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Handling Mouse 3

The document outlines a lesson plan for Key Stage 1 students focused on programming with Bee-Bots, emphasizing the creation of clear instructions and debugging. It includes activities such as reading a story and programming Bee-Bots to move to specified characters, encouraging collaboration and problem-solving. Assessment criteria are provided to gauge students' understanding and progress, with differentiated support for varying skill levels.

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6 views2 pages

Handling Mouse 3

The document outlines a lesson plan for Key Stage 1 students focused on programming with Bee-Bots, emphasizing the creation of clear instructions and debugging. It includes activities such as reading a story and programming Bee-Bots to move to specified characters, encouraging collaboration and problem-solving. Assessment criteria are provided to gauge students' understanding and progress, with differentiated support for varying skill levels.

Uploaded by

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

Learning objective and success criteria Before the lesson


• To create a program Note
• I know I should not move the Bee-Bot with This unit uses the word ‘Bee-Bot’ to describe
my mouse both of the following:
• I know how to use programming to give the • ‘Bee-Bots’, which are traditional bee-
Bee-Bot clear instructions patterned robots.
• I can debug my instructions if they go • ‘Blue-Bots’, which are a slightly more
wrong by identifying and correcting the advanced version that you can connect to a
mistake 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’.
Have ready
• Presentation: Bee-Bot adventures (see
Attention grabber)
• Activity: The Adventures of Bee-Bot (see
Classroom resources) – one copy for the
teacher
• Access to the internet and interactive
whiteboard
• Desktops/laptops or tablets
• Link: ‘Terrapin Logo – Bee-Bot’

Attention grabber
Display slide 3 of the Presentation: Bee-Bot adventures to discuss the Learning objective and
Success criteria.
Presentation: Bee-Bot adventures
Show on your interactive whiteboard
Slide 3: get the children into pairs and ask each pair to access the link: ‘Terrapin Logo – Bee-
Bot’with the ‘Number Line’ mat loaded.
Do a few warm-up exercises with the children, for example:
• Can Partner One get the Bee-Bot to zero?
• Can Partner Two get the Bee-Bot to the pigs?

Model fixing mistakes that come up and highlight what can be learnt from them.

Main event
Slide 4: explain that you are going to read a story called ‘The Adventures of Bee-Bot’ and
working in pairs, they are going to program their Bee-Bots to move to a character or in a certain
direction, when these are mentioned.
Slide 5: the children will need access to a devices with the ‘Number Line’ mat loaded on the link:
‘Terrapin Logo – Bee-Bot’. Read the story, using the prompts as necessary, pausing while the
children program the Bee-Bots.
Encourage co-operation in their pairs and remind them not to use the mouse to move the Bee-
Bot!’. Ask the children to think carefully about completing the challenge, by inputting more than
one instruction at a time.
This is a good opportunity for observational assessment:
• Who takes several steps to reach their target.
• Who can get to their target straight away?
• Who panics when they make a mistake?
• Who can fix a mistake?

Key questions
• Who can get to the target straight away?
• Who can fix a mistake if they make one?

Wrapping up
At the end of the story, do some quickfire challenges to see how familiar the children are with
the instructions they give. Judge how ‘quick fire’ to make these challenges by assessing how
confident your class is at this point.

Glossary
• Bee-Bot
• Program
• Debug
• Mistake
• Programming
• Code
• Inputting
• Emulator

Assessing pupils' understanding and Next steps


progress
Pupils with secure understanding Pupils needing extra support: Should take
indicated by: Programming the Bee-Bot to the route one square at a time.
reach the goal as specified in the story.
Identifying and correcting mistakes when Pupils working at greater depth: Should
they go wrong. be able to work out the shortest and longest
routes.
Pupils working at greater depth
indicated by: An awareness of route
efficiency. Suggesting alternative routes.

©2021 Kapow Primary.

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