Robot Sharks: An AI and STEM Adventure for 5th Grade Students

Article Sidebar

The Journal of Technology-Integrated Lessons and Teaching Volume 4, Issue 2 (2025).
Lesson PDF Lesson DOCX First Lesson Plan Second Lesson Plan Third Lesson Plan Fourth Lesson Plan Fifth Lesson Plan
Published: Dec 11, 2025
DOI: https://doi.org/10.13001/jtilt.v4i2.9453
Keywords:
STEM, computer science, computational thinking, K-12, integration, artificial Intelligence

Main Article Content

Meize Guo
University of Florida
Kristen Apraiz
University of Florida
https://orcid.org/0000-0001-5751-6639
Yongju Jeon
Andong National University
https://orcid.org/0009-0005-1337-9261
Michael J. Johnson
University of Florida
Gayle Evans
University of Florida
https://orcid.org/0000-0002-8559-5028
Maya Israel
University of Florida

Abstract

This five-lesson artificial intelligence (AI) and STEM integrated unit was designed for 5th graders in an informal learning context. Each lesson featured 45 minutes of instruction following the 5E model, which centered on the topic of sharks. Students explored sharks from multiple disciplinary perspectives, including computational thinking (CT), math, statistics, and science. They then employed educational robots (Sphero Bolt) to design and program their own robot sharks through inquiry-based activities oriented in the engineering design process. This course concluded by having the students design and code their robots to represent and explain the knowledge they gained about sharks.

Downloads

Download data is not yet available.

Article Details

How to Cite
Guo, M., Apraiz, K., Jeon, Y., Johnson, M., Evans, G., & Israel, M. (2025). Robot Sharks: An AI and STEM Adventure for 5th Grade Students. Journal of Technology-Integrated Lessons and Teaching, 4(2), 51–62. https://doi.org/10.13001/jtilt.v4i2.9453
Issue
Vol. 4 No. 2 (2025): Journal of Technology-Integrated Lessons and Teaching
Section
Article
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Meize Guo, University of Florida

Dr. Meize Guo is a Research Assistant Scientist at the CS Everyone Center for Computer Science Education at the University of Florida. Her professional endeavors center on supporting learners and educators in broadening participation in STEM and Computer Science education through instructional design, curriculum design, and technology integration.

Kristen Apraiz, University of Florida

Dr. Kristen Apraiz is a Clinical Associate Professor in Mathematics Education at the University of Florida. Her professional interests are focused on preparing secondary mathematics preservice teacher education and program development.

Yongju Jeon, Andong National University

Dr. Yongju Jeon is an associate professor in the Department of Computer Education at the Andong National University in South Korea. His interests include teaching and learning methods, evaluation methods, and curriculum design in K-12 computer science education.

Michael J. Johnson , University of Florida

Dr. Michael J. Johnson is a Post-Doctoral Associate at the CS Everyone Center for Computer Science Education at the University of Florida. His interests include technology integration of K-12 computer science classrooms, CS teacher preparation, and interdisciplinary learning.

Gayle Evans, University of Florida

Dr. Gayle Evans is a Clinical Assistant Professor in Science Education at the University of Florida. In her previous work as a high school science teacher, and currently as a teacher educator, her focus is on researching and cultivating student-centered, inquiry-based learning environments for students of all ages.

Maya Israel, University of Florida

Dr. Maya Israel is an Associate Professor of Educational Technology and Computer Science Education in the School of Teaching and Learning at the University of Florida. She is the Director of both the CS Everyone Center and the Creative Technology Research Lab. Dr. Israel's research focuses on K-12 computer science teacher education and strategies for supporting students with disabilities and other struggling learners' meaningful engagement in science, technology, engineering, and mathematics (STEM) with emphases on computational thinking, computer science education, and Universal Design for Learning (UDL).