Unit 1: Light Up Snackbot
Students will build a robot inspired by Snackbot, a machine designed to deliver snacks in an office setting. They will program the robot to communicate using lights and sounds, utilizing the Light Matrix to display colored patterns and messages through simple sequences.

Teachers will learn how to guide students in building and programming the Snackbot, focusing on the basics of sequencing to control the Light Matrix. In this unit, teachers will also explore the concept of "Icebergs," understanding that misunderstandings in robotics are often more significant than they initially appear. They will learn strategies to help students uncover and address these deeper issues, ensuring a strong foundation in both coding and problem-solving.

Unit 2: Spinny Snackbot
Students will enhance their Snackbot by attaching a motor and programming it to spin, enabling the robot to deliver snacks. This unit introduces basic motor programming, allowing students to control the robot's movements.

Teachers will learn how to instruct students on motor programming, guiding them through the process of attaching and coding the motor to achieve specific movements. They will also explore effective teaching strategies for helping students understand the relationship between coding and physical actions.

Unit 3: Buggy Bugs
Students will build a fun robot that combines a Light Matrix and a motor, and they will encounter and identify errors, or "bugs," in their programs. Through this unit, students will learn how to debug their code by identifying issues and creating plans to fix them.

Teachers will learn how to teach the critical skill of debugging using the STAR troubleshooting method. This approach will guide educators in helping students systematically identify, analyze, and resolve coding errors. Teachers will also explore strategies for fostering problem-solving and logical thinking as students troubleshoot and refine their robot builds, ensuring they can effectively tackle coding challenges.

Unit 4: Journey on the Moon
Students will build a robot resembling Iris, a lunar rover designed to collect geological data on the moon. They will program their Iris robot to move forward and explore the lunar surface, learning about measurement and linear movements using two motors.

Teachers will learn how to instruct students on programming precise linear movements with dual motors, emphasizing the importance of measurement in controlling the robot's movements. This unit also introduces teachers to the concept of iterative design, guiding them on how to encourage students to test, refine, and improve their robot designs and code through repeated cycles of prototyping and feedback.

Unit 5: Dodging Craters
Students will continue using their Iris robot and program it to perform multiple sequential movements, including turns, to avoid craters on the moon. This unit teaches students how to control the robot’s path by integrating turning commands into their sequences.

Teachers will learn how to guide students in programming more complex sequences that include both linear movements and turns. They will also explore strategies for helping students understand the importance of sequence order and timing in navigating obstacles.

Unit 6: Strawberry Spotting
Students will build the Strawberry Plant Sorter, a robot that moves back and forth on a linear rail to inspect strawberries (represented by a red ball piece). Using the Color Sensor, they will program the robot to detect and identify ripe, red strawberries.

Teachers will learn how to guide students in planning their robot's actions and behaviors, emphasizing the importance of pre-planning and breaking down tasks before coding. This unit also covers the use of pseudocode as a tool for mapping out robot behaviors, helping students translate their plans into structured code. Teachers will gain strategies for teaching these concepts to ensure students can effectively design, plan, and implement their robot's functionality.

Unit 7: Loopy Strawberries
Students will program their Strawberry Plant Sorter to repeat specific tasks. They will learn how to identify patterns and search for repeated behaviors in a program. Students will develop a program that enables the Strawberry Sorter to move forward and stop each time it detects a strawberry and use a "repeat" loop to ensure it can respond to multiple strawberries.

Teachers will guide students to recognize patterns in repetitive tasks and use loops to automate them. By demonstrating how to use a "repeat" loop, studnets will learn how recogniziing patterns leads to effective use of loops in programming. 

Unit 8: Sorting Strawberries
Students will program the Strawberry Plant Sorter to make decisions to effectively sort strawberries. They will use if-then-else blocks to create simple decision-making, and loops to repeat these decisions as needed. By combining these blocks, you’ll learn how to make your Strawberry Sorter operate automatically and sort multiple strawberries.

Teachers will instruct students how to program the Strawberry Sorter to make decisions for sorting tasks. This unit focuses on helping students understand conditional logic and repeated actions, allowing them to design a robot that can sort strawberries effectively.

Unit 9: Tilt it, Shake it, Bot-It!
Students will learn how to program events using the Gyro Sensor with the Bot-it robot. They will explore how the Gyro Sensor detects changes in orientation and use this information to create responsive programs. For example, students will program an event such as: "When tilted left, turn the lights blue." This will help them understand how sensors like the gyro can trigger different actions in the robot.

Teachers will instruct students to program events using the Gyro Sensor with the Bot-it robot. This unit emphasizes understanding how the gyro works and how sensors can be used to trigger actions, helping students grasp the concept of event-based programming.