TEACHER LED - Stem schedule

For students ages 5-8

The students in this age group work on the following activities in groups of two.

You don’t need a tablet, smartphone, or computer to program our robot; students create programs by simply laying down a sequence of physical code cards. As the robot drives over the code cards, an OID optical scanner on the bottom of the robot reads the code cards one by one and loads the program. Then, the robot is placed on a grid made of map cards, and the robot runs the program. Students program the robot to move in different directions, activate its output gear, light up its LED, play sounds, and respond to different function cards. The integrated output gear makes it possible to build simple robotic creations with arms or other moving parts that respond according to the programmers instructions.


TEACHER LED - Arts & Crafts schedule

For students ages 5+



FOR students ages 9+

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The students in this age group work in groups of three students. The students in these groups must be able to work together to follow step-by-step directions to accomplish the mission of the group. Students are randomly chosen for stations each week; therefore, students will not be allowed to choose their stations.  Students will be randomly chosen for stations they have not yet visited. Students remain at the same station for a week. On Mondays, a student may trade stations with another student as long as both students are interested in the trade.  If a student is not present at the beginning of STEM on Monday, they can't participate in the trade. 

STATION 1: Gaming & coding

Students connect the physical and digital worlds! Students use a gamepad to play through 15 fun game levels on a tablet. They can plug one of  four sensorbots into the gamepad to activate its special powers. Level by level, students learn the basics of the Arduino programming language! Then, students apply their new programming knowledge in cool projects!

STATION 2: Battery electric vehicle (BEV)

Students build and experiment with a new type of environmentally friendly “fuel cell” to learn about electrochemical cells and BEV’s. Students build different models and power them with this special battery. Students experiment with different concentrations of salt to see how long a battery can run. Last, students learn about electrochemistry and battery technology. 


Students build mechanical models of the types of arms, grabber claws, and legs found on robotic machines. Students explore mechanical engineering principles firsthand as they assemble and play with these working models. The models use a pneumatic system which uses air pressure to activate the models. Student will construct a pivoting robotic laboratory arm with gripper claw. They assemble an extra-long grabber claw to pick up things that are just out of reach. They build a vertical three-fingered claw that can lift a cup up off the table keeping it level. They experiment with models of robotic exoskeleton arms and legs. And students make a compact grabber claw that they can slip into their shirt sleeve to pretend they have a robotic hand.


Students learn the basics of structural engineering by conducting a series of model-building experiments. Each model demonstrates a basic principle of mechanical physics or structural engineering in a hands-on way. Students start out with small models that demonstrate how structural elements can be attached together to maximize the strength of a structure for a fixed amount of material used. Then they onto build more complex models of trusses, roofs, and small buildings. They experiment with different types of bridge construction: a truss bridge, arch bridge, cantilever bridge, rope bridge, and suspension bridge. Finally, they build models of towering skyscrapers. Students learn about the strength and stiffness of materials. They see how structural engineers optimize factors to maximize safety and minimize cost and the risk of structural failure.



Students experiment to determine which materials are magnetic and which are not. They learn about magnetic poles and magnetic fields. They discover how the Earth behaves like one giant magnet, and how we use compasses to take advantage of this phenomenon to determine which way is north. They conduct a series of experiments to learn first hand how magnets behave and interact under different conditions. Students make invisible magnetic fields visible using iron filings in an enclosed transparent box. And, students build an electromagnet to learn how electricity relates to magnetism.


Students build three-dimensional sculptural art. They start by building a basic framework for a sculpture using just balloons and wire. With the help of paper and plaster bandages, they can give their sculpture a visually appealing outer surface. The result is unique characters, animals, or other sculptures that can be painted with water-based paints to make them come to life.


Students receive a simple, fun, and customizable introduction to robotics that lets them build motorized machines controlled by programs and an ultrasound sensor. Students code the programs using an easy, visual programming app on a tablet, which connects to the robot models via a wireless Bluetooth connection.


Students build motorized vehicles and machines and control them with a wireless remote control unit. Students assemble models demonstrating different ways in which the motors can be used including a three-wheeled car, bat-bot, stag beetle, robot, battle car, ball collector car, forklift, tunneling vehicle, truck, drilling machine, crane, and robotic arm.

STATION 9: the Magic show

Students learn, practice, and master tricks and illusions to amaze an audience. Solid metal rings miraculously link up and unlink again.  A magical water glass delivers some amazing illusions: A handkerchief materializes out of the empty glass, water changes color in the glass, liquid turns into fabric, and one playing card inexplicably changes into another. Coins jump around and astound observers in fun money cup illusions. Dots appear and disappear in paddle tricks. Knots in ropes appear and disappear, a rope gets cut but stays intact, knots jump from rope to rope, a rope is pulled out of thier mouth, and ropes pass through solid objects.