Varsity Prep USA

STEM & Robotics

Program Director & Instructor Handbook
Grades K–2 & Grades 3–5
6-Week Afterschool Program

Grades K–2 Grades 3–5

6 sessions · 75 min · 16 students · 4 groups of 4 6 sessions · 75 min · Groups of 3–4
Cup towers · Bridges · Ramps · Chain reactions · Straw towers · Unplugged coding · Bridges · Rube
Unplugged coding · Showcase Goldberg · Scratch · Showcase

For the program director For instructors

Master shopping lists and per-session bin packing Group roles, vocabulary, and full 75-minute lesson plans
guides for both grade bands. for all 12 sessions.
HOW TO USE THIS HANDBOOK

This handbook is divided into two grade-band sections — K–2 (green) and 3–5 (blue). Each section contains:

•​ A master shopping list with quantities and where to buy

•​ A per-session bin packing guide with checkboxes — one bin per group per session
•​ Group roles and core vocabulary reference
•​ Full 75-minute lesson plans for all 6 sessions

Recommended workflow:

•​ Program director purchases all items from the master shopping list before the program begins
•​ Before each session, program director packs group bins using the per-session bin sheet
•​ Instructor reads the full lesson plan — including the instructor note — before arriving
•​ Bins go on each group's table before students arrive
 STEM & Robotics

Grades K–2
Program Director & Instructor Guide
K–2 — MASTER SHOPPING LIST

Purchase once before the program begins. Quantities are for 4 groups of 4 students (16 students total) across all
6 sessions.

Item Total qty (4 groups) Where to buy

☐ Paper cups (pack of 100) 80 cups Dollar Tree, Walmart, Amazon — 20

per group x 4 groups

☐ Index cards 3x5 (pack of 100) 1 pack Dollar Tree, Staples, Amazon

☐ Popsicle / craft sticks (pack of 100) 80 sticks Michaels, Dollar Tree, Amazon — 20
per group x 4 groups

☐ Masking tape (2 rolls) 2 rolls Home Depot, Walmart, Amazon

☐ Pennies 200+ Petty cash or coin jar — 50 per group

x 4 groups

☐ Rulers 4 Dollar Tree, Amazon — 1 per group

☐ Small balls or toy cars 4 Dollar Tree — 1 per group, same size
across all groups

☐ Cardboard sheets (large) 4+ Cut from boxes — free — 1 per group

☐ Dominoes or wooden blocks 48+ Dollar Tree, Amazon — 12 per group

x 4 groups

☐ Marbles (bag) 4 Dollar Tree, Walmart — 1 per group

☐ Straws (pack) 16+ Dollar Tree, Walmart — 4 per group x

4 groups

☐ Cardstock (for direction cards) 1 pack Staples, Amazon — instructor

pre-makes one set per group

☐ Small paper grids 4x4 (printed) 40 sheets Print from any template — 5 per
group x 4 groups per session

☐ Markers (pack) 4 packs Dollar Tree — 1 pack per group

☐ Pencils 16 Dollar Tree, Staples — 1 per group

bin

☐ Ziplock bags (gallon, pack) 1 pack For sorting bin contents by session

Bin setup tip: use gallon ziplock bags labeled by session number inside each group's bin. Place the correct bag
on each group's table at the start of each session.
K–2 — GROUP ROLES

Builder The only student who touches materials during the build phase. Others may
advise but not touch.

Tester Runs all official tests, counts aloud, announces results, and calls for retests
after any changes.

Watcher Observes what is working and not working. Shares observations before the
group makes any changes.

Drawer Sketches the design in the engineering journal and leads the end-of-session
reflection.

K–2 — CORE VOCABULARY

Stable Does not fall over. (Week 1)

Base The bottom part that holds everything else up. (Week 1)

Load The weight something has to hold. (Week 2)

Gravity The invisible force that pulls things down. (Week 3)

Cause The thing that makes something else happen. (Week 4)

Effect What happens because of the cause. (Week 4)

Sequence Steps that happen in order, one after another. (Week 5)

Debug Finding and fixing a mistake. (Week 5)

K–2 — JOURNAL GUIDANCE

Journals for K–2 are drawing-first. Students should never feel pressure to write — sketching or dictating to the
Drawer are both valid.

