Northridge Elementary School is celebrating the conclusion of a successful robotics season, where students demonstrated their creativity, teamwork, and technical skills. The school’s competitive robotics club is composed of two teams, each consisting of four students from third to fifth grades. Over the five-month season, the teams dedicated themselves to designing, programming, and testing their robots for a variety of challenges and competitions.

More than 20 students participated in the VEX IQ recreational club, which provided them with an opportunity to explore robotics concepts in a non-competitive environment. Northridge also offers an Engineering Club for first and second graders, focusing on hands-on exploration with Indi Robots, Beebots, Sphero, and VEX 123 kits. This club serves as a stepping stone for young students in the robotics and STEM fields. 

This year, the competitive robotics club competed in tournaments at Mead Elementary and Indian Peaks Elementary. Students participated in two types of VEX IQ Full Volume challenges, which involved programming their robots to move around a field, grabbing, tossing, and strategically placing game pieces into scoring zones to earn the most points. 

During the Teamwork Challenge, students were paired with a team from another school, and they worked together to score the most points in 60 seconds. The Skills Challenge is divided into two types of matches: driving and programming. The driving skills match required two drivers to get as many points as possible by choosing to knock down blocks, lift and put blocks into the different goals, or empty the supply zone. In the programming match, pre-programmed robots had to perform specific tasks on the field without direct control from the drivers. Judges also conducted interviews with students to learn about their robot-building processes.

“The Indian Peaks competition had a superhero theme, and Northridge won ‘best dressed,’” shared Third Grade Teacher Nina Miller. “Our students were so excited to participate and took driving their robots in front of hundreds of people seriously. Parents and grandparents were proud to cheer on their Bengals.”

The robotics club meets weekly for an hour and 15 minutes, and is coached by a community volunteer. Students learn skills such as following step-by-step diagrams, documenting their progress as a team, as well as how to interview and demonstrate their skills in front of judges and spectators. Fifth-grader Jacob Nunez‘s favorite thing about robotics is parking the robots and building them. “I learned about coding and how to make the robot move with the controller. It was so much fun working with my friends because teamwork makes the dream work.” 

Miller believes robotics encourages students to imagine themselves working in STEM and technology fields. “I also think having a female computer engineer volunteer as their coach has conveyed the message to the girls on the teams that those fields are open to them.”

For many students, this was their first experience with robotics. “One mother shared with me that her child said he loved robotics so much that he had to go to bed early on Sunday nights so that he would be prepared for VEX IQ on Monday afternoons,” shared Miller. “My favorite thing about the Robotics Club is the teamwork,” said fourth-grader Alya Murrary. “I’ve enjoyed working with my classmates and appreciate that I had a voice and was heard during club. I also learned how to be a better engineer and teammate too.” 

According to Miller, students in the robotics club were very determined, enthusiastic, and worked well together. “I couldn’t be prouder of how much they grew individually and as a team this year. I hope they will continue to participate in robotics in middle and high school.”

The IP Flying Cheese, a team of five fifth graders from Indian Peaks Elementary, is gearing up to demonstrate their programming, building, and problem-solving skills at the Colorado VEX IQ State Championship on March 9 at Silver Creek High School. 

At the event, teams compete in two types of VEX IQ Full Volume challenges, which involve programming their robots to move around a field, grabbing, tossing, and strategically placing game pieces into scoring zones to earn the most points. 

The Teamwork Challenge pairs students with an alliance team from another school, and they use their robots collaboratively to score points in 60 seconds. “Before each match, the two teams work together to come up with a strategy based on what their robot can do that will get them the most points,” shared Nicholas Searls, Third Grade Teacher, at Indian Peaks.

The Skills Challenge is divided into two types of matches: driving and programming. “In the driving skills match, two drivers take turns trying to get as many points as possible by choosing to knock down blocks, lift and put blocks into the different goals, or empty the supply zone,” said Searls. “The team creates a strategy based on what their robot is the best at, so they are able to get as many points as possible.” 

