Drone Engineering Program

Mr. Robles' Classroom

Hi, I’m an Educator dedicated to enhancing my teaching with new resources and engaging projects. More details will be added soon—thank you for your support!
Drone Engineering Program
Raised:
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Goal: $4,000.00

Drone Engineering Program

Story

Imagine a classroom where students don’t just learn about technology—they build it, program it, and fly it.

By supporting our 5th-grade classroom drone program, you are giving students hands-on access to real-world learning that builds coding skills, problem-solving abilities, and teamwork—the very skills they will need to succeed in future careers.

Through this program, students will learn to program drones using age-appropriate coding platforms, turning abstract computer science concepts into exciting, tangible experiences. Instead of simply writing code on a screen, students will see their commands come to life as drones take off, navigate obstacles, and complete challenges. This kind of experiential learning boosts engagement, confidence, and deeper understanding.

Equally important, students will work in collaborative teams, taking on roles such as programmer, pilot, engineer, and safety manager. They will learn how to communicate clearly, plan strategically, test ideas, troubleshoot mistakes, and reflect on outcomes—mirroring the teamwork used in real STEM careers. These experiences help students develop leadership skills, responsibility, and resilience.

For many of our students, this will be their first exposure to advanced technology and programming. A classroom drone program opens doors to STEM pathways and helps students see themselves as innovators, creators, and problem-solvers.

Your donation will help provide drones, safety equipment, and instructional materials that transform our classroom into a launchpad for curiosity, collaboration, and future-ready skills. Together, we can give our students the opportunity to dream big, code boldly, and learn by doing.

Thank you for helping our students reach new heights.

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