First Stage — Robotics Discovery

Objective: Explain robotics through familiar examples and help students identify what a system senses, decides and does.

Key concepts: robotics, automation, AI awareness, inputs and outputs

Materials: paper, markers, optional robot/component demo

Hands-on plan

1. Play 'robot or not?' with everyday machines.
2. Show a simple INPUT → PROCESS → OUTPUT picture and let students place examples into each part.
3. Show an Arduino, sensor, servo and motor; students guess what each part does before explanation.
4. Students draw one smart machine and label its input, decision and output.
5. Students explain their drawing in 30 seconds.

Student challenge: Smart Classroom drawing

Evidence of learning: Name one input, one processor/controller and one output.

After class: Find one machine at home and identify what it senses and what it does.

Objective: Understand that computers need clear ordered instructions.

Key concepts: sequence, step-by-step instructions, algorithms

Materials: paper cards, arrows, classroom objects

Hands-on plan

1. Pair students: one is the 'robot', one is the programmer.
2. Give a simple task such as move, turn, pick up an object.
3. Let students deliberately give an incomplete instruction and observe the result.
4. Rewrite the instructions as numbered steps.
5. Compare a clear algorithm with an unclear one.

Student challenge: Human Robot Instructions Challenge

Evidence of learning: Student creates a 6–10 step algorithm with no missing step.

After class: Write the steps for brushing teeth as an algorithm.

Objective: Recognize patterns and use them to predict what comes next.

Key concepts: patterns, repetition, prediction, logical thinking

Materials: pattern cards, grid/paper puzzles

Hands-on plan

1. Start with visual and number patterns.
2. Ask students to explain the rule, not just the answer.
3. Create a movement pattern such as clap-clap-jump.
4. Students invent a pattern for a partner to solve.
5. Connect repeated patterns to loops in coding.

Student challenge: Pattern Challenge

Evidence of learning: Create and solve two original patterns.

After class: Find one repeating pattern in everyday life.

Objective: Break a larger task into small programmable steps.

Key concepts: algorithm, decomposition, decision points

Materials: paper, flowchart symbols, simple scenario cards

Hands-on plan

1. Choose a familiar task such as making a sandwich or crossing a road safely.
2. Break it into smaller actions.
3. Add one decision: 'If the light is red…'
4. Convert the steps into a simple flowchart.
5. Students swap flowcharts and test whether another student can follow them.

Student challenge: My First Algorithm

Evidence of learning: Flowchart has clear start, steps and at least one decision.

After class: Write an algorithm for getting ready for school.

Objective: Introduce age-appropriate digital safety without turning the class into a lecture.

Key concepts: safe technology use, privacy, responsible behavior

Materials: scenario cards, paper

Hands-on plan

1. Discuss safe vs unsafe examples using scenario cards.
2. Introduce private information and why it should not be shared casually.
3. Discuss asking an adult before using unfamiliar apps/devices.
4. Students sort scenarios into SAFE / ASK FIRST / NOT SAFE.
5. Create a five-rule digital safety poster.

Student challenge: Digital Safety Mission

Evidence of learning: Student can explain at least three safe behaviors.

After class: Teach one safety rule to a family member.

Objective: Create the first interactive Scratch project.

Key concepts: Scratch interface, sprites, backdrops, events

Materials: computer, Scratch account/offline editor

Hands-on plan

1. Open Scratch and identify stage, sprite list and blocks.
2. Choose a sprite and backdrop.
3. Use the green flag event.
4. Add movement and a speech block.
5. Students create a short 'Hello Robot' scene.

Student challenge: Hello Robot Story

Evidence of learning: Sprite responds to green flag and performs at least three actions.

After class: Change the character and backdrop.

Objective: Control sprite movement and understand position.

Key concepts: motion blocks, x/y, direction

Materials: computer, Scratch

Hands-on plan

1. Move sprite with arrow-key events.
2. Show how x and y change.
3. Create four-direction movement.
4. Add a boundary rule or edge behavior.
5. Students make a small exploration scene.

Student challenge: Robot Maze Movement

Evidence of learning: Student controls a sprite through a simple maze.

After class: Add one obstacle to the maze.

Objective: Understand repetition through loops.

Key concepts: repeat, forever, efficiency

Materials: computer, Scratch

Hands-on plan

1. Create repeated movement without a loop.
2. Replace it with repeat.
3. Use forever for continuous behavior.
4. Make a sprite dance or animate.
5. Students compare long code with loop-based code.

