Machine

7

Build a Spin Dryer

8

Build a Box Mover

9

Build a Sailboat

7

Build a Spin Dryer

8

Build a Box Mover

9

Build a Sailboat

15

Build a Catapult

2

Build a Boat

1TWSc.02 Use given equipment appropriately.

Life processes 1Bp.02 Know that animals, including humans, need air, water and suitable food to survive.

1Bp.03 Know that plants need light and water to survive.

Changes to materials 1Cc.01 Describe how materials can be changed by physical action, e.g. stretching, compressing, bending and twisting.

Forces and energy 1Pf.01 Explore, talk about and describe the movement of familiar objects.

1Pf.02 Describe pushes and pulls as forces.

1Pf.03 Explore that some objects float and some sink.

19

NGSS Alignment Learning Objective

Project #

Project Name

Pushes and Pulls 7

Build a Spin Dryer

8

Build a Box Mover

14

Build a Spinning Toy

9

Build a Sailboat

15

Build a Catapult

1

Build a Habitat

13

Build a Moving Model

K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans)and the places they live.

5

Build a Farm Tool

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to,severe weather.

2

Build a Boat

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living thingsin the local environment.

4

Build a Truck

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.

10

Build a Bicycle

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

6

Build a Wind Meter

K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

3

Build a Playground

11

Build a Machine

5

Build a Farm Tool

14

Build a Spinning Toy

12

Build a Well

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushesand pulls on the motion of an object.

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an objectwith a push or a pull.

Animals, Plants, and Their Environment K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

Weather and Climate

Engineering Design K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it functionas needed to solve a given problem.

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define asimple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths andweaknesses of how each performs.

21

Cambridge Mathematics Alignment Learning Objective

Project #

Project Name

Number 1Nc.01 Count objects from 0 to 20, recognising conservation of number and one-to-one correspondence.

1Nc.03 Estimate the number of objects or people (up to 20), and check by counting.

1Ni.01 Recite, read and write number names and whole numbers (from 0 to 20).

1Ni.02 Understand addition as: counting on combining two sets.

1Ni.03 Understand subtraction as: o counting back take away difference 1Ni.05 Estimate, add and subtract whole numbers (where the answer is from 0 to 20).

1

Build a Habitat

9

Build a Sailboat

10

Build a Bicycle

4

Build a Truck

1

Build a Habitat

8

Build a Box Mover

1

Build a Habitat

11

Build a Machine

12

Build a Well

15

Build a Catapult

Capstone

Build the Future

11

Build a Machine

12

Build a Well

3

Build a Playground

2

Build a Boat

3

Build a Playground

6

Build a Wind Meter

5

Build a Farm Tool

8

Build a Box Mover

12

Build a Well

7

Build a Spin Dryer

14

Build a Spinning Toy

Geometry 1Gg.01 Identify, describe and sort 2D shapes by their characteristics or properties, including reference to number of sides and whether the sides are curved or straight.

1Gg.02 Use familiar language to describe length, including long, longer, longest, thin, thinner, thinnest, short, shorter, shortest, tall, taller and tallest.

1Gg.04 Use familiar language to describe mass, including heavy, light, less and more.

1Gg.05 Use familiar language to describe capacity, including full, empty, less and more.

22

CCSS Mathematics Alignment Learning Objective

Project #

Project Name

Counting and Cardinality 1

Build a Habitat

6

Build a Wind Meter

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

1

Build a Habitat

K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

2

Build a Boat

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

2

Build a Boat

8

Build a Box Mover

15

Build a Catapult

Capstone

Build the Future

11

Build a Machine

12

Build a Well

4

Build a Truck

5

Build a Farm Tool

6

Build a Wind Meter

8

Build a Box Mover

13

Build a Moving Model

8

Build a Box Mover

9

Build a Sailboat

10

Build a Bicycle

K.CC.A.1 Count to 100 by ones and by tens.

Operations and Algebraic Thinking K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Measurement and Data

K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

24

Scheme of Work Session

Objectives

Related Science

Related Math

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Identify types of habitats Describe the things found in habitats

Represent a number of objects with a written numeral 0-20

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Make predictions about objects that sink and float

Answer “how many?” questions

Materials

Project 1: Build a Habitat 1 (45mins)

Describe and model the needs of plants and animals

Project 2: Build a Boat 2 (45mins)

Make a boat that floats

Project 3: Build a Playground 3 (45mins)

Explore 2D shapes while building a playground with shade

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Describe the Sun Compare and as a source of model 2D heat shapes

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Communicate solutions that will rescue the impact of humans on the land and air

Write numbers from 0 to 20

Communicate solutions that will rescue the impact of humans on the air

Describe data using familiar language

Project 4: Build a Truck 4 (45mins)

Use math and engineering to describe and build a truck

Project 5: Build a Farm Tool 5 (45mins)

Use math and engineering to describe and build a farm tool

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Project 6: Build a Wind Meter 6 (45mins)

Use math and engineering to describe and build a device to collect weather data

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Describe the job Count by ones of a weather forecaster

26

Sustainability Themes

Project 7: Build a Spin Dryer 7 (45mins)

Use math and engineering to describe and build a spin dryer

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Compare pushes on the motion of an object

Name shapes

Compare pushes and pulls on the motion of an object

Describe measurable attributes of an object

Compare pushes and pulls on the motion of an object

Compare measurable attributes of an object

Describe the attributes of Earth and Sun

Compare measurable attributes of an object

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Follow the engineering design process

Solve addition problems

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Follow the engineering design process

Decompose numbers Solve addition problems

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Describe the needs of plants and animals

Describe measurable attributes of an object

Project 8: Build a Box Mover 8 (45mins)

Use math and engineering to describe and build a box mover

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Project 9: Build a Sailboat 9 (45mins)

Use math and engineering to describe and build a sailboat

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Project 10: Build a Bicycle 10 (45mins)

Use math and engineering to describe and build a bicycle

Smart Machine Kit whiteboard Pencils Art Supplies Projector STEM Books

Project 11: Build a Machine 11 (45mins)

Use math and engineering to describe and build a machine

Project 12: Build a Well 12 (45mins)

Use math and engineering to describe and build a well

Project 13: Build a Robot 13 (45mins)

Use math and engineering to describe and build a robot

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Lesson Plans and Answer key

S. NO

STEM PROJECTS

PAGE NO.

1

BUILD A HABITAT

30

2

BUILD A BOAT

34

3

BUILD A PLAYGROUND

38

4

BUILD A TRUCK

41

5

BUILD A FARM TOOL

44

6

BUILD A WIND METER

48

7

BUILD A SPIN DRYER

51

8

BUILD A BOX MOVER

54

9

BUILD A SAILBOAT

57

10

BUILD A BICYCLE

60

11

BUILD A MACHINE

63

12

BUILD A WELL

66

13

BUILD A ROBOT

69

14

BUILD A SPINNING TOY

72

15

BUILD A CATAPULT

75

C

CAPSTONE PROJECT: BUILD THE FUTURE

78

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Project 1: Build a Habitat Lesson Plan Duration: 30-45 minutes

Learning Objectives At the end of the lesson, the learners will: Identify types of habitats Describe the things found in habitats Represent a number of objects with a written numeral 0-20

Materials

Smart Machine Kit

whiteboard

Pencils

Art Supplies

Vocabulary

Projector

STEM Books

Meaning

Word Habitat

The place where an animal or plant lives

Model

A small copy of the real thing

Preparation (Teacher To-Do Before Class) Prepare the materials for the class.

Set up a sample working for demonstration.

Learning Activities Plan 1. Review the vocabulary. Then, prompt learners to describe each picture.

2. Then, direct learners to circle the objects that show a habitat.

3. After learners make their choices, invite learners to share their thinking. Allow learners to change their responses after listening to their classmates.

It could be argued that the swimming pool is a habitat for microorganisms!

4. Next, have learners check the things found in habitats.

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Do 1. Prompt learners to identify different habitats such as forest, desert, rainforest, and ocean.

Record these on the board for later use.

2. Ask learners to describe what plants and animals are in each habitat and what they need to survive (food, water, and shelter).

3. Provide access to the kits and clear off building areas, which may be on the table tops or the floor. It is recommended that learners have the opportunity to work independently and in pairs as materials are available.

4. Once learners have created their habitat model, have them draw it. Check that they have included an animal, plant, food, shelter, and water.

Draw your habitat model.

Improve 1. Then, read the directions to improve their models and have learners update their designs.

2. You may want learners to consider combining their designs with another learner’s to build a larger habitat with more plants and animals.

3. Prompt learners to describe their habitats and where animals might find shelter, food, and water.

4. Then, have learners draw their newly updated habitat models.

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Draw your new habitat model.

Review 1. Read the first question aloud. Then, have learners record the number of pieces that they used in their first design. If they forget, have them refer to their drawings.

2. Read the second question aloud. Then, have learners count each piece they added to their new design and record the number.

