Date

Class
Title
November 18, 2015
P1
Pupils prior learning
Work with the Bee Bot
Knowledge of 2D shapes
Knowledge of some basic colours

Cross curricular skills focus

Communication: The pupils will be learning how to communicate with the robot
through the use of directional signals. The pupils will also be working on
communicating their intentions and desires of where the Bee Bot should go to a
small group and the teacher.
Numeracy: The pupils will be reinforcing their knowledge of 2D shapes as well as
counting between 1 and 4 in this lesson. These skills are ones that will be extremely
useful for the students as they continue in their math lessons.
ICT: The pupils will be learning the basics on controlling a robot, a form of
technology very few, if any, have encountered outside of the classroom.
Learning intentions
Students will be able to move the Bee Bot from one 2D shape to another on the first
try
Introduction
Today we will be using the Bee Bot. We will be directing it to each of our favourite
shapes.

Activity
Place the Bee Bot on a 2D shape. State which shape, and colour, the Bee Bot is
currently on.
Ask a student to pick a new shape for the Bee Bot to reside. Ask how many shapes
over and up (or over and down or just over or just up or etc.) the new shape is.
Demonstrate how to program the Bee Bot to reach that new shape.

Playtime Bee Bot

Thinking skills and personal capabilities focus
Thinking, Problem-Solving, and Decision-Making: The pupils will be
using each of these skills in order to determine what direction the
Bee Bot needs to go and how many shapes it needs to travel over.
Working with Others: The pupils will need to be able to work
together in order to make the decisions of how many shapes and in
which direction the Bee Bot will be traveling.
Differentiation
The differentiation in this lesson will be based on how much teacher
support each student needs. Those students who do not have a firm
grasp on their shapes, colours, and/or numbers will receive
additional instructions in order to help them be successful (for
example: lets count the shapes together). For those students who
understand the material, they will be able to help their classmates to
check their own work and help to ensure that each student can be
successful at completing the task.
Suggested Success Criteria (AfL)
By the end of the activity, I can move the Bee Bot from one 2D shape
to another on my first try
Role of the teacher
Manager: The teacher will be in charge of making sure that all
pupils are actively involved in the lesson and participating.
Diagnostician: The teacher will be able to determine which pupils
need more explicit instruction and which pupils will be able to
move ahead.
Key Questions
What shape is this?
What colour is this shape?
What shape are we moving to?
How many shapes do we need to travel over?
What direction is the Bee Bot traveling in?

Ask another student to select a shape. The previous student will then be able to
direct the Bee Bot.
Continue the previous step until each student has had a chance to program the Bee
Bot.

Plenary
Now, we are going to work together to get the Bee Bot to a final shape (pick the
shape the furthest away from the Bee Bots current location).
The teacher will allow the students to count the shapes. The teacher will then be
the one to program the Bee Bot. Try multiple times if necessary.

Resources
Bee Bot
2D shapes mat
Square tray

Assessment/ Monitoring
The assessment for this activity will be informal and be based on how much support the student needs in order to be successful.