Beebot Direction Path

Overview

Today students are introduced to Beebots as an ICT tool to explore simple directional language and position and movement. They will learn to give and follow short commands to navigate a small path on the floor mat.

Learning intentions

Students will:

• recognise and use directional words (forward, backward, turn left, turn right) to plan movement
• describe position (where something is on the mat) using simple location language (next to, above, in front of)
• create and test a short sequence of Beebot commands to reach a target spot

Success criteria

• I can press Beebot buttons to move forward and turn left/right.
• I can give a simple set of commands to move the Beebot from a start square to a finish square.
• I can explain how the Beebot moved using directional and position words.

Curriculum links

• Mathematics: MA1-GM-01 — represent and describe positions of objects in familiar locations
• Mathematics: MA1-GM-01 — use simple maps and location language to describe where things are
• Mathematics: MA1-GM-03 — create and recognise halves, quarters and eighths as part measure of a whole length (used as a quick link to “halves/quarters” turns and symmetry ideas during discussion)
• Two-dimensional spatial structure — describe and represent shapes and orientation using quarter turns (left/right turns as quarter turns)

Lesson structure (60 minutes)

1. 0–5 min · Hook & agenda. Teacher places Beebot and mat at the front and asks, “What could a robot do if we tell it exactly where to go?” Students share one directional word they know, then listen to today’s goal.
2. 5–12 min · Whole-class demo with the introduction slides. Teacher plays the demonstration section of the introduction slides showing a Beebot start square and a target, moving step-by-step while naming each action; students repeat the command words chorally.
3. 12–20 min · Hands-on exploration stations (no pressure to finish). Teacher divides class into 5 groups of 5 and releases Beebots for “free trials” for 6 minutes, then a 2-minute check: “Tell me one thing you tried.” Students press buttons in turns and practise forward/back and left/right while others describe what they observe.
4. 20–28 min · Guided practice “predict then test” with the introduction slides. Teacher returns to the introduction slides and models a short sequence: turn right, move forward, turn left, move forward to land near a marked square. Students work in pairs: one predicts the next move using directