Bee-Bot Familiarisation

Overview

In this introductory Technology lesson, students explore Bee-Bots as a simple programmable robot. They learn about key parts, safe handling, and basic operation through observation and teacher-guided demonstrations, using no complex programming.

Learning intentions

• Students will identify and describe the main parts of a Bee-Bot and how to handle it safely.
• Students will describe how to start, stop, and control Bee-Bot using its buttons.
• Students will observe what the Bee-Bot does when simple commands are used (forwards, turn, stop).
• Students will follow a short routine for testing and reporting what they notice.

Success criteria

• I can name at least three Bee-Bot parts and explain what one is used for.
• I can safely place a Bee-Bot on the mat and start/stop it correctly.
• I can predict (or describe) what happens after a short, simple button command sequence.
• I can record observations clearly on a worksheet using simple sentences.

Curriculum links

• Technology — designed systems: exploring how a controllable digital system (Bee-Bot) works in a guided way.
• Technology — using a process to test and communicate observations about a solution/system (plan, do, observe, reflect).
• General capabilities: communication (explaining observations), critical and creative thinking (noticing patterns), and personal and social capability (working safely in a shared space).

Lesson structure (45 minutes)

1. 0–5 min · Hook + setup. Teacher shows the introduction slides and asks students to predict what the Bee-Bot will do when it receives a “go” command; students share quick ideas with a partner.
2. 5–12 min · Introduce Bee-Bot parts. Teacher uses the introduction slides to point out key components (front sensor area/button panel, on/off, start/pause, directional buttons, clear/reset, base colour mat concept) while students handle the Bee-Bot only when instructed.
3. 12–17 min · Safety briefing + role routine. Teacher shows safety rules using the introduction slides (two hands, keep on the mat, no running, cables/battery safety, don’t touch moving robot, gentle placement); students repeat the “safely test” routine: place → set → start → wait → reset.
4. 17–27 min · Guided demonstration (no complex programming). Teacher demonstrates one command at a time using the introduction slides while students watch and predict what comes next:

• forward movement
• turning left/right in place
• stopping/clearing and resetting Students record one observation per demo on the Bee-Bot parts and observation worksheet (single sentence or dot-point).

5. 27–37 min · Partner exploration stations. Students work in pairs at the Bee-Bot mat areas; teacher refers to the introduction slides for step-by-step instructions. Each pair completes three short “test and notice” rounds:

• Round 1: Try a forward command and record what they notice.
• Round 2: Try a left/right turn and record the change.
• Round 3: Try clear/reset and record what happens. Teacher circulates to check safe use and accuracy of observation language; students keep instructions simple and avoid chaining many commands.

6. 37–43 min · Share and compare observations. Teacher brings the class back to the front, using the introduction slides to prompt discussion: “What stayed the same?” “What changed?” “How did you know the robot heard you?” Students volunteer observations; teacher clarifies any misconceptions.
7. 43–45 min · Quick exit check. Teacher collects the Bee-Bot parts and observation worksheet (or takes a quick view of top responses) and asks one final question: “Name one Bee-Bot part and what it does.”

Resources

• the introduction slides (hook, parts identification, safety rules, demo prompts, share prompts)
• the Bee-Bot parts and observation worksheet (parts + three observation lines)
• Bee-Bots and charging/battery-ready devices (one per pair or shared rotation)
• Bee-Bot floor mats with simple grid/paths (one per mat station)
• Teacher mat and demonstration Bee-Bot
• Timer for station rounds
• Class-safe organisation materials (small bins for Bee-Bots, reset wipes/towels if needed)

Assessment

• Formative observation during stations: safe handling and correct use of start/clear/reset
• Worksheet evidence: ability to describe observations using simple, accurate language
• Oral check during discussion: students can explain at least one part function or a cause-and-effect they noticed

Differentiation

• Provide sentence starters on the Bee-Bot parts and observation worksheet (e.g., “When I pressed ____, the Bee-Bot ____.”).
• Offer an “observe only” role for students who need support (they predict and record while partner operates).
• For students ready to move faster, ask them to describe a pattern using words like “left/right,” “same as,” or “different to.”
• Ensure clear modelling: teacher always demonstrates placing the Bee-Bot on the mat and waiting for movement to stop before touching.