•​ Week 1: Draw your tower. How tall was it?

•​ Week 2: Draw your bridge. How many pennies did it hold?
•​ Week 3: Draw the ramp at its highest. Which way did the arrow point?
•​ Week 4: Draw the 3 steps with arrows between them.
•​ Week 5: Draw one sequence using pictures of the direction cards.
•​ Week 6: Draw your favorite thing you built across all 6 weeks.

K–2 — CLASSROOM MANAGEMENT TIPS

•​ Use a physical attention signal — a bell or clap pattern. Verbal cues get lost in the noise.
•​ Give 2-minute transition warnings before every phase change.
•​ Enforce the Builder role strictly — if only one student touches materials, group disputes drop dramatically.
•​ Always have an extension ready: 'Can you make it even taller? Can you add one more step?'
•​ Never rush the testing moment. The penny count and the 10-second stand test are the emotional peaks
that make learning stick.
K–2 — LESSON PLANS

Week

1 What do builders do? — Cup tower challenge

KEY CONCEPTS Cause & effect Stability Teamwork roles Try it & see

MATERIALS 20 paper cups/group · 10 index cards/group · Ruler

WEEK 1 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Paper cups 20 Stack nested in the bin

☐ Index cards 10 Any size or color

☐ Ruler 1 For measuring tower height

SESSION PLAN

0:00–0:10 Welcome and roles

Gather students in a circle. Introduce Varsity Prep and the 6-week theme: builders solve
problems. Assign group roles: Builder, Tester, Watcher, and Drawer. Explain each simply —
the Builder touches materials, the Tester checks if it works, the Watcher notices what is
happening, and the Drawer sketches what they made.

0:10–0:20 What makes things tall and strong?

Hold up one cup and ask: what happens if I put another on top? And another? Try it as a
group. Ask: what makes it fall? What could we do to make it stronger? Let children share
ideas freely. Introduce the word 'stable' — something that does not fall over.

0:20–0:50 Tower challenge

Challenge: build the tallest tower using only cups and index cards. It must stand for 10
seconds. Groups plan for 2 minutes — Drawers sketch one idea — then build. Testers count
to 10 when ready. Two rounds: first attempt then improve. Measure and celebrate all towers.

0:50–1:05 Share and look

Walk to each group's tower together. Ask: what did this group do that helped their tower stay
up? Introduce 'base' — a wide base makes things more stable. Drawers sketch the final tower
in their journals.

1:05–1:15 Closing circle

Each student shares one word about what they built. Preview Week 2: next time we build
something that holds weight — like a tiny bridge. Send home a brief family note describing
the program.

K–2 students need to touch materials immediately — keep the planning phase to 2 minutes
INSTRUCTOR
NOTE
maximum and get them building. Mess and noise are signs of engagement at this age, not
problems to manage.
 Week

2 Bridges and builders — Popsicle stick bridge

KEY CONCEPTS Span Load Problem solving Redesign

MATERIALS 20 popsicle sticks/group · 30cm tape/group · 2 book stacks · Pennies · Ruler

WEEK 2 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Popsicle sticks 20 Standard craft sticks

☐ Masking tape 30cm Pre-cut, folded, labeled with group name

☐ Paper cup 1 For holding pennies on top of bridge

☐ Pennies 50 Bagged together as a shared weight set

☐ Ruler 1 For confirming 15cm gap between book stacks

SESSION PLAN

0:00–0:10 Bridges in the world

Show 3 simple bridge photos. Ask: what is the same about all of them? Guide children to
notice they all cross a gap and hold weight. Today groups will build a bridge that holds as
many pennies as possible.

0:10–0:15 The challenge rules

Bridge must span 15cm between two book stacks, hold pennies placed in a cup on top, and
be built using only popsicle sticks and tape. Drawers sketch one bridge idea before building
starts.

0:15–0:50 Build and test

Groups build for 20 minutes. Testers place the penny cup and add pennies one at a time —
count together. Record the highest number before the bridge bends or falls. One redesign
round — make one change and retest.

0:50–1:05 Compare and discuss

Record every group's penny count on a class chart. Ask: which bridges held the most? What
did those bridges look like underneath? Point out that bridges with more support underneath
spread the weight better. Introduce the word 'load.'

1:05–1:15 Journal and closing

Drawers sketch the final bridge. Write or dictate: 'Our bridge held ___ pennies.' Circle one
thing that made it strong. Preview Week 3: next time we build something that moves.

Some bridges will collapse on the first penny — celebrate it: 'Great! Now you know
INSTRUCTOR
NOTE
something that does not work. That is exactly what engineers find out.' Never let a collapse
feel like failure.
 Week

3 Things that move — Ramp and roll

KEY CONCEPTS Motion Gravity Prediction Fair testing

Cardboard ramp piece · Books to elevate · Tape · Small ball or toy car · Ruler or tape
MATERIALS
measure

WEEK 3 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Cardboard piece 1 large Approx 30x20cm for the ramp surface

☐ Masking tape 60cm Pre-cut — for marking where ball stops

☐ Small ball or toy car 1 Consistent size across all groups

☐ Ruler or tape measure 1 For measuring roll distance

SESSION PLAN

0:00–0:10 Roll and observe

Roll a ball across the floor. Ask: why did it stop? Roll it from higher up — does it go farther?
Introduce the idea that builders who make slides and roller coasters think about these exact
questions. Today groups will build a ramp and test how far things roll.

0:10–0:15 Prediction first

Before building, each student predicts: if we make the ramp steeper, will the ball roll farther or
shorter? Record predictions on the class chart. Explain that making a prediction before testing
is what scientists and engineers always do.

0:15–0:50 Ramp building and testing

Groups build a ramp using cardboard propped on books. Test 1: low ramp — roll the ball and
mark where it stops with tape. Test 2: raise by one book — retest and mark. Test 3: raise
again. Record distances for all three tests. Did the prediction match?

0:50–1:05 Discuss the results

Look at predictions vs. results. Who was right? Why does a steeper ramp make the ball go
farther? Introduce 'gravity' simply — it pulls things down, and a steeper ramp lets gravity help
more. Ask: where do we see ramps in real life?

1:05–1:15 Journal and closing

Drawers record the three ramp heights and distances with a simple sketch. Write or dictate:
'When the ramp was higher, the ball went ___.' Preview Week 4: next time we build a
machine with a chain reaction.

Let students make wrong predictions — the point is to have something to compare against.
INSTRUCTOR
NOTE
Make a big deal of checking results: 'Let's see who was right! What surprised you?' Wrong
predictions that get corrected are more memorable than right ones.
 Week

4 Chain reactions — 3-step cause and effect machine

KEY CONCEPTS Cause & effect Sequence If/then thinking Persistence

Dominoes or wooden blocks (12+) · Small ball or marble · Paper cup · Cardboard ramp
MATERIALS
piece · Tape · Straws (4)

WEEK 4 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Dominoes or wooden blocks 12 Must allow a chain of at least 5

☐ Small ball or marble 1 Should roll down a ramp

☐ Paper cup 1 Target — ball must land inside

☐ Cardboard ramp piece 1 Same piece from Week 3 is fine

☐ Masking tape 40cm Pre-cut — for securing ramp and cup

☐ Straws 4 Optional — for guiding ball path

SESSION PLAN

0:00–0:10 Cause and effect warm-up

Knock something over and ask: what caused that? What happened because of it? Do 3
examples. Introduce 'cause' and 'effect' with hand motions — fist for cause, open hand for
effect. Show a short domino chain falling.

0:10–0:20 Introduce if/then language

Explain: IF one domino falls, THEN it knocks the next one. If/then is how machines think and
how chain reactions work. Practice with the group: instructor does an action, students
complete the sentence. 'IF I clap, THEN ___.' Do 4 rounds.

0:20–0:55 Build a 3-step chain reaction

Build a machine with exactly 3 steps ending with a ball landing in a cup. Step 1 must be a
domino chain of at least 5. Step 2 is a ramp. Step 3 is the ball landing in the cup. Plan on
paper first with each step labeled. Multiple test runs are expected.

0:55–1:10 Performances
Each group runs their machine while the class watches. Group narrates: 'IF this domino falls
THEN the next one falls... IF the ball rolls THEN it lands in the cup.' Celebrate every attempt
including spectacular failures.

1:10–1:15 Journal and closing

Drawers sketch all 3 steps with arrows showing cause and effect. Preview Week 5: next time
we use our bodies to learn how computers give instructions.