During the programming match, pre-programmed robots perform specific tasks on the field without direct control from the drivers. This evaluates the teams’ ability to code their robots efficiently and accurately complete challenges within a 60-second time frame. Additionally, judges interview students about their robot-building process. Fifth-grader Omari Morales shared his excitement about the state competition, saying, “I am looking forward to having fun with my team and trying our best. It would be great to possibly win a couple more trophies and make it to Worlds.”

Omari shared that the team has been dividing tasks and organizing supplies to be well-prepared in case their robot encounters any issues during the state event. “With our new ideas, we are also making sure all group members agree and that the ideas fall within the rules for the robot builds. We are also solving problems as they happen along the way.”

The IP Flying Cheese won the Build Award at their first event of the year for their attention to detail in constructing a robot that withstood the rigors of the competition. At their most recent tournament, they were honored with the Design Award for their professional approach to the engineering design process, project and time management, and team organization. “I am so proud of these students,” said Searls. “They have been so dedicated and passionate to learn all about building robots, programming robots, and how to dissect the VEX IQ challenge to come up with a design that is going to allow them to succeed and get as many points as they can. I have been lucky to be their robotics coach for the last three years. I can’t wait to see how they perform at state.”

In 2012, Trail Ridge Middle School began its robotics journey by hosting a VEX Robotics competition and fielding seven competing teams. The program focuses on competitive VEX robotics, where students design, build, and program robots for competitions. Over the years, Trail Ridge has evolved its VEX Robotics competitions into the annual Grizzly Challenge tournaments having hosted ten, and plans to host a VEX IQ tournament next fall.

The robotics program at Trail Ridge sets itself apart by integrating social-emotional learning directly into its curriculum. Tessa Anderson, Math Teacher and Robotics Coach at Trail Ridge, explained, “Our daily robotics advisory class goes beyond robot building, equipping students with valuable life skills. We teach communication, conflict resolution, and mindfulness techniques, preparing them to be effective team players and leaders.” Students have the option of working on robotics-related projects, delving deeper into coding, learning additional languages, or focusing on computer-aided design (CAD), allowing them to explore their creativity and innovation.

Seventh-grader Brody Olson highlighted the program’s emphasis on strategic thinking and problem-solving, stating, “We always look at other robots and analyze other matches. This helps with learning what we need to do in order to win that match. It helps us think wisely about our decisions and what’s best for us.”

The program offers many leadership opportunities for students. They not only lead within their team but also volunteer in the community, mentor younger students, and assist in the organization of tournaments. This provides them with a strong sense of responsibility and empowers them to make a positive impact.

Beyond building and programming robots, students have the opportunity to engage in collaborative problem-solving, teamwork, and communication. “Students learn to professionally communicate in writing through their engineering notebooks and in person through judging interviews,” said Anderson. “The design process empowers them to identify and tackle problems creatively, brainstorming, researching, planning, and testing solutions.”

This school year marked the beginning of an exciting new partnership between Trail Ridge and Altona Middle School, which has already yielded significant benefits. Together they piloted a five-week league program in the fall, providing teams with the opportunity to rapidly refine their designs through low-pressure, weekly competitions. This partnership fostered cross-school connections, facilitated shared learning experiences, and cultivated a spirit of friendly competition. Looking ahead, Trail Ridge’s robotics program aims to expand by making robotics more accessible to all students through beginner workshops and supporting feeder schools by creating mentorship opportunities with elementary and high school students.

Reflecting on her personal growth from robotics, seventh-grader Jaqueline Juarez shared, “When I first learned about robotics, I immediately wanted to try it and learn more about building the robots and understand how they work. At the beginning, I really didn’t know what to do, but once I got used to it, my team and I started to know the parts of the robot and how to build a robot without instructions. It’s been rewarding being part of robotics because I learned so many things that I never thought I would.”

