Computing > Key Stage 1 > Programming > Programming

(Option 2: Virtual Bee-Bot) > Lesson 3: Precise instructions

Learning objective and success criteria Before the lesson

• To plan and follow a set of instructions Note
precisely This unit uses the word ‘Bee-Bot’ to describe
I can take on all of the following roles: both of the following:
• ‘Bee-Bot’ (following instructions given by the • ‘Bee-Bots’, which are traditional bee-
controller) patterned robots.
• ‘Controller’ (giving instructions to the Bee- • ‘Blue-Bots’, which are a slightly more
Bot) advanced version that you can connect to a
• ‘Judge’ (checking that the instructions given tablet, via Bluetooth and interact with using
by the ‘controller’ are correct) 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’.
Watch
• Teacher video: Precise instructions
Have ready
• Presentation: Precise instructions (see
Attention grabber)
• A large space, the school hall or playground
• Coloured cones or bean bags
• Access to ‘Terrapin Logo – Bee-Bot’ on
devices (one per group/pair)
Print
• Activity: Bee-Bot controller and mask (see
Classroom resources) – one per group of
three pupils

Attention grabber
Note
This lesson is ‘unplugged’, which means that the children do not use technology. Instead, the
children act out how the technology works.
You need to make it clear how far the children will move for each instruction. A real Bee-Bot
moves 15 centimetres for each instruction. You could say that for each command the children
move three steps. This gives the children a sense of having moved in one direction.
A slightly different approach will be needed for the Wrapping up section as is explained.
Activity
Display slide 2 of the Presentation: Precise instructions to discuss the Learning objective and
Success criteria.
Presentation: Precise instructions
Show on your interactive whiteboard
Slide 3:
• Show the children the Activity: Bee-Bot mask and controller.
• Explain that they are going to take on the roles of Controller, Bee-Bot and Judge and they will
be set a task to complete.
• Ask who they think will be better at following instructions, the Bee-Bot, or them?

Get the children into groups of three and give each group a mask and a controller from the
Activity: Bee-Bot mask and controller.
Explain that each person within the group has a role:
1. Controller: the person who gives the instructions and presses the corresponding button on
the cardboard controller.
2. Bee-Bot: the person who listens to and watches the Controller and follows the instructions.
3. Judge: the person who listens to the instructions given by the Controller to make sure they
are correct.

Place cones at random within the large space you are using. The ‘Controller’ then has to direct
their human Bee-Bot around the cones, without bumping into another group or going in the
wrong direction.

Slide 4: tell the ‘Controllers’ that they should only give the human ‘Bee-Bot’ a single directional
arrow at a time. For example, they could press on the cardboard:
‘X’ (clear) > ‘Forward’ (direction) > ‘Go’.
This exercise allows the children to get used to pressing ‘clear’ every time and then ‘Go’ to run
their ‘code’. Make sure that the children are swapping roles.
Stop the children when they have assigned one direction using ‘X’ and ‘Go’.

Key question
• Who would like to be a human Bee-Bot and follow the instructions that we have come up with?

Main event
To introduce the next challenge, ask for a volunteer to be your ‘Bee-Bot’.
Slide 5: with a specific cone as a destination, demonstrate pressing two to three directions
before setting your volunteer ‘Bee-Bot’ off. Discuss:
• What cone did you aim for?
• Did your ‘Bee-Bot’ reach it?
• Children often think that turning like a ‘Bee-Bot’ is the same as taking a step, but a Bee-Bot
rotates on the spot- did your ‘Bee-Bot’ turn on the spot instead of moving in the direction of the
turn?

If your volunteer ‘Bee-Bot’ did not follow your instructions correctly, take their place and model
the correct moves.

Slide 6: set the children the task of moving the ‘Bee-Bots’ to the chosen cones. The cones should
be quite near as the ‘Controller’ should not enter more than three direction instructions.
The ‘Controller’ should secretly tell the ‘Judge’ which cone they are aiming for before they give
the ‘Bee-Bot’ instructions by ‘pushing’ buttons on the cardboard controller and saying out loud
what the instructions are.
Use a whistle every few minutes to indicate to the children that they should swap roles within
their groups.
It is important to circulate to listen to what the children are saying and to watch what they are
pressing. Clear instructions are crucial both for the ‘Bee-Bot’ and the ‘Judge’.

Key questions
• Which cone did you have in mind?
• Did the ‘Bee-Bot’ reach it?
• Did the ‘Bee-Bot’ turn on the spot and not move in the direction of the turn?
• Did you remember to give clear instructions?
• Did you wait until you were told to ‘Go’?
• Did you direct your partner to where you were meant to?

Wrapping up
Using the link: ‘Terrapin Logo – Bee-Bot’ the children compare the human ‘Bee-Bot’ to the robot
Bee-Bot.
Slide 7: write a set of instructions on the board and input them into the Bee-Bot.
Slide 8: ask the children to look at the instructions on the board and guess where they think the
Bee-Bot will stop.
Then:
• Ask for a volunteer to be a human ‘Bee-Bot’.
• Tell your volunteer to take baby steps (the volunteer should move 15 centimetres at a time,
about the length of their foot) following the instructions.
• Once your human ‘Bee-Bot’ has carried out the instructions, they should stand still on the spot.
• You will now press ‘Go’ on the real Bee-Bot and see how close your volunteer was.

Repeat this a couple of times with different children.

Glossary
 • Bee-Bot
• Precise
• Instructions
• Video recording
• Explore
• Explain
• Controller
• Judge
• Algorithm

Assessing pupils' understanding and Next steps

progress
Pupils with secure understanding: Should Pupils needing extra support: Should
recognise which buttons are necessary in the keep executing the programs with single
sequence of instructions. Should be able to directional commands.
predict correct instructions to reach a pre-
planned destination. Pupils working at greater depth:
Challenge the pupils by starting the Bee-Bot
Pupils working at greater depth: Should child facing away from the goal.
predict and plan in advance an increasing
number of steps. Should be able to correct
instructions that do not work the first time.

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