Getting all 3 steps to work perfectly in one run is very hard for K–2 — and that is fine. A
INSTRUCTOR
NOTE
group that builds steps 1 and 2 and drops step 3 by hand has still learned cause and effect.
Focus on the thinking, not the perfect execution.
 Week

5 Unplugged coding — Be the robot

KEY CONCEPTS Sequencing Instructions Debugging Patterns

Direction cards (pre-made) · Tape for 4x4 floor grid · Star sticker for target · Small paper
MATERIALS
grids · Pencil or marker

WEEK 5 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Direction cards — Forward 3 Pre-made on index card or cardstock — large,

clear lettering

☐ Direction cards — Back 3 Pre-made

☐ Direction cards — Turn Left 3 Pre-made

☐ Direction cards — Turn Right 3 Pre-made

☐ Direction cards — Stop 2 Pre-made

☐ Direction cards — Repeat 2 Pre-made — labeled REPEAT __ TIMES with

blank

☐ Small paper grid (4x4) 3 Printed or hand-drawn — groups go through

several

☐ Pencil or marker 1 For tracing paths on paper grid

SESSION PLAN

0:00–0:15 Human robot warm-up

Tape a 4x4 grid on the floor. One student is the Robot, one is the Programmer. The
Programmer holds up cards one at a time — the Robot follows exactly. Start simple: Forward,
Forward, Stop. Does the Robot reach the star? Debug if not. Rotate who is the robot.

0:15–0:45 Group coding challenge

Groups use small paper grids. Programmers arrange direction cards in a sequence to move
from start to the target. Testers trace the path with a finger. Does it reach the target? Find
mistakes — that is debugging. Try 3 different paths, rotating roles each round.

0:45–1:00 Loop introduction

Ask: what if the Robot needs to go Forward 4 times? Introduce REPEAT: a card that means
'do this again.' Show how Repeat 3 → Forward → End Repeat equals Forward three times
but is shorter. Groups practice writing one sequence using Repeat.

1:00–1:10 Debug the broken code

Instructor gives each group a sequence with one deliberate mistake. Groups find the bug, fix
it, and explain what was wrong. Introduce the words 'bug' and 'debug' — all programmers
debug, even professionals who make video games.

1:10–1:15 Journal and closing

Drawers record one sequence using pictures of the direction cards. Announce Week 6
Celebration Day — families are invited. Send home the family invitation flyer today.
 K–2 students find it hilarious when the Robot follows instructions literally and goes the
INSTRUCTOR wrong way. That laughter is the learning — it shows they understand that instructions must
NOTE be precise. Lean into it. The more dramatic the wrong moves, the better the debugging
conversation.
 Week

6 Big build — Family showcase day

KEY CONCEPTS Design process Communication Pride & ownership Reflection

MATERIALS All materials from prior weeks · Completion certificates · Engineering journals

WEEK 6 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ All Week 1 materials Full set Cup tower rebuild option

☐ All Week 2 materials Full set Bridge rebuild option

☐ All Week 3 materials Full set Ramp rebuild option

☐ All Week 4 materials Full set Chain reaction rebuild option

☐ Engineering journals 1/student Returned from previous sessions

☐ Markers or crayons 4 For final journal work or labeling

SESSION PLAN

0:00–0:15 Choose your challenge

Groups vote on which challenge to rebuild and present: cup tower, bridge, ramp test, or chain
reaction. Explain what a presentation looks like: show what you built, say what it does, share
one thing you learned. Drawers review their journals to help remember details.

0:15–0:50 Final build

Groups rebuild their chosen challenge — this is their best version. Encourage improvement:
'What would make it even stronger?' Instructor circulates and coaches vocabulary: stable,
load, cause, effect, sequence, debug.

0:50–1:05 Family showcase — open house format

Families rotate between stations. Every group member must say at least one sentence during
the presentation. Instructor circulates and names specific things each student has learned —
within earshot of their family.

1:05–1:15 Certificates and closing

Whole group gathers. Each student shares one word about the program. Instructor presents
completion certificates individually with a personal comment for each child.

