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A cardboard dog wagged its tail as visitors approached, an anglerfish flashed its LED lure above rows of toothpick teeth, while a giant construction-paper squid waved its tentacles.

It was a surreal scene inside the University of Virginia’s Rotunda this week as seventh graders proudly presented their “bio bots” – handmade animal models programmed with microcontrollers, LED lights and sensors to mimic real-world adaptations. From Tuesday to Thursday, critters from skunks to sea otters to tigers blended creativity with engineering, demonstrating how students are applying computational thinking to life science.

Top right, Elizabeth Wiest fine-tunes her lobster bot during the Innovation Hub showcase featuring Charlottesville Middle School students’ projects. Other bots in the show wag, lure, wave and chomp in response to students’ commands. (Photos by Matt Riley, University Communications)

Charlottesville seventh grader Cecilia Lally, with a cache of technology, created a Venus flytrap.

“I used a rotation servo with a distance sensor so it can sense when an object is coming near, and it can close its mouth,” she said. “It was difficult to work out the kinks of how the rotation servos would line up.”

The Rotunda event and the bio bots showcased the Innovation Hub, a lab school partnership between Charlottesville City Schools and �鶹�ƽ�� School of Education and Human Development. Launched last fall at Charlottesville Middle School, the lab school aims to boost achievement in science, technology, engineering and mathematics through computationally rich, student-centered learning.

The Innovation Hub is building on early success that led the Virginia Mathematics and Science Coalition to name it .

Research-driven learning for every student

The Innovation Hub’s unique approach starts in the classroom. Charlottesville Middle School students participate through their regular science classes, making it the only lab school in Virginia where every student is part of the program.

Director Conner Brew credits Tonya Coffey, the science and innovation coordinator for Charlottesville City Schools, for making the logistics work. “Her leadership was really instrumental in getting this program off the ground,” he said.

The curriculum emphasizes access to science, technology, engineering, mathematics, computer science and data science to strengthen students’ critical thinking and confidence.

“Infusing computation into core academic subjects like science and social studies enables students to use computing skills to solve meaningful and relevant problems,” Jennie Chiu, an associate professor at �鶹�ƽ�� School of Education and Human Development, said. “These experiences can not only promote understanding of various career opportunities but also deepen their understanding of themselves and the world around them.”

Emma Vandever, left, and Hend Karaz, center, point out the workings of their bio bot during the Innovation Hub’s showcase in the Rotunda. (Photo by Matt Riley, University Communications)

The hub lets students lead hands-on projects that tackle real-world problems, giving them more choice and a stronger sense of purpose. A full-time researcher, Jessica Forrester, helps ensure the program reflects student input and stays guided by what works.

“We were given a lot of creative freedom and freedom overall with how we were building stuff. It was really nice, I liked that,” Lally said. “It was a really fun project to do, and we haven’t really done anything in the past like that. It was cool to come to the Rotunda and present to everyone.”

Students aren’t the only ones who learn through the program. Each year, a group of the school’s teachers participates in an immersive, yearlong fellowship. This year, four science teachers joined colleagues in math, English language arts and U.S. history to learn to integrate technology and computer science into their teaching.

Elke Doby, a seventh-grade life science teacher and returning fellow, said she loves learning alongside her students and collaborating with innovation fellows.

“I’ve learned how important it is for the students to have hands-on activities,” she said. “They learned a lot more by being able to apply the knowledge they learned in class. I saw a lot more participation and engagement.”