Getting to know Bee-Bot
About this lesson
They learn about what the Bee-Bot is, the functions and how the Bee-Bot can be used for specific purposes. They learn how to develop a sequence of steps for the Bee-Bot to follow. This lesson idea was created by Rebecca Vivian.
Year band: 1-2
Curriculum Links AssessmentCurriculum Links
Links with Digital Technologies Curriculum Area
| Band | Content Description |
|---|---|
| F-2 |
Recognise and explore digital systems (hardware and software) for a purpose (AC9TDIFK01). Identify and explore digital systems and their components for a purpose (AC9TDI2K01). Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) (AC9TDI2P02). |
Assessment
Formative Assessment:
- Teachers observe students using the Bee-Bots, creating their algorithms and debugging.
- Use questioning to elicit student understanding of the functions of the Bee-Bot and their algorithmic thinking.
- You might take photos of the students’ final algorithms to document their progress, or record the Bee-Bot in their final demonstration.
| Quantity of knowledge | Quality of understanding | ||||
|---|---|---|---|---|---|
| Criteria | Pre-structural | Uni-structural | Multi-structural | Relational | Extended abstract |
| Algorithm | No algorithm shown. | Algorithm only shows a limited number of instructions which are not linked. | Algorithm has enough instructions to complete the task but not linked or not linked in the correct sequence. | Algorithm has instructions linked in the correct sequence to achieve the task. | Algorithm brings in prior learning and/or independent learning beyond the task and possibly includes repetition. |
| Design | No card sequencing used. | Limited number of card sequences used. | Enough card sequences to complete the task but not linked or not linked in the correct sequence. | Has used card sequences linked in the correct sequence to achieve the task. | Card sequencing brings in prior learning and/or independent learning beyond the task and possibly includes repetition indicators. |
| Vocabulary | When describing algorithm, no specific vocabulary is used. | The terms instruction may be used as a general description. | The terms algorithm is used as a general description. | The terms algorithm is used confidently with specific reference to learner’s work. | Specific vocabulary like decisions and repetition is used, going beyond the set language. |
Overview
Resources
- Bee-Bots (one per group of 3 students)
- Bee-Bot mats (mixture of pictures on them from maps to streets and grids.)
- Large sheets of paper/cardboard
- Textas
- Rulers
Prior Student Learning
Maths
Students have done some work on 2D shapes.
Learning hook
The teacher brings out the Bee-Bot and shows it to the class. The teacher asks students to identify what they see on the Bee-Bot (noticing buttons, eyes, the colour, wheels, etc).
The class discuss and imagine what the Bee-Bot is for and what it does. Students either brainstorm these ideas on large sheet of paper. For early years children, this is facilitated on the board by the teacher.
The teacher allows a short time of experimentation with a Bee-Bot and for the children to try and test the Bee-Bot on the floor.
Learning map and outcomes
- Students identify features of Bee-Bot and imagine how the Bee-Bot can be used for different purposes.
- Students work in teams to design algorithms for a Bee-Bot using verbal instructions for another to follow.
- Students work in teams to implement their algorithm by inputting instructions into the robot and using listening skills.
- Students can debug their algorithms.
Learning input
The teacher brings the students back together and facilitates a discussion about what they have discovered during their play with the Bee-Bot.
- What did the Bee-Bot do?
- What happened when the buttons were pressed?
- What did you see and hear?
The teacher refers to their previous brainstorm about what the Bee-Bot can do and asks: is there anything new they can add to this?
The children are given a Bee-Bot each and are asked to examine different parts of the Bee-Bot, and in particular the buttons on the top. The teacher points to the buttons and they identify and repeat what they are (e.g. forward, backward, etc).
The teacher gives a short demonstration with the Bee-Bot, emphasising the importance of the ‘clear’ button. The teacher says that they are going to work together to get the Bee-Bot to move in the shape of a square; but first, they need to figure out what to tell the Bee-Bot! The teacher asks the students to recall the shape of a square. The teacher draws it on the whiteboard.
Without using the Bee-Bot, the class stands up. They move in the shape of a square. The teacher now asks students to call out the instructions of a square to make one of the students move in that shape. The teacher records these on the whiteboard. They develop the instructions and then move through the sequences to test their instructions. The teacher introduces these instructions as an “algorithm” and asks students to repeat.
Once they are happy with the instructions, as a class, they now give the instructions to the Bee-Bot to follow. One of the students enters the instructions into the Bee-Bot on the floor.
They observe the Bee-Bot: Did it make a square?
Learning construction
Students are now invited to make the Bee-Bot move in the shape of a rectangle. The teacher asks them to recall the shape of a rectangle.
Students work in small groups to make the Bee-Bot move in the shape of a rectangle using verbal instructions, with one person saying the instructions and the other putting the instructions into the Bee-Bot. Students are all asked to have a turn at putting the instructions into the Bee-Bot and calling out the instructions.
Learning demo
Students demonstrate their Bee-Bot moving to another class and evaluate if it was the shape of the rectangle.
Learning reflection
The class comes back together and they discuss the instructions for making the rectangle. The teacher selects a student to demonstrate and they record the instructions on the board.
As a class they compare the instructions between the square and rectangle. What do they notice is different? What is the same?
They enter the instructions into the Bee-Bot and check that it moves in the correct shape.
Students reflect on what they have learned about the Bee-Bot. What did they learn about the Bee-Bot? What would they like to do next time with the Bee-Bot?
Students record their reflection by drawing a Bee-Bot and giving it a name. They write their sentences on the picture (For Foundation students, the teacher facilitates writing it for them while moving around the room).
Resources
- Download entire lesson Plan
- Computer Science Education Research Group (CSER)
- For exemplars on student learning achievement and portfolios, see the ACARA website here
- Teacher Activity Card overview (Word version/ PDF version)
- This lesson plan corresponds to professional learning in the following CSER Digital Technologies MOOCs:
- F-6 Digital Technologies: Foundations
- Unit 7: Algorithms and Programming
- Unit 8: Visual Programming F-6 Digital Technologies: Extended
- F-6 Digital Technologies: Foundations
- Unit 2: Algorithms & Programming
- Unit 3: English Connections
- F-6 Digital Technologies: Foundations