A parent who watches their first grader explain how they built a bridge that held 40 pennies
INSTRUCTOR
NOTE
is already thinking about signing up again. The personal comment to each parent —
specific, not generic — is what sets Varsity Prep apart from every other program.
 STEM & Robotics

Grades 3–5
Program Director & Instructor Guide
3–5 — MASTER SHOPPING LIST

Purchase once before the program begins. Quantities are for 3 groups of 3–4 students across all 6 sessions.

Item Total qty (3 groups) Where to buy

☐ Plastic straws (box of 100) 60+ Restaurant supply, Walmart, Amazon

☐ Masking tape (2 rolls) 2 rolls Home Depot, Walmart, Amazon

☐ Index cards 3x5 (pack of 200) 1 pack Staples, Dollar Tree, Amazon

☐ Popsicle / craft sticks (pack of 100) 60+ Michaels, Dollar Tree, Amazon

☐ Pennies 300+ Petty cash — Week 3 uses up to 100

per group

☐ Rulers 3 Dollar Tree, Amazon

☐ Small balls or marbles 3 Dollar Tree, Walmart — 1 per group,

same size

☐ Paper cups 12 Dollar Tree — 2 per group per

relevant session

☐ Rubber bands (bag) 1 bag Dollar Tree, Staples

☐ Aluminum foil (box) 1 box Dollar Tree, grocery store

☐ Markers (pack) 3 packs Dollar Tree — 1 pack per group

☐ Pencils 12 Dollar Tree, Staples

☐ Chromebooks or tablets 3–12 School provided — Week 5 only

☐ Small paper grids 4x4 (printed) 20 sheets Print for Week 2 — 4 per group +
extras

☐ Ziplock bags (gallon, pack) 1 pack For sorting bin contents by session

Week 5 note: [Link] is free and browser-based. No download or install required. Students can build
without an account — a free account is only needed to save work.
3–5 — GROUP ROLES

Lead Engineer Leads the build and makes final design decisions when the group cannot agree.

Materials Manager Collects, organizes, and returns all materials. Counts and tracks consumables.

Tester Runs all official tests and records results. Announces findings before any
decisions are made.

Recorder Sketches designs, documents the sequence of events, and leads the reflection
at session end.

3–5 — CORE VOCABULARY

Algorithm A step-by-step set of instructions for solving a problem.

Debugging Finding and fixing errors in a design or program.

Loop A set of instructions that repeats a set number of times.

Load The weight or force that a structure must support.

Iteration Improving a design through multiple rounds of testing and redesign.

Sequence Instructions carried out in a specific order.

If/then logic If a condition is true, then a specific action happens.

3–5 — ASSESSMENT GUIDANCE

Use these reflection questions at the end of every session:

•​ What was the challenge today?

•​ What did your group try first?
•​ What did not work, and why?
•​ What did you change, and did it help?
•​ What would you do differently with more time?
3–5 — LESSON PLANS

Week

1 What do engineers do? — Straw tower challenge

KEY CONCEPTS Structural stability Constraints Iteration Design process

MATERIALS 20 straws/group · 30cm tape/group · 10 index cards · Pennies (5) · Ruler

WEEK 1 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Plastic straws 20 Standard drinking straws

☐ Masking tape 30cm Pre-cut, folded, labeled with group name

☐ Index cards 10 For base construction

☐ Pennies 5 For the load test — one penny on top for 10

seconds

☐ Ruler 1 For measuring tower height

SESSION PLAN

0:00–0:10 What is engineering?

Show 3 photos: a bridge, a phone, a playground. Ask: what do these have in common?
Introduce the design process: Ask → Imagine → Plan → Create → Test → Improve. Students
record their assigned group role in engineering journals.

0:10–0:50 Straw tower challenge

Challenge: build the tallest freestanding tower using only straws and tape. Must support one
penny on top for 10 seconds. Groups plan for 2 minutes first, then build. Two rounds — after
round 1, groups improve their design before attempting again.

0:50–1:05 Measure, compare, reflect

Measure each tower. Discuss: what made the tallest towers stable? Introduce vocabulary:
base, load, compression, tension. Recorders document the winning design with an annotated
sketch.

1:05–1:15 Introduce the arc

Preview the 6-week theme: each session is a new engineering challenge. Week 6 is a final
design showcase — families are invited and the skills from every session will matter.

