Bee-Bot Algorithms

Overview

Students are introduced to Bee-Bots as a new technology in Science and learn that solving problems can be done by planning step-by-step instructions (algorithms). They will use Bee-Bots to test and improve their algorithms to reach a goal on a simple classroom grid.

Learning intentions

• Students will describe what Bee-Bots do and how people control them.
• Students will create and follow a simple algorithm of steps to make a Bee-Bot move.
• Students will test an algorithm and explain what worked and what needs changing.
• Students will identify a problem-solving strategy: try, check, and improve.

Success criteria

• I can give Bee-Bot steps using “first, next, then” language.
• I can build an algorithm that moves my Bee-Bot to the correct spot.
• I can check my result and say what I will change to improve it.
• I can work safely and responsibly with Bee-Bots and floor mats.

Curriculum links

• SC4-WS-07: Students identify problem-solving strategies and propose solutions (try/check/improve with Bee-Bots).
• Data science 1 (problem-solving with data from testing): students use observations from tests to refine steps.
• Science skills: developing simple models of “instructions” (algorithms) to explain how outcomes happen.

Lesson structure (60 minutes)

1. 0–8 min · Hook and idea. Teacher uses the introduction slides to show a short “Bee-Bot not working” clip or image sequence: the Bee-Bot ends in the wrong place, then the steps change and it reaches the goal. Teacher asks, “What do you think is the Bee-Bot’s ‘instructions’?” Students turn-and-talk, then one or two groups share.

2. 8–15 min · Introduce Bee-Bots and safety. Teacher demonstrates Bee-Bot buttons and places on the mat, using the introduction slides for key rules (hands off the mat unless placing, careful floor space, one Bee-Bot at a time). Students practise by holding still while the teacher “commands” one step at a time; they chant “first, next, then” as each move happens.

3. 15–25 min · Teach algorithms (step-by-step). Teacher models a simple algorithm on the grid: “Move forward 2 steps, turn right, move forward 1 step.” Teacher runs it on the mat while the introduction slides highlights the steps in order. Students use fingers (1–2–3) to “trace” the steps before watching the Bee-Bot follow them.

4. 25–40 min · Main task: reach the goal. Teacher divides class into groups of 3–4 and assigns one goal spot per group on a floor grid mat. Teacher distributes the Bee-Bot algorithm worksheet. Students:

• Draw or place 3 “command cards” (Forward, Turn, Forward) to make an algorithm.
• Test the algorithm with the Bee-Bot.
• Check the result and add a revision arrow if needed (try/check/improve). Diagnostic: Teacher circulates with a checklist (can the child sequence steps and explain changes?). Formative prompt questions: “What was your first step?”, “Where did it end?”, “What will you change next time?”

5. 40–52 min · Guided problem-solving round. Teacher revisits the introduction slides to model solving a common issue: “We got close but missed the goal—why?” Teacher gives a structured choice: “Change the number of steps forward” or “Change the direction turn.” Students repeat with a new goal spot, this time using teacher sentence starters on the board (“First…, Next…, Then…, I will change… because…”). Formative assessment: groups share one improvement they made and one reason.

6. 52–60 min · Plenary and exit check. Teacher uses the introduction slides for a quick “Algorithm gallery” question: “Show with your fingers the steps your Bee-Bot used.” Students complete a quick exit check orally or with quick thumbs: “Did your algorithm work? What did you change?” Teacher records key observations for next lesson grouping/support.

Resources

• the introduction slides (hook images/sequence, Bee-Bot safety rules, algorithm modelling visuals, plenary prompts)
• the Bee-Bot algorithm worksheet (simple sequencing and reflection, space to draw steps)
• Bee-Bots and charging base
• Floor grid mats (large enough for safe navigation)
• Goal cards (different target spots)
• “Command cards” for Forward/Turn (optional, but recommended for scaffolding)
• Timer (optional for turn-taking)
• Teacher checklist for diagnostic/formative notes

Assessment

• Diagnostic (during Step 1–3): observe children’s early ideas about “instructions” and their ability to use “first/next/then”.
• Formative (during Step 4–5): teacher checklist + targeted questions about what changed and why; check if algorithms are sequenced and tested.
• Exit check (Step 6): oral “what did you change?” plus thumbs to indicate understanding of algorithms and problem-solving.

Differentiation

• Support:
• Provide sentence starters (“First…, Next…, Then…”) and a visual sequence strip on the mat.
• Use command cards so students can match steps instead of writing.
• Offer a “starter algorithm” template on the Bee-Bot algorithm worksheet (e.g., Forward, Turn, Forward) to complete.
• For students needing extra help:
• Shorten the algorithm to 2–3 steps and use a closer goal spot.
• Assign roles within the group: Driver (presses), Planner (orders cards), Checker (looks for where it ends).
• Extension:
• Challenge students to improve accuracy: “Make it land exactly on the goal spot. What changed?”
• Ask students to create an alternative algorithm with different steps that still reaches the goal.
• EAL/SEN considerations:
• Encourage gesture-based sequencing (pointing order on the strip).
• Keep language consistent (“try, check, improve”) and model with one example multiple times.