Student challenge: Robot Dance

Evidence of learning: Create a repeatable movement animation.

After class: Create a second dance pattern.

Objective: Use conditions to make a project react.

Key concepts: if, touching, sensing, cause/effect

Materials: computer, Scratch

Hands-on plan

1. Create a sprite that reacts when touching an object.
2. Use an if block to change costume or movement.
3. Build a simple catch/avoid interaction.
4. Add a win or lose condition.
5. Students test at least three different outcomes.

Student challenge: Catch the Object

Evidence of learning: Working condition triggers a visible response.

After class: Add a second object or obstacle.

Objective: Combine Scratch skills into a complete small game.

Key concepts: events, loops, conditions, score, debugging

Materials: computer, Scratch

Hands-on plan

1. Plan a game on paper: goal, player, obstacle, win condition.
2. Build player movement.
3. Add obstacle/object behavior.
4. Add a score or timer.
5. Test, find one bug and improve it.
6. Give a 60-second demo to the mentor.

Student challenge: Mini Game Showcase

Evidence of learning: Game is playable and student can explain its logic.

After class: Improve one feature after feedback.

Objective: Build the first physical circuit safely.

Key concepts: circuit, power, ground, safety

Materials: Arduino or battery-powered low-voltage setup, breadboard, LED, resistor

Hands-on plan

1. Show a simple circuit diagram.
2. Identify positive, negative/ground and component direction.
3. Place LED and resistor on breadboard.
4. Complete the circuit with a safe low-voltage source.
5. Students predict what happens before powering.
6. Disconnect and inspect the circuit.

Student challenge: Build My First Circuit

Evidence of learning: LED lights safely and student can trace the circuit path.

After class: Draw the circuit with labels.

Objective: Understand why a resistor is used with an LED.

Key concepts: LED polarity, current limiting, resistor purpose

Materials: LED set, resistors, breadboard, wires

Hands-on plan

1. Compare LED legs and identify polarity.
2. Build one LED circuit.
3. Try different resistor values and observe brightness safely.
4. Build two-LED alternating pattern.
5. Students create their own visual signal.

Student challenge: LED Pattern

Evidence of learning: Two or more LEDs show a planned pattern.

After class: Invent a three-step signal.

Objective: Use a physical button to control an output.

Key concepts: switch, button input, input/output idea

Materials: Arduino or simple battery circuit, push button, LED, resistor

Hands-on plan

1. Test button as an open/closed switch.
2. Connect button and LED safely.
3. Create press → light behavior.
4. Add a second button or second LED.
5. Students create a simple reaction rule.

Student challenge: Push-Button Light

Evidence of learning: Pressing the button reliably changes the output.

After class: Design a two-button game.

Objective: Explore a variable control and sound output.

Key concepts: variable input, buzzer, changing output

Materials: potentiometer, active buzzer, LED, Arduino if used

Hands-on plan

1. Turn the potentiometer and observe changing behavior.
2. Connect buzzer through the appropriate controller/output.
3. Create low/medium/high zones.
4. Make sound frequency/rhythm or alert pattern change with input where supported.
5. Students create a simple 'volume knob' style activity.

Student challenge: Electronic Doorbell

Evidence of learning: Press/control input produces a recognizable sound pattern.

After class: Create a second doorbell sound.

Objective: Combine the basic circuit components into a mini reaction game.

Key concepts: inputs, outputs, timing, simple game logic

Materials: LEDs, buttons, buzzer, Arduino/PictoBlox if used

Hands-on plan

1. Build a start indicator.
2. Create a target LED or signal.
3. Student must press the button when the target appears.
4. Add simple success/fail feedback.
5. Repeat and improve response time.
6. Discuss how input becomes output through programmed logic.

Student challenge: Reaction Light Game

Evidence of learning: Working game with clear start, action and feedback.

After class: Add a second difficulty level.

Objective: Understand that sensors give a system information about its environment.

Key concepts: sensing, data, input, thresholds

Materials: ultrasonic, LDR, PIR/IR, DHT11 examples

Hands-on plan

1. Show several sensors and let students match each to a real-world use.
2. Compare human senses with machine sensors.
3. Read a simple sensor value or state.
4. Discuss changing conditions.
5. Students create a sensor-to-action idea.

Student challenge: Sensor Detective

Evidence of learning: Student correctly matches at least four sensors to uses.

After class: Invent a smart device using one sensor.

Objective: Use light level to control a light.

