Bee-Bot Wonder

Overview

Today students are introduced to Bee-Bots through observation, discussion, and a short, no-pressure handling activity. They explore what the buttons do, practise safe handling, and watch simple demonstrations without focusing on writing code.

Learning intentions

Students will:

• learn the parts of a Bee-Bot and identify common buttons
• describe how Bee-Bots move when different buttons are pressed
• follow safety rules for using and moving Bee-Bots and charging leads
• suggest everyday uses for Bee-Bots and simple ways they could help

Success criteria

Students can:

• name at least 3 Bee-Bot parts/buttons (e.g. arrows/forward, back, turn, clear/play or GO)
• explain (in words) what happens when a button is pressed during a demonstration
• demonstrate safe behaviours while handling and placing Bee-Bots on the floor mat
• give one or two realistic uses for Bee-Bots in school or home

Curriculum links

• Technology — designing and using digital systems by exploring inputs/commands and expected outcomes (through direct observation of Bee-Bots)
• Students plan and create written text for multiple purposes and audiences by recording simple ideas and instructions using accurate punctuation and word choice (linking to writing in English where needed)
• English — sentence-level grammar and punctuation when recording observations (short written responses on the Bee-Bot basics worksheet)
• Students identify information and respond in Auslan and/or English (if applicable) by explaining Bee-Bot functions using clear gestures/signs or talk

Lesson structure (40 minutes)

1. 0–5 min · Hook & goals. Teacher shows the Bee-Bot introduction slides and asks, “What do you think this robot does when you press the buttons?” Students share quick ideas with a partner, then join whole-class discussion.
2. 5–12 min · Bee-Bot overview. Teacher uses the Bee-Bot introduction slides to point out the Bee-Bot parts and common buttons, modelling “press, watch, and describe” (no programming yet). Students hold hands behind their back and watch as the teacher demonstrates forward, turn, and clear (or reset).
3. 12–20 min · Safety and handling talk. Teacher pauses the deck on safety slides, including where Bee-Bots can be placed, how to carry them, and what to do if a lead is involved. Students answer: “How should we treat Bee-Bots like they are delicate?” and “What do we do if it falls?” (brief verbal responses).
4. 20–27 min · Guided mini demo: outcomes. Teacher demonstrates two simple command sequences, one step at a time (e.g. forward then turn), focusing on predicting what will happen next. Students discuss using sentence starters on the Bee-Bot introduction slides: “When I press ____, I notice ____.”
5. 27–33 min · Handling rotation (no programming task). Students work in small groups around a floor mat; each student gets short “turn-and-observe” time to press buttons while the group describes the outcome aloud. Teacher circulates, prompting students to check: “What did the Bee-Bot do?” and “Which button caused that?”
6. 33–38 min · Record & explain. Teacher directs students to complete the observation section of the Bee-Bot basics worksheet using 2–3 sentences or dot points. Students write/record: 3 buttons/parts they identified and one safe-handling rule.
7. 38–40 min · Plenary: uses and share-out. Teacher returns to the final slide in the Bee-Bot introduction slides (“Where could Bee-Bots help?”). Students share one possible use (e.g. guiding a pet toy maze, learning paths in class, helping with floor tasks) and hand in the Bee-Bot basics worksheet.

Resources

• the Bee-Bot introduction slides
• the Bee-Bot basics worksheet
• Class set of Bee-Bots (or enough for small groups)
• Floor mats with a simple grid/path area (tape outlines on the floor or printed mats)
• Charging leads and a safe charging spot (teacher-handled)
• Timer for rotation segments
• Optional: a visual “Bee-Bot safety” poster for the teacher desk

Assessment

• Teacher observation checklist during handling: correct identification of buttons/parts and safe behaviours
• Collect the Bee-Bot basics worksheet to check students’ ability to describe outcomes and record at least one safety rule
• Quick verbal checks: “Which button did you press?” and “What did it do?”

Differentiation

• Provide sentence starters and word banks for recording (e.g. forward, turn, back, clear/reset, safe, carry gently) to support students who need language scaffolds
• For students needing extension, ask: “Which button would you press to make it face the direction you want?” (still no written coding)
• For EAL students, accept responses using gestures/drawings on the worksheet, plus paired oral explanation
• For students who need additional support, assign roles (button reader, recorder, safety monitor) so every student participates even if they are not pressing buttons