As part of Niwot High School’s International Baccalaureate Diploma Programme, students are required to fulfill three core elements designed to enhance their education. One of these elements is the Creativity, Activity, and Service (CAS) project, which involves a series of experiences and a larger project focused on various aspects of personal development and community involvement. The three CAS components are completed alongside regular schoolwork and exams throughout the 18-month duration of the course. Elizabeth Marr recently became the first IB student in the class of 2024 to complete her CAS project by organizing a craft day for patients at Children’s Hospital Colorado.

Elizabeth’s decision to conduct her project at the hospital was inspired by her own four-year experience as a patient there. In 2019, she began treatment for a burn injury and found comfort in doing crafts and coloring. “When I was a patient, arts and crafts were something that I really enjoyed, and I wanted to bring this hobby to other patients in the hospital,” shared Elizabeth. “My goal is to give patients a break from the monotony of their care and spread joy.”

At the craft day event, Elizabeth led a paint-resist jar project. “You place tape over a glass jar, paint the jar, and then take the tape off. The places that had the tape are left with just glass,” said Elizabeth. “We used syringe barrels to hold the paint, which I think helps make hospital items a little less scary and more fun.” Approximately 15 children, along with several families and teachers, participated in person, and several others took projects home to complete. “The craft day was super fun, and I think it went well overall,” expressed Elizabeth. “It provided a much-needed break from their treatment, and many kids asked me if I could come back and do more crafts with them. I think art in general is very therapeutic.”  

The project taught Elizabeth the importance of staying organized and being prepared. “I created a detailed list of the steps for the craft and the materials that I would need,” shared Elizabeth. “I also learned the importance of communicating with my supervisor and other patients. I had to slow down and explain the steps of the craft a few times. Ensuring that I was clear and concise was important for relaying information to the patients.” 

Elzbieta Towlen, the I.B. Coordinator at Niwot, praised Elizabeth’s efforts, stating, “Elizabeth provided a much-needed service and relief to our community members who needed assistance. As a Niwot student, she exemplified the impact our IB Diploma Candidates have in their communities as they strive to make the world a better place, which is at the heart of IB’s education and mission.”

This wasn’t Elizabeth’s first experience volunteering at Children’s Hospital Colorado. When she was a patient, her Child Life Specialist encouraged her to take her talents to Seacrest Studios, a media center and television studio that provides entertainment, education, and fun to pediatric patients and their families during their hospital stay. Subsequently, she has been recording episodes of Elizabeth’s Craft Corner twice a month for the hospital’s closed-circuit channel, which is broadcast to multiple medical campuses across Colorado.

Through her show, patients have the opportunity to participate in projects by following her instructional videos and utilizing the provided craft kits. Volunteering has provided Elizabeth with insights into hospital operations and allowed her to offer support to others. During her show, she guides children through activities specifically designed to address their fears in an effort to make medical supplies and hospital visits seem less intimidating. Additionally, she coordinates special events like proms for long-term care patients and engages in meaningful conversations with burn victims.

As Elizabeth continues to make a difference through her volunteer efforts, her impact extends beyond the craft room. Her dedication to bringing joy and comfort to pediatric patients reflects the values instilled in students of Niwot’s International Baccalaureate Diploma Programme. While Elizabeth was the first student to complete a CAS project this year, six other students have since finished theirs, and staff will be conducting additional exit interviews weekly as more students finalize their portfolios. 

For IB students, the CAS project is an opportunity to immerse themselves in real-world challenges, contribute meaningfully to their community, and acquire invaluable skills. “The primary purpose of the CAS project is to ensure participation in sustained collaboration,” said Towlen. “Through this level of engagement, students may discover the benefits of teamwork and of achievements realized through an exchange of ideas and abilities. A CAS project challenges students to show initiative, demonstrate perseverance, and develop skills such as cooperation, problem-solving, and decision-making.”