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  1. We present a microgenetic case study of a sixth-grade student who succeeded in achieving the dual goals of collaborative design teamwork and prototyping a biomimetic robot. She combined a consensus-building stance with a strategy of repeated multimodal explanation to achieve the uptake of her complex robot design concept as the shared team design plan.
  2. We examine problem scoping in our interdisciplinary curriculum where students build biomimetic robots. Biomimicry is a context for learning biology, computational thinking, and engineering design. In the solution space, students narrow the scope of their robot designs, informed by animal structure-function relationships. In the challenge space, they narrow the scope of real-world disasters by modeling them in the classroom. This dual problem scoping enables students to be active participants shaping the content of their learning.