The purpose of this study is to present an instructional design framework based on project-based learning and is further to apply the framework to a 4-days robotics summer camp curriculum where teams of students carry out a mini-project that requires the design and construct of a robot. Data was collected by means of semi-structured interviews with the teacher, the students, by observations in the classroom, and by analyzing students' open-ended questionnaires. A 4-stages framework with corresponding instructional mechanisms is reported in this study. We further propose threefold revisions for the present instructional design framework. In sum, applying PBL with specific instructional mechanisms is suitable to design an integrative STEM curriculum. The present study proposes suggestions on task-oriented context for knowledge integration, evaluations of students' understanding, and constructions of communication platform in the classroom.