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Handling Mouse 2

The lesson focuses on programming a Bee-Bot to navigate a personalized world mat created by students. Students will work in pairs to plan and execute routes, learning to program the Bee-Bot with simple commands while considering obstacles. The lesson includes assessment criteria for understanding and progress, catering to different levels of student ability.

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5 views3 pages

Handling Mouse 2

The lesson focuses on programming a Bee-Bot to navigate a personalized world mat created by students. Students will work in pairs to plan and execute routes, learning to program the Bee-Bot with simple commands while considering obstacles. The lesson includes assessment criteria for understanding and progress, catering to different levels of student ability.

Uploaded by

kr2qzc82gf
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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 4: Bee-Bot world

Learning objective and success criteria Before the lesson


• To program a device Watch
• I can personalise my Bee-Bot world • Teacher video: Bee-Bot world
• I can consider how the Bee-Bot can move Have ready
from one place to another • Presentation: Bee-Bot world (see Attention
• I can plan a Bee-Bot route grabber)
• I can program a Bee-Bot to follow my Print
planned route • Activity: Bee-Bot world mat template (see
Classroom resources) – one per pair of
pupils, printed onto A3
• Activity: Example Bee-Bot world mat (see
Classroom resources) – one for the teacher
to be used for Main event, printed onto A3
• Activity: Bee-Bot model (see Classroom
resources) – 12 on a page – one between two
pupils and one for teacher (these should be
cut out prior to the lesson)

Attention grabber
Explain to children that they are going to spend the lesson exploring the Bee-Bot world.
Display slide 2 of the Presentation: Bee-Bot world to discuss the Learning objective and Success
criteria.
Presentation: Bee-Bot world
Show on your interactive whiteboard
Slide 3: ask the children if they can see a theme in the mat shown.
The children are going to work in pairs to explore a Bee-Bot world template using a paper Bee-
Bot model. Hand out the Activity: Bee-Bot world mat template to each pair of pupils. You may
want the children to create mats based on a topic of theme they are studying in another subject.
The children should personalise their mats through colour. The Bee-Bot moves exactly 15 cm
each time, so the mat will need to have 15 cm squares (the Activity: Bee-Bot world mat template
has the correct dimensions, roughly an A3 sheet divided into sixths).
You could let the children create their own mats using the Activity: Bee-Bot world mat template.
This will take additional time. Children creating their own mats should aim for one picture in each
box, ensuring that the picture fills the box. Each picture should be different and easily
identifiable so that the user can refer to it in the next part of the lesson.

Main event
Slide 4: introduce the word ‘program’. Explain that the children will make simple ‘programs’ that
involve one or more steps to navigate their Bee-Bot around their mats from picture to picture.
Hand each pair an Activity: Bee-Bot model. Sit in a circle with an Activity: Example Bee-Bot world
mat and an Activity: Bee-Bot model placed on one of the images. Demonstrate sentences that
you want the children to use, for example, “I am going to program the Bee-Bot to reach the
snake by pressing [‘x’, ‘x’, ‘x’]”. Ask the children which buttons they need to press to make this
happen.

Bee-Bot exploration (15 minutes)


Slide 5: working in their pairs, the children will take it in turns to program the Bee-Bot to
navigate the mat to their intended destination. For example:
• Partner A says, “I’m going to program the Bee-Bot to the [x].”

Partner A then tries to get the Bee-Bot to the declared destination. Emphasise the need to
declare the destination first.
The children should be able to give complex instructions including complex moves such as
turning.
Use mini-plenaries to reiterate the meaning of the word ‘program’ throughout the activity.

Key questions
• How many buttons do you need to press to get there?
• Do you think you need to turn?
• Where will that code get you to?

Wrapping up
Invite some of the children to share what they have been working on, for example: “I
programmed the Bee-Bot from the Pokeball to the Pikachu”. Ask the children to demonstrate and
explain to the class how they did this.
If the children are confident, introduce the route ‘A to C, avoiding B’ as a final challenge – the
obstacle is avoiding ‘B’. For example: “Can you program the Bee-Bot from the pink flower to the
house without going over the lion?”.

Glossary
• Bee-Bot
• Program
• Code
• Destination
• Mat

Assessing pupils' understanding and Next steps


progress
Pupils with secure understanding Pupils needing extra support: Still take
indicated by: Identifying a destination and navigating the mat one step at a time. The
getting Bee-Bot there (in as many steps as end goal might be three steps away, but they
necessary). clear (‘x’) > move > ‘Go’ each time.

Pupils working at greater depth Pupils working at greater depth: Plan


indicated by: Discussing the most efficient their route getting from A to C whilst missing
route with as few steps as possible. Avoiding out B (see the ‘Wrapping up’ section).
obstacles.

©2021 Kapow Primary.

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