Bee-Bot Honey Path

Overview

In this first Bee-Bot experience, students learn how to give a sequence of commands and use directions to move a Bee-Bot on a floor mat to reach a honey (or flower) destination. The lesson focuses on developing and sharing ideas using a digital system, then debugging (re-trying) when the robot does not follow the expected sequence.

Learning intentions

• Students will use directions and a sequence of commands to move a Bee-Bot on a mat.
• Students will recognise inputs as what we add (commands) and outputs as what the Bee-Bot does (moves/turns).
• Students will try, observe, and debug by re-trying a revised sequence.
• Students will share their ideas with a partner or small group about how to reach the honey/flower.

Success criteria

• I can make a short sequence of commands to move the Bee-Bot forward and turn.
• I can use directions words (forward, left, right, stop) to explain what my sequence will do.
• I can notice when my Bee-Bot did not do what I expected and fix it by debugging (re-trying).
• I can show and explain my sequence to a partner using simple words or pointing.

Curriculum links

• Science and Technology: STe-7DI-T (digital systems/sequences; developing and sharing ideas using a digital system)
• Students plan and communicate a simple sequence of directions and commands for a programmable device (inputs → commands; outputs → movements)
• Students use guided problem-solving language such as debugging and re-trying when a sequence needs improvement

Lesson structure (60 minutes)

1. 0–5 min · Hook and safety setup. Teacher cue: Show the introduction slides and ask, “How can we tell a robot what to do—like a set of instructions?” Students: Gather on the mat edge; listen for safety rules and watch teacher demonstrations.

2. 5–12 min · Safety, handling, and Bee-Bot overview. Teacher script cues:

• “Bee-Bots are not toys for running. Robots stay on the mat.”
• “Feet and hands off the wheels and off the floor around the mat.”
• “When the Bee-Bot is moving, we do not touch it.”
• “We only press buttons when we are seated and the Bee-Bot is on the start square.” Students: Repeat key rules; do a “hands up, eyes on” practice.

3. 12–20 min · Model the digital idea: inputs → commands → outputs. Teacher action: On the class mat, place Bee-Bot at the start square and run a sample sequence (e.g., Forward, Right turn, Forward, Stop) while students watch. Teacher cue: “My input is the commands I type. The output is what the Bee-Bot does on the mat—moves and turns.” Students: Turn-and-talk: “What directions did the Bee-Bot follow?”

4. 20–30 min · Guided practice: build one sequence together. Teacher action: Use whole-class command cards positioned in order (e.g., Forward, Right, Forward) to represent the sequence, then type those commands on the Bee-Bot. Teacher cue: “A sequence means ‘first, then, next’. We can change our sequence if it’s not working—that’s debugging.” Students: With the teacher, place 3 command cards in order and describe the directions.

5. 30–44 min · Small-group rotations (3–4 groups). Teacher action: Split class into groups of 6–8; rotate every ~3 minutes. Each group works on the same honey/flower target path on its section of the shared mat (or identical mats). Rotation roles (quick and friendly): “Programmer” (touches Bee-Bot/buttons), “Checker” (watches output), “Explainer” (says directions), “Resetter” (returns to start). Students:

• Try a short sequence to reach within one square of honey/flower.
• If it misses, do debugging: “Try again with one change” (e.g., one more forward, or change left/right).

6. 44–54 min · Stop-and-share debugging moment. Teacher cue: Re-open the introduction slides to a discussion prompt slide: “What did your Bee-Bot do? What did you expect? What will you change?” Students: Select 2–3 groups to share:

• “We used the sequence: …”
• “It didn’t reach because …”
• “We debugged by re-trying: we changed …”

7. 54–60 min · Exit task (simple, quick, checkable). Teacher action: Students return to seats. Distribute the Bee-Bot sequence worksheet. Exit task: Draw or circle a 3-command sequence (e.g., Forward, Left/Right, Forward) and write one sentence using sentence starters. Sentence starters on worksheet: “I think my commands will make the Bee-Bot go …” and “If it doesn’t work, I will debug by …”

Resources

• the introduction slides
• the Bee-Bot sequence worksheet
• Bee-Bot floor robot(s) and charger dock/tablet stand (as provided by school)
• Bee-Bot mat template (large class mat) with: start square, path lines, and honey/flower destination square
• Command cards (Forward, Left, Right, Stop) in colour or picture form
• A marker/laminating supplies for command cards and mat labels
• Cleaning wipes for mat handling (optional)
• Teacher checklist for observation (paper or clipboard)

Preparation steps (do before the lesson)

• Make a class Bee-Bot mat: clearly label the start square and the honey/flower destination; draw a simple path with 6–10 clear steps.
• Place command cards in a visible order strip near the teacher and also at each group station.
• Reset devices: check each Bee-Bot is off-charge misuse-free, batteries charged, and any stored programs cleared.
• Set up group areas so Bee-Bots stay only on the mat sections (tape boundary lines on the floor).

Assessment

• During rotations, teacher observes and records quick checklist notes:
• Uses a correct short sequence of commands (forward/turn/stop).
• Uses direction words (forward, left, right, stop) when explaining.
• Shows debugging behaviour: re-tries after noticing unexpected output.
• During guided practice, teacher listens for accurate “inputs/commands → outputs/movements” explanations.
• Exit task evidence from the Bee-Bot sequence worksheet: can students represent a 3-command sequence and predict what will happen.

Differentiation

• Beginner support:
• Provide picture-based command cards (no writing required).
• Offer a “starter sequence” strip (e.g., Forward, Right, Forward) that students can copy.
• Keep targets close: “reach within one square” goal for early finishers/beginners.
• Language support:
• Sentence starters on worksheet and group speaking prompts: “First…, then…, next…”
• Use consistent direction gestures (point forward/turn left/right).
• Extension (for confident students):
• Challenge: create a 4-command sequence to land exactly on the honey/flower square.
• Ask for an additional debugging step: “What will you change if it turns too far?”