Bee-Bot Basics

Overview

Students are introduced to Bee-Bots and learn how to control them using simple sequences. They practise planning, testing, and improving solutions to short navigation challenges, developing basic programming, sequencing, and problem-solving skills.

Learning intentions

• Students will learn how Bee-Bots work and practise safe, careful handling.
• Students will create and test short instruction sequences to move Bee-Bots accurately.
• Students will use problem-solving steps (try, adjust, retest) when a Bee-Bot does not follow the plan.
• Students will collaborate respectfully to share ideas and roles within a group.

Success criteria

• I can explain what each Bee-Bot button does (forward, turn left/right, clear).
• I can write a short sequence of commands (e.g., F, L, F, R) and use it to drive Bee-Bot.
• I can debug my sequence by making one change and testing again.
• I can follow safety guidelines and work effectively as a team.

Curriculum links

• Technology — understanding how digital systems follow a sequence of instructions to perform tasks.
• English — creating and revising written instructions/short plans using correct sentence structure, punctuation, and clear language.
• Collaboration — participating in guided group problem-solving and sharing reasoning clearly.

Lesson structure (60 minutes)

1. 0–5 min · Hook + safety set-up. Teacher shows the introduction slides and asks, “What happens when you give a computer the wrong instructions—does it ‘think’ or just follow?” Students share quick ideas, then prepare Bee-Bots (on desks or a designated floor mat area) and listen for safety reminders.
2. 5–12 min · Direct teach: Bee-Bot basics. Teacher demonstrates controls (forward, left, right, clear) using the introduction slides, modelling how a single command changes the outcome. Students repeat with “air commands” first (point to the mat direction) and then with one controlled test move.
3. 12–20 min · Planning sequencing (whole class). Teacher returns to the introduction slides with a simple example (e.g., “Go forward, turn left, go forward to reach a marker”) and shows how to record the sequence as symbols or words. Students practise writing a 3–4 step sequence in the air, using consistent notation agreed by the class.
4. 20–35 min · Hands-on challenge 1 (pairs). Teacher distributes the Bee-Bot navigation worksheet to pairs and sets the first grid goal (e.g., reach a target square from a start). Students:

• Assign roles (driver, controller, checker).
• Use the worksheet to plan a short sequence, test it, and revise only one change at a time. Teacher circulates, asking probing questions from the introduction slides (e.g., “Which step caused the turn?” “What will you change if you’re one square off?”).

5. 35–47 min · Group collaboration challenge 2 (small groups of 4). Teacher displays a new, slightly harder route on the floor mat using the introduction slides (e.g., visit two waypoints in order, then stop at a final target). Students collaborate, discussing trade-offs and timing between turns; they must agree on a sequence before driving.

• If the Bee-Bot misses, students use a “debug cycle”: identify the step likely responsible, adjust, and test again.

6. 47–55 min · Reflection and sharing. Teacher returns to the introduction slides for a quick whole-class discussion: “What helped your group succeed—better planning, fewer steps, or changing one command at a time?” Students share one strategy and one adjustment they made.
7. 55–60 min · Exit check. Students complete a rapid verbal check-in (teacher selects 3–5 students): they must state their final sequence in order and explain one modification they tried. Teacher confirms groups followed safety expectations.

Resources

• the introduction slides
• the Bee-Bot navigation worksheet
• Bee-Bots (enough for pairs/small groups)
• Floor grid mats or taped grid on the floor/walls with start/targets marked
• Bee-Bot chargers/batteries ready and a clear “charging area” label
• Timer (for challenge time limits)
• Visible classroom safety signs (gentle handling, keep on mat, no running)
• Device instruction cards (optional small label on each Bee-Bot for button directions)

Assessment

• Observation checklist during hands-on tasks: sequencing use, testing behaviour, and debugging one-change strategy.
• Worksheet review: sequences match the plan, and revisions show evidence of problem-solving.
• Teacher questioning in the reflection: students explain cause-and-effect (“this step turned us…”).

Differentiation

• Support: Provide sentence starters for explaining debugging decisions (e.g., “First we tried…, then we noticed…, so we changed…”). Use simplified symbol cards (F, L, R) for students needing a lower language load.
• Scaffolds: For learners needing structure, limit early attempts to 3-step sequences before allowing longer routes.
• Extension: Challenge faster groups to reduce the number of commands while still reaching both waypoints in order.
• EAL/SEN: Roles in groups (driver/controller/checker) reduce reliance on speaking; allow non-verbal checking (pointing to the grid and indicating the step to change).