Let groups fail on round 1. The redesign conversation is where the real learning happens.
INSTRUCTOR
NOTE
Don't hint at solutions — ask 'why do you think it fell?' and let them work it out. Celebrate
creative attempts even if they don't succeed.
 Week

2 Unplugged coding — Be the algorithm

KEY CONCEPTS Sequencing Loops Debugging Algorithms

MATERIALS Index cards (20+/group) · Markers · Tape for floor grid (4x4)

WEEK 2 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Index cards (blank) 25 For writing movement commands

☐ Markers 2 Black and one color — for commands and path

marking

☐ Small paper grid (4x4) 4 Printed or hand-drawn — one per trial round

☐ Pencil 1 For tracing paths on paper grid

SESSION PLAN

0:00–0:15 Human robot warm-up

Tape a 4x4 grid on the floor. One student is the 'robot,' others write movement commands on
cards. Execute the sequence — does the robot reach the target square? Debug when it
doesn't. Rotate who is the robot.

0:15–0:45 Code card challenge

Groups write a sequence of index card commands to navigate a path — must reach the finish
in exactly 8 steps. Introduce LOOP cards — if a move repeats 3+ times, they must use a
Loop card. Groups trade sequences and execute each other's.

0:45–1:05 Debug the broken code

Instructor provides each group a deliberately broken sequence. Groups find and fix the bug,
explain what was wrong and why. Introduce 'debugging' formally.

1:05–1:15 Reflect and record

Recorders document: what is an algorithm? What is a bug? Each student writes one example
of a loop in real life. Share out.

This session has no technology intentionally. Sequencing, loops, and debugging are
INSTRUCTOR
NOTE
concepts — not features of any particular tool. Students who understand this unplugged
session pick up Scratch in Week 5 much faster.
 Week

3 Bridge builders — Load and span

KEY CONCEPTS Load distribution Tension & compression Iterative design

MATERIALS 20 popsicle sticks/group · 30cm tape/group · 2 cups/group · Pennies (100) · Ruler

WEEK 3 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Popsicle sticks 20 Standard craft sticks

☐ Masking tape 30cm Pre-cut — entire tape budget for this session

☐ Paper cup 1 For holding pennies on top of bridge

☐ Pennies 100 Bagged — shared load set per group

☐ Ruler 1 For confirming 20cm span

SESSION PLAN

0:00–0:10 Bridge photo analysis

Show 3 real bridge photos — beam, arch, and suspension. Ask: what is different about each?
Where does the weight go? Introduce: span, load, tension, compression. Students predict
which type will hold the most weight.

0:10–0:50 Build challenge

Bridge must span 20cm between two cups, support as many pennies as possible, and use no
more than 20 popsicle sticks and 30cm tape. Plan on paper first. Build, test, record penny
count. One redesign round allowed after the first test.

0:50–1:05 Test and compare results

Each group adds pennies until the bridge fails. Record on the class chart. Discuss: which
design held the most? What structural feature made it stronger? Vote separately for strongest
vs. most creative.

1:05–1:15 Annotated sketch

Recorders sketch the winning design and label at least 3 structural features.

The penny-by-penny loading is the moment of truth — the room goes quiet, then erupts
INSTRUCTOR
NOTE
when it breaks. Let that happen naturally. That emotional peak is what makes the structural
lesson stick.
 Week

4 Rube Goldberg machines — Chain reactions

KEY CONCEPTS Cause & effect Simple machines If/then logic Iteration

Straws (10) · Tape (60cm) · Index cards (10) · Small ball or marble · Paper cup · Rubber
MATERIALS
bands (4) · Aluminum foil (1 sheet) · Popsicle sticks (6)

WEEK 4 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Plastic straws 10 For ramps, guides, and structure

☐ Masking tape 60cm Pre-cut — for securing components

☐ Index cards 10 For ramps, deflectors, and triggers

☐ Small ball or marble 1 Must fit through a straw if used as guide

☐ Paper cup 1 Target — ball must land inside

☐ Rubber bands 4 For launching or triggering

☐ Aluminum foil 1 sheet For shaping ramps or channels

☐ Popsicle sticks 6 For structural supports and levers

SESSION PLAN

0:00–0:10 Watch and discuss

Show a 2-minute Rube Goldberg video clip. Ask: how is this like a computer program? Guide
students to see: each step triggers the next — it is a sequence. Introduce the challenge.

0:10–0:55 Build a 3-step chain reaction

Groups design and build a machine with at least 3 sequential steps ending with a ball landing
in a cup. Must draw the plan first with each step labeled. Build and test — multiple runs
expected and encouraged.

0:55–1:10 Demo day

Each group demonstrates for the class. Narrator describes each step as it runs. Audience
uses if/then language: 'If the ball rolls, then the cup tips.' Celebrate both successful runs and
spectacular failures.

1:10–1:15 Connect to coding

Instructor draws the parallel: this machine IS a program. Steps are functions. Triggers are
events. The cup landing is the output. Preview Week 5: they will code this logic on screen.

This is the most chaotic and highest-energy session. Embrace it — a machine that fails
INSTRUCTOR
NOTE
dramatically and gets fixed is more educational than one that works first try. Budget extra
tape.
 Week

5 Intro to Scratch — Block-based coding

KEY CONCEPTS Block coding Events & triggers Loops Sprites & animation

MATERIALS Chromebooks or tablets (1/student or 1/pair) · [Link] — free, no install

WEEK 5 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ Chromebook or tablet 1 One per student preferred; 1 per pair minimum

☐ Scratch account (optional) 1 Students can build without logging in; free account
needed to save

☐ Headphones 1 Optional — helpful if multiple groups in same

space

SESSION PLAN

0:00–0:15 Tour of Scratch

Open [Link] — show stage, sprites, and block categories. Connect to Week 2:
'Remember our code cards? These are the same commands — just on screen.' Students
create free accounts or build without logging in.

0:15–0:50 Animate your name challenge

Each student programs a sprite to say and animate their name using at least: one Move
block, one Say block, one Loop, and one Event trigger. Simple, personal, achievable in 30
minutes. Instructor circulates and asks 'what does this block do?' rather than showing
answers.

0:50–1:05 Extension: interactive story

Students who finish early add a second sprite that responds when clicked. Introduce
'broadcast' — draw the direct parallel to the Rube Goldberg chain from Week 4: one thing
triggers the next.

1:05–1:15 Share and preview Week 6

Students share screens and walk through their code. Announce the Week 6 Final Design
Challenge. Begin discussing what they want to showcase.

Scratch is fully free and browser-based — no install, no account required to build (only to
INSTRUCTOR
NOTE
save). If devices are unavailable, run a second unplugged session using the Week 2 code
card system with harder paths.
 Week

6 Final design challenge — Family showcase

KEY CONCEPTS Integration Presentation skills Design process reflection

All prior week materials · Devices (optional) · Completion certificates · Engineering

MATERIALS
notebooks

WEEK 6 — BIN CONTENTS (PER GROUP)

Item Qty per group Notes

☐ All Week 1 materials Full set Straw tower rebuild option

☐ All Week 3 materials Full set Bridge rebuild option

☐ All Week 4 materials Full set Rube Goldberg rebuild option

☐ Devices (optional) 1/student For Scratch animation showcase option

☐ Engineering notebooks 1/student Returned from previous sessions

☐ Markers 2 For final labeling or annotation

SESSION PLAN

0:00–0:15 Choose your challenge

Groups select one option: (A) Strongest bridge redesign, (B) Tallest tower redesign, (C)
4-step Rube Goldberg machine, or (D) Scratch animation. Must prepare a 2-minute
presentation: the challenge, what they tried, what they changed, and what they learned.

0:15–0:50 Final build and presentation prep

Last build time. Recorders lead prep — every group member must speak at least once.
Instructor coaches vocabulary: sequence, algorithm, load, tension, iteration, debugging.

0:50–1:05 Family showcase — open house format

Families rotate between stations. Each group presents and demonstrates. Instructor
highlights specific growth moments for each student throughout.

1:05–1:15 Certificates and closing

Present completion certificates. Hand families the re-enrollment one-pager. Instructor tells
each parent one specific thing their child excelled at.

Frame Session 2 as the natural upgrade: 'You learned to think like engineers and coders.
INSTRUCTOR
NOTE
Next session you get the real robots.' That bridge from low-tech to high-tech is your
strongest pitch — and it is completely honest.

Varsity Prep USA · Program Director & Instructor Handbook · STEM & Robotics Grades K–2 & 3–5 · Confidential