Goldilocks, the Three Bears and BeeBot
About this lesson
They navigate a Bee-Bot to events within the story, first as a whole class and then in small groups. This activity can be integrated with English and the exploration of narratives. 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 |
|---|---|
| 1-2 |
Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) (AC9TDI2P02). |
Links with English Curriculum Area
| Band | Content Description |
|---|---|
| 1-2 |
Recognise different types of literary texts and identify features including events, characters, and beginnings and endings (AC9EFLE03) |
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
- Bee-Bot arrow cards (or arrows printed/drawn on card), e.g. Bee-Bot sequence cards (via CAS Barefoot):
- Clear plastic Bee-Bot mat (or tape to create a mat on the floor)
- Masking tape
- Age-appropriate storybook with clear sequences, such as Goldilocks or Henny Penny
- Narrative sequence cards or photocopied pages from the book (e.g. for Goldilocks:
- Lesson Plan - everything you need to prepare for and conduct this lesson
Prior Student Learning
Digital Technologies:
- Students have done some introductory work with the Bee-Bot.
Maths:
- Students have done some work on navigational language (left, right, forward, backward).
English:
- Students have read the storybook Goldilocks as a whole class and have undertaken an activity where they organise the key events of the story into a logical sequence.
Learning hook
Download Teacher overview activity cards here.
The teacher has unorganised images of Goldilocks story sequences stuck on the whiteboard.
The class is asked to recall what story these images are from, and are asked to recall the key stages in the story. The teacher facilitates the organisation of these into the correct order.
The teacher reveals the same cards, arranged randomly, on the Bee-Bot mat on the classroom floor and introduces the Bee-Bot as helping them to find each correct stage in the story.
Some time is spent recall the Bee-Bot and the functions. The teacher demonstrates with children how to use the Bee-Bot.
Learning map and outcomes
- Students describe the sequence of events in a narrative.
- Students work in teams to design their algorithm using a sequence of arrows, that navigate the robot to key events in the story.
- Students work in teams to implement their algorithm by inputting instructions into the robot.
- Students can debug their algorithms.
Learning input
The teacher models how to construct the algorithm for the Bee-Bot to get to one location, using the arrows. The teacher invites students to help construct the algorithm by calling out responses. If the algorithm is not correct, that is okay, as the teacher can model debugging.
The teacher introduces (or re-introduces) and uses the language: “algorithm” and “debugging/debug”.
Learning construction
Learners now work in teams, to construct their own algorithm using arrows on paper to navigate the Bee-Bot through as many Goldilocks sequence events as possible (preferably in the correct order).
If there is only one Bee-Bot per class, students are provided with a piece of paper that is a model of the floor mat, so that they can work from a distance if needed and count the tiles. Learner teams can come and test their algorithm and work on debugging their algorithm.
Otherwise, in small groups with their own mats, students work through the activity.
Learning demo
Once all teams have had a chance to test and debug their algorithm, teams are given a chance to demonstrate their learning to the class, or to another team.
Peers are to be critical friends and to help provide feedback.
Learning reflection
Students are given a chance to think about and describe what happened in their Bee-Bot algorithm and to talk about what they learned and how they might change or extend their algorithm for next time.
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