Playing & Exploring Bee-Bot: How far? Playing & Exploring Bee-Bot: One Step More Learning Objective: Success Criteria: Learning Objective: Success Criteria: To be able to use To be able to use logical standard measures. reasoning to predict the To be able to predict the behaviour of simple programs behaviour of simple programs Activity: Plugged Activity: Plugged Provide large sheets of paper and felt tips or go outside For this activity, children explore how where children can do can do chalk drawings. far Bee-Bot can travel. Model how to design a Bee-Bot trail from a starting point to a Start with materials available in the room and use as target such as a flower. standard units of measure. For example, estimate and then investigate how many Lego Bricks, counters or paperclips are Emphasise the importance of measuring the trail to ensure needed to represent how far a Bee-Bot moves with each the Bee-Bot can reach and turn at particular points. step. Divide children into pairs and then give each pair a Bee-Bot, some chalk and either a ruler or concrete materials they can use as non-standard units. Help! I’m Stuck! Need a challenge! What next? For children who are not yet Can children design a ready to use rulers circular route to get Bee-Bot Help! I’m Stuck! Need a challenge! or measuring tapes make back home? What next? 15cm Bee-Bot rulers. Think about how you mark the start and end. This can then provide a starting point to explore Bee-Bot Trail : Challenge A key part of this activity is units of measure the discussion that should and the use of Learning Objective: Success Criteria: take place. Children may rulers and measuring tapes. To be able to work with a need adult intervention to friend to plan a route for suggest what objects to try. Beebot To plan, test and debug simple programs.
Playing & Exploring Bee-Bot: How far? Learning Objective: To be able to use measures. To be able to predict the behaviour of simple programs Success Criteria: Activity: Plugged For this activity, children explore how far Bee-Bot can travel. Start with materials available in the room and use as units of measure. For example, estimate and then investigate how many Lego Bricks, counters or paperclips are needed to represent how far a Bee-Bot moves with each step. Help! I’m Stuck! Think about how you mark the start and end. A key part of this activity is the discussion that should take place. Children may need adult intervention to suggest what objects to try. Need a challenge! What next? This can then provide a starting point to explore standard units of measure and the use of rulers and measuring tapes. Playing & Exploring Bee-Bot: One Step More Learning Objective: To be able to use logical reasoning to predict the behaviour of simple programs Success Criteria: Activity: Plugged Provide large sheets of paper and felt tips or go outside where children can do can do chalk drawings. Model how to design a Bee-Bot trail from a starting point to a target such as a flower. Emphasise the importance of measuring the trail to ensure the Bee-Bot can reach and turn at particular points. Divide children into pairs and then give each pair a Bee-Bot, some chalk and either a ruler or concrete materials they can use as non-standard units. Help! I’m Stuck! For children who are not yet ready to use standard rulers or measuring tapes make 15cm Bee-Bot rulers. Need a challenge! What next? Can children design a circular route to get Bee-Bot back home? Bee-Bot Trail : Challenge Learning Objective: To be able to work with a friend to plan a route for Beebot To plan, test and debug simple programs. Success Criteria:
Programming_Activity-Cards_BEEBOT.docx