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The document outlines a lesson plan for creating a demonstration video on how to use a Bee-Bot, aimed at Key Stage 1 students. It includes objectives, necessary preparations, group activities, and key questions to guide student engagement and understanding. The lesson emphasizes teamwork and clear communication while using both traditional and virtual Bee-Bots to introduce coding concepts.

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4 views

Logging in

The document outlines a lesson plan for creating a demonstration video on how to use a Bee-Bot, aimed at Key Stage 1 students. It includes objectives, necessary preparations, group activities, and key questions to guide student engagement and understanding. The lesson emphasizes teamwork and clear communication while using both traditional and virtual Bee-Bots to introduce coding concepts.

Uploaded by

kr2qzc82gf
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Computing > Key Stage 1 > Programming > Programming

(Option 2: Virtual Bee-Bot) > Lesson 2: Making a virtual


Bee-Bot video

Learning objective and success criteria Before the lesson


• To create a demonstration video Note
• I can create a video to explain how to We use the word ‘Bee-Bot’ to describe both of
use a Bee-Bot by: the following:
⚬ Taking a video recording • ‘Bee-Bots’, which are traditional bee-patterned
⚬ Trying it out (‘explore’) robots.
⚬ Seeing if I was right (‘explain’) • ‘Blue-Bots’, which are a slightly more
advanced version that you can connect to a
tablet, via Bluetooth and interact with using an
app.
• Both of these devices are used for hands-on
exploring and tinkering as an introduction to
coding.

For the purposes of this unit, we are going to use


unplugged, paper-based exercises and an on-
screen emulator (a computer program, which
shows how a Bee-Bot would perform) on the link:
‘Terrapin Logo – Bee-Bot’.
Please note for this lesson, video recording will
be required. Ensure before the lesson, that
camera equipment can be obtained or familiarise
yourself with screen-capturing software that may
exist or may be needed for the devices the
children will be using.
Have ready
• Presentation: Making a virtual Bee-Bot
video (see Attention grabber)
• Link: ‘TTS Group – Bee-Bot: a class
introduction’
• Link: Access to ‘Terrapin Logo – Bee-Bot’on
devices (one per group/pair)
• Fully charged digital recording devices, to
record visuals and sound (digital cameras,
tablets, desktops/laptops with webcams or
screen-capturing capabilities)
Print
• Activity: Bee-Bot filming plan (see Classroom
resources) – one per group of pupils. (Make links
between this plan and a storyboard in English, to
help the children to understand the importance
of following a sequence)

Attention grabber
Display slide 2 of the Presentation: Making a virtual Bee-Bot video to discuss the Learning
objective and Success criteria.
Presentation: Making a virtual Bee-Bot video
Show on your interactive whiteboard
Slide 3: Display and play the link: ‘TTS Group – Bee-Bot: a class introduction’.
Ask the children:
• What did you like about the video?
• What did you dislike about the video?
• Do you think that the video could be clearer in explaining how a Bee-Bot works?

Slide 4: tell the children that they will make their own video to explain how a Bee-Bot works
using the link: ‘Terrapin Logo – Bee-Bot’. They will choose one of the three challenges from
‘Lesson 1: Getting to know a virtual Bee-Bot’ to complete.
Selecting one of these challenges will help the children stay focused when creating their film.
Challenges
• Challenge one: using the ‘Go Cart Rally mat’, the children get the Bee-Bot from the Start to
Finish line without touching any green backgrounds.
• Challenge two: using the ‘Bee-Bot Lesson Examples mat’, the children move the Bee-Bot to
all the signs.
• Challenge three: using the ‘Alphabet mat’, the children move the Bee-Bot around the
‘Alphabet mat’ to spell out that child’s name.

Key questions
• How could you better explain how a Bee-Bot works?
• What did you like or dislike about the video?
• Can we add anything else to the success criteria?

Main event
Slide 5: ask the children what the most important things are to know about a Bee-Bot. How will
the children:
• Show how to make the Bee-Bot move forward using ‘Forward’ and ‘Go’ buttons.
• Explain how to make the Bee-Bot move backwards.
• How to clear the instructions.
• Show how to make the Bee-Bot turn left or right.
• Demonstrate how to pause the Bee-Bot in the middle of a set of instructions by using the STOP
command button.
• Show how to use these skills to complete one of the challenges from the last lesson.

Slide 6: get the children into groups of four or five and ask them to select one of the challenges
(from Slide 3). Then, hand out the Activity: Bee-Bot filming plan and tell the children to follow the
numbered steps on the Activity: Bee-Bot filming plan so they can focus on specific aspects for
their film in an ordered way, such as:
1. Introduction – introduce what a virtual Bee-Bot is.
2. Forward and go – focus on demonstrating what these buttons will produce on-screen.
3. Back and clear – show these buttons in practice on-screen.
4. Turn Left and Turn Right – show how these buttons work.
5. Pause – show why it will be an important button if an instruction is not correct.
6. Additional information – any important things that would be good to explain to the viewer.

Model in front of the class how you want them to record the screen with ‘Terrapin Logo – Bee-
Bot’ loaded onto it. This can either be done using screen-capturing software that may exist on
your computer devices or by using a device with an in-built camera.
Recap the success criteria with the children before they begin to create their videos (see slide 2)
and encourage the children to work together when making their film.

Slide 7: explain the roles children should have within their groups. Two children are behind the
camera recording and watching. Two children are on-screen. The children on-screen should take
it in turns to discuss and demonstrate the various buttons and subsequent movements of the
online Bee-Bot on the link: ‘Terrapin Logo – Bee-Bot’.
Children should keep rotating roles so that everyone gets a turn on each side of the camera.
Depending on your class size, you may need to adjust the number of children to each camera.

Key questions
• What are the most important things to know about a Bee-Bot?
• Have you explained what button ‘x’ does?

Wrapping up
Slide 8: share some of the children’s clips and discuss them. Ask whether the children included
all of the success criteria in their videos.
Refer to the purpose of the video. Was it clear for someone who has never used a Bee-Bot
before?

Key questions
• Have you shown people watching how it works?
• Did you speak in a clear voice so others could hear you?

Glossary
• Bee-Bot
• Video
• Algorithm
• Code
• Demonstration
• Filming
• Pause
• Clear instructions

Assessing pupils' understanding and Next steps


progress
Pupils with secure understanding Pupils needing extra support: Rehearse a
indicated by: Discussing what each sentence the children wish to record. Draw
button did and demonstrating how it attention to what the Bee-Bot is doing as they
worked. Recording the video with are recording.
everyone taking on specific roles.
Pupils working at greater depth: Plan what
Pupils working at greater depth they are going to do or say before they begin
indicated by: Discussing how to make filming. Discuss what will make it easier for other
the video clearer for the audience. children to understand, for example, using a
Changing the focus, for example using a different map for the Bee-Bot movements.
different map for the Bee-Bot to do a
demonstration.

©2021 Kapow Primary.

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