3. Read the third question aloud. Then, have the learners use the words on the board to write the name of their habitat.

4. As a class, have learners discuss their models and what they would change to make them better if they had more time and materials. Have learners write their responses.

5. Invite learners to self-reflect.

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Review answers will vary depending on students’ habitats.

Answer key

It could be argued that the swimming pool is a habitat for microorganisms!

Review answers will vary depending on students’ habitats.

Sample Solution

33

Project 2: Build a Boat Lesson Plan Duration: 30-45 minutes

Learning Objectives At the end of the lesson, the learners will: Make predictions about objects that sink and float Share information about preparing for severe weather Answer “how many?” questions

Materials

Smart Machine Kit

whiteboard

Pencils

Art Supplies

Vocabulary

Projector

Meaning

Word Boat

Something used to carry people and goods across water

Design

To plan and create something

Float

Stay on top of the water

Preparation (Teacher To-Do Before Class) Prepare the materials for the class.

Set up a sample working for demonstration.

Learning Activities Plan 1. Review the vocabulary. Then, prompt learners to describe each picture.

2. Direct learners to circle the objects that show a boat.

3. After learners make their choices, invite learners to share their thinking. Allow learners to change their responses after listening to their classmates.

4. Next, have learners check the places you use a boat.

34

STEM Books

Do 1. Discuss how a boat travels on water because it floats, but a car cannot because it sinks.

2. Prompt learners to predict which classroom items will sink or float, then test each item and discuss ideas about why some items float and others do not. It is okay for learners to be in the early stages of understanding the concept that floating occurs when an equal or larger mass of water is displaced compared to the mass of the object rather than fully develop an explanation.

3. Discuss ideas for how they might design their boats to help them float.

4. Provide access to the kits and clear off building areas, which may be on the table tops or the floor. It is recommended that learners have the opportunity to work independently and in pairs as materials are available.

Improve 1. Once learners have created their boats have them test whether it floats.

2. Read the directions to improve their models and have learners update their designs.

3. Discuss with learners how boat captains can get weather information to decide whether it is safe to transport people across the water and what types of severe weather might be more common in places with boat transportation.

4. Then, have learners draw their newly updated boats.

Draw your new boat design.

35

Review 1. Read the first question aloud. Then, have learners use the people or block the size of the person to determine how many people can sit in their boats.

Review answers will vary depending on students’ boats.

2. Read the second question aloud. Ask whether everyone should use the same block to measure their boats and which one would be the best to use. Then, have learners measure the length of their boats.

3. Read the third question aloud. Then, have learners measure the width of their boats.

4. Read the fourth question aloud. Then, have learners circle their response.

5. Invite learners to self-reflect.

Answer key

Review answers will vary depending on students’ boats.

36

Sample Solution

37

Assessment Guide At SKOOL21, assessments are a tool for learning and growth — not just grading.

From Pre-K to Grade 12, we use assessments to guide students in building skills, confidence, and a love of STEM learning. We focus on feedback, reflection, and continuous improvement to help every student reach their full potential.

Pre-Assessment (optional)

STEM Learning Process

Post-Assessment: Capstone Project

Students embark on the STEM Learning Journey, consisting of an Introductory Lesson followed by 15 hands-on STEM projects aligned with curriculum objectives.

Get a snapshot of students’ starting knowledge before onboarding in STEM.

Math & Science Connection

Self-Assessment Rubrics

Help students connect math and science concepts through real-world STEM challenges.

Encourage students to reflect, take ownership of their learning, and set personal goals.

Celebrate students' learning through realworld projects that apply key skills.

Pre-Assessment (optional) Pre-assessment can be formal (a short quiz) or informal (a discussion or activity) – SKOOL21 treats it as optional so teachers use it when it adds value. Done thoughtfully, pre-assessment honors Dewey’s idea that connecting to students’ prior experience boosts learning Teacher Tips: Keep it low-stakes: Thumbs-up/down polls.

Open-ended questions: Quick discussions.

Mini-quizzes: Short and simple.

KWL Charts: Capture what students know and want to learn.

Play-based observation: Especially for Pre-K/K

Math & Science Connection By assessing how students apply math skills in science activities (and vice versa), teachers can deepen understanding of both subjects. This underscores the real-world relevance of STEM learning and reinforces critical thinking.

Teacher Tips: Cross-link activities: Measure, graph, or calculate during science experiments.

Ask math questions in science: “How tall is your plant?”

Teamwork: Solve science problems with math in groups.

Use real tools: Rulers, scales, charts, simple coding tools.

Link to standards: Align with both math and science goals.

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