Key concepts: LDR/light sensor, threshold, automatic action

Materials: LDR module, LED, Arduino/PictoBlox hardware

Hands-on plan

1. Test the sensor in bright and dark conditions.
2. Record/observe the difference.
3. Choose a simple bright/dark rule.
4. Program or block-code LED response.
5. Test with hand cover and flashlight.
6. Discuss why the threshold may need adjustment.

Student challenge: Automatic Night Light

Evidence of learning: Light responds correctly to bright/dark conditions.

After class: Add a day/night indicator.

Objective: Use distance to trigger a response.

Key concepts: ultrasonic, distance, trigger/action

Materials: HC-SR04, LED, buzzer, Arduino/PictoBlox

Hands-on plan

1. Measure distance to a hand/object.
2. Compare near and far readings.
3. Set a simple distance threshold.
4. Turn LED/buzzer on when object is near.
5. Test different surfaces/angles.
6. Create a distance warning.

Student challenge: Distance Alert

Evidence of learning: Object within the chosen zone triggers a response.

After class: Make beep rate change with distance if setup allows.

Objective: Build a simple motion alarm.

Key concepts: PIR/motion concept, event response

Materials: PIR sensor, LED/buzzer, controller

Hands-on plan

1. Explain that PIR detects changes associated with movement.
2. Test sensor output with no movement and movement.
3. Connect output indicator.
4. Add a short delay/arming concept.
5. Test from different positions.
6. Discuss false triggers and why sensors need real-world testing.

Student challenge: Motion Alarm

Evidence of learning: Movement causes a clear alert.

After class: Add an 'armed' indicator.

Objective: Read environmental data and use it to make a decision.

Key concepts: temperature/humidity, sensor readings, thresholds

Materials: DHT11, controller, LED/display if available

Hands-on plan

1. Read temperature/humidity values.
2. Explain the difference in simple language.
3. Choose a comfortable/warning threshold.
4. Display or indicate the state.
5. Students design a mini weather/comfort monitor.
6. Test and explain one limitation.

Student challenge: Temperature Monitor

Evidence of learning: Student can read a value and create a simple threshold action.

After class: Add a second status such as COOL/OK/HOT.

Objective: Move from on-screen blocks to controlling a real output.

Key concepts: PictoBlox, hardware connection, visual code

Materials: computer, PictoBlox, Arduino-based hardware, LED

Hands-on plan

1. Open PictoBlox and review event/sequence concepts.
2. Connect supported Arduino hardware.
3. Control an LED from blocks.
4. Create a start/stop interaction.
5. Students change the behavior without mentor typing for them.

Student challenge: Smart Light

Evidence of learning: Block code controls a real LED.

After class: Add a second LED/state.

Objective: Read a physical sensor and display/use its value in visual code.

Key concepts: sensor input, variables, physical computing

Materials: PictoBlox, Arduino, LDR/IR/ultrasonic

Hands-on plan

1. Connect one sensor.
2. Read its value/state.
3. Show the value on screen.
4. Create a condition that changes a sprite or output.
5. Students test different real-world inputs.

Student challenge: Sensor Game

Evidence of learning: A real sensor controls a game/animation response.

After class: Change the threshold or game rule.

Objective: Use block coding to control a physical servo mechanism.

Key concepts: servo, angle, visual control, mechanism

Materials: SG90, Arduino/PictoBlox, cardboard gate

Hands-on plan

1. Move servo through safe positions.
2. Create open/closed states.
3. Use a button or sensor as trigger.
4. Build a small cardboard gate.
5. Test repeated operation.
6. Students improve the gate design.

Student challenge: Servo Gate

Evidence of learning: Gate opens and closes through visual code.

After class: Add an automatic closing delay.

Objective: Explore AI through an age-appropriate guided recognition activity.

Key concepts: AI awareness, computer vision, pattern recognition

Materials: computer camera, PictoBlox/available AI extension

Hands-on plan

1. Explain AI as a system that uses data/examples to recognize patterns.
2. Run a guided face or hand recognition activity.
3. Test different positions/lighting.
4. Connect recognition to an on-screen response.
5. Discuss that recognition can make mistakes.
6. Introduce simple privacy/responsible-use rules.

Student challenge: AI Face/Hand Demo

Evidence of learning: Student can explain what the AI is recognizing and one limitation.

After class: List one helpful and one inappropriate use of recognition.

Objective: Combine previous PictoBlox skills into a complete interactive device.

Key concepts: combine visual code + sensor + output

Materials: PictoBlox, Arduino, one sensor, LED/servo/buzzer

Hands-on plan

1. Choose a sensor and output.
2. Draw the input → decision → output flow.
3. Build the sensor input.
4. Add block-code decision.
5. Connect output.
6. Test, debug and demonstrate.

Student challenge: Interactive Smart Device

Evidence of learning: Working physical interaction plus explanation.

After class: Add one improvement suggested by the mentor.

Objective: Understand how electrical energy becomes movement.

Key concepts: DC motors, wheels, direction, robot parts

Materials: DC gear motors, wheels, chassis, driver demo

Hands-on plan

1. Identify wheels, motors, chassis, caster and driver.
2. Spin one motor safely.
3. Observe direction changes.
4. Discuss why a motor driver is needed.
5. Students label a robot diagram.
6. Test a basic movement command.

Student challenge: Robot Parts Detective

Evidence of learning: Student identifies major robot parts and their roles.

After class: Label a robot drawing.

Objective: Create a simple robotic barrier.

Key concepts: servo, angle, mechanism

Materials: SG90, cardboard barrier, controller

Hands-on plan

1. Set closed/open positions.
2. Move servo manually through code/blocks.
3. Attach cardboard barrier.
4. Create open/close sequence.
5. Test repeated cycles.
6. Adjust the mechanism for smooth movement.

Student challenge: Servo Barrier

Evidence of learning: Barrier performs a repeatable open/close action.

After class: Add a sensor trigger.

Objective: Build the movement foundation for a two-wheel rover.

Key concepts: motor driver, forward/reverse, left/right

Materials: two DC motors, motor driver, chassis, controller

Hands-on plan

1. Test each motor separately.
2. Run both motors forward.
3. Reverse safely.
4. Create left/right turns by changing motor directions.
5. Students create a movement routine.
6. Check wiring and mechanical alignment.

Student challenge: Mini Rover

Evidence of learning: Rover can move forward, reverse and turn.

After class: Create a square movement routine.

Objective: Use distance sensing to make a robot react.

Key concepts: ultrasonic, decision, motor response

Materials: mini rover, ultrasonic, motor driver

Hands-on plan

1. Read distance while rover is stationary.
2. Mount sensor facing forward.
3. Set a simple obstacle threshold.
4. Program clear → move; blocked → stop.
5. Add a basic turn.
6. Test on a simple course.

Student challenge: Obstacle Alert Robot

Evidence of learning: Robot responds to a nearby obstacle.

After class: Add a reverse-before-turn behavior.

Objective: Consolidate robotics skills through a playful challenge.

Key concepts: movement, sensor response, testing

Materials: student rover, simple course, obstacles

Hands-on plan

1. Students predict the best movement strategy.
2. Run a baseline attempt.
3. Identify one failure.
4. Change one thing only.
5. Run again and compare.
6. Explain the improvement to the mentor.

Student challenge: Robot Challenge Course

Evidence of learning: Robot completes the selected course or improves measurably.

After class: Design one new obstacle for the course.

Objective: Connect a real-world garden problem to sensing and action.

Key concepts: automation, moisture/environment idea, problem-solution

Materials: soil moisture sensor demo, LED/pump concept, plant pot

Hands-on plan

1. Discuss what plants need and how a sensor can help.
2. Observe dry vs moist sensor readings.
3. Choose a simple dry/wet rule.
4. Create an indicator or simulated pump response.
5. Design a safe watering sequence.
6. Explain why too much water is also a problem.

Student challenge: Smart Plant Model

Evidence of learning: System indicates when a plant needs attention.

After class: Add a manual 'water now' option.

Objective: Build an automatic light model.

Key concepts: LDR, light threshold, automation

Materials: LDR, LED, controller

Hands-on plan

1. Review light sensor readings.
2. Set day/night threshold.
3. Program automatic LED behavior.
4. Test bright/dark transitions.
5. Add a manual override if supported.
6. Explain the real-world use.

Student challenge: Automatic Room Light

Evidence of learning: Light reacts correctly to environmental condition.

After class: Add an energy-saving rule.

Objective: Build a simple safety alert system.

Key concepts: sensor, buzzer, alert state

Materials: PIR/IR, buzzer, LED, controller

Hands-on plan

1. Choose what event triggers the alarm.
2. Test sensor first.
3. Add LED status.
4. Add buzzer alert.
5. Create armed/not-armed behavior.
6. Test false-trigger situations.

Student challenge: Safety Alarm

Evidence of learning: Clear safe/alarm states with reliable trigger.

After class: Add a short entry delay.

Objective: Create a child-friendly weather/environment monitor.

Key concepts: DHT11, display/visual output, environmental data

Materials: DHT11, controller, optional LCD/PictoBlox

Hands-on plan

1. Read temperature/humidity.
2. Show the readings clearly.
3. Create simple categories such as COOL/WARM.
4. Add a visual icon or LED.
5. Take several readings.
6. Discuss why sensors are useful for monitoring.

Student challenge: Mini Weather Monitor

Evidence of learning: Student can read, display and explain environmental data.

After class: Add a second display page or visual.

Objective: Combine previous automation ideas into a small smart-home model.

Key concepts: combine sensor, decision and output

Materials: LDR/PIR, LED/buzzer/servo/relay concept, controller

Hands-on plan

1. Choose a room scenario.
2. Select one sensor.
3. Select one output.
4. Draw the logic.
5. Build the model.
6. Test normal and unusual conditions.
7. Explain the problem it solves.

Student challenge: Home Automation Model

Evidence of learning: Working automatic response with clear explanation.

After class: Add a second smart feature.

Objective: Build an age-appropriate mental model of AI.

Key concepts: AI concept, examples/data, pattern recognition

Materials: computer, simple visual examples, PictoBlox/AI tool

Hands-on plan

1. Compare normal instructions with learning-from-examples.
2. Show a small classification example.
3. Let students sort objects/examples by features.
4. Explain that AI can make mistakes.
5. Students design a simple AI use case.
6. Discuss responsible use.

Student challenge: AI Sorting Game

Evidence of learning: Student explains AI as pattern recognition from examples.

After class: Create three categories for a simple sorting task.

Objective: Use a guided vision activity and observe how conditions affect results.

Key concepts: computer vision, recognition, testing

Materials: camera, PictoBlox/available AI extension

Hands-on plan

1. Run a supported recognition activity.
2. Test distance and lighting.
3. Compare successful and unsuccessful detections.
4. Connect recognition to an on-screen response.
5. Discuss limitations.
6. Create one safe classroom application.

Student challenge: Vision Interaction

Evidence of learning: Student demonstrates recognition and explains one limitation.

After class: Suggest an improvement to reliability.

Objective: Explore voice input as another way for a system to receive instructions.

Key concepts: voice interaction concept, commands, response

Materials: computer/microphone, PictoBlox or available supported tool

Hands-on plan

1. Demonstrate a simple voice command activity.
2. Use two or three safe classroom commands.
3. Map commands to responses.
4. Test different voices/conditions.
5. Discuss why recognition can fail.
6. Create a small voice-controlled interaction.

Student challenge: Voice/Response Activity

Evidence of learning: At least two commands produce the intended responses.

After class: Add a 'command not recognized' response.

Objective: Teach responsible AI through age-appropriate examples.

Key concepts: privacy, consent, bias/fairness, limitations

Materials: scenario cards, examples

Hands-on plan

1. Discuss what information should stay private.
2. Explore a simple fairness scenario.
3. Explain that AI output is not automatically correct.
4. Students classify examples as safe/unsafe/questionable.
5. Create a responsible AI checklist.
6. Apply it to their own AI activity.

Student challenge: Responsible AI Mission

Evidence of learning: Student can explain privacy and one fairness/accuracy issue.

After class: Write five rules for responsible classroom AI.

Objective: Create a small guided AI-enabled prototype.

Key concepts: AI input, decision, physical/digital output

Materials: computer + camera/voice, optional Arduino/servo/LED

Hands-on plan

1. Choose a simple AI input.
2. Choose a response.
3. Draw the flow.
4. Build the digital response.
5. Connect a physical output if setup allows.
6. Test and explain one limitation.

Student challenge: AI + Robotics Challenge

Evidence of learning: Working AI interaction with a clear input and response.

After class: Propose one future improvement.

Objective: Learn to start with a real problem rather than a random gadget.

Key concepts: problem finding, observation, empathy

Materials: paper, sticky notes, household/classroom examples

Hands-on plan

1. Observe classroom/home situations.
2. List small problems children can realistically address.
3. Choose one problem based on usefulness.
4. Ask who experiences it and when.
5. Write a simple problem statement.
6. Share and refine with mentor.

Student challenge: Problem Hunt

Evidence of learning: Clear problem statement describing user and situation.

After class: Find two alternative problems.

Objective: Generate multiple possible solutions before choosing one.

Key concepts: brainstorming, alternatives, selection

Materials: paper, markers

Hands-on plan

1. Create at least five ideas for the chosen problem.
2. Avoid judging ideas during brainstorming.
3. Group similar ideas.
4. Choose two ideas to compare.
5. Select one using simple criteria: useful, buildable, understandable.
6. Sketch the chosen idea.

Student challenge: Idea Sprint

Evidence of learning: At least five ideas and one reasoned selection.

After class: Improve the chosen idea with one new feature.

Objective: Plan a prototype before building.

Key concepts: block diagram, inputs, outputs, sequence

Materials: paper/digital drawing tool, component reference

Hands-on plan

1. Draw the user/problem at the top.
2. Add input(s), decision/controller and output(s).
3. Create a simple flowchart.
4. List required components.
5. Identify one possible failure.
6. Review the design with mentor.

Student challenge: Prototype Sketch

Evidence of learning: Complete block diagram + component list + flow.

After class: Explain the design in one minute.

Objective: Turn the sketch into a small working prototype.

Key concepts: prototype, testing, feedback

Materials: student-selected safe components

Hands-on plan

1. Build the simplest working version first.
2. Test one function at a time.
3. Record what works and what fails.
4. Ask mentor for one feedback point.
5. Change one feature.
6. Test again.

Student challenge: Build & Test

Evidence of learning: Prototype demonstrates the main idea, even if unfinished.

After class: Record one failure and what was learned.

Objective: Use evidence to improve the prototype.

Key concepts: iteration, feedback, improvement

Materials: prototype materials

Hands-on plan

1. Review test results.
2. Choose the most important improvement.
3. Make the change.
4. Retest using the same test.
5. Compare before/after.
6. Prepare the project story for capstone.

Student challenge: Improve & Rebuild

Evidence of learning: Student can show a measurable or visible improvement.

After class: Prepare a 60-second project explanation.

Objective: Select a manageable final project and create a build plan.

Key concepts: capstone choice, planning, parts, sequence

Materials: student ideas, component list, planning sheet

Hands-on plan

1. Review previous projects and identify a favorite area.
2. Choose a problem/project that fits the student's skill and available parts.
3. Write title, problem and objective.
4. List components.
5. Draw block diagram and simple flow.
6. Break build into small milestones.

Student challenge: Capstone Plan

Evidence of learning: Approved project plan with objective, parts and steps.

After class: Prepare parts before next class.

Objective: Build the first working version.

Key concepts: assembly, guided construction, testing

Materials: selected capstone components

Hands-on plan

1. Set up workspace and components.
2. Build one subsystem.
3. Test it.
4. Add the second subsystem.
5. Record one issue.
6. End with a partial but working prototype.

Student challenge: Build Sprint 1

Evidence of learning: At least one core subsystem works.

After class: List unfinished tasks.

Objective: Finish the core function and debug it.

Key concepts: integration, debugging, improvement

Materials: capstone prototype

Hands-on plan

1. Test sensors/inputs individually.
2. Test outputs individually.
3. Combine the system.
4. Use a simple debugging order: power → wiring → input → code/logic → output.
5. Fix one issue at a time.
6. Run a complete test.

Student challenge: Build Sprint 2 + Debug

Evidence of learning: Core function works and student can explain one fix.

After class: Prepare a final test checklist.

Objective: Document the project so another person can understand it.

Key concepts: documentation, explanation, communication

Materials: project, paper/poster or digital slides

Hands-on plan

1. Write the problem.
2. Write the solution.
3. Draw block diagram.
4. List components.
5. Explain how it works in 4–6 steps.
6. Record one challenge and solution.
7. Prepare a short demonstration.

Student challenge: Project Story

Evidence of learning: Complete project story with visuals and clear explanation.

After class: Practice a 2-minute presentation.

Objective: Celebrate and assess the student's ability to build and explain.

Key concepts: presentation, demonstration, reflection

Materials: completed project, documentation

Hands-on plan

1. Student presents problem and idea.
2. Student demonstrates the working creation.
3. Mentor asks simple questions about input, process and output.
4. Student explains one failure or improvement.
5. Student reflects on what they learned.
6. Mentor records next-step recommendation.

Student challenge: Young Innovator Showcase

Evidence of learning: Working creation or meaningful prototype + clear explanation.

After class: Optional next step: deeper PictoBlox/Arduino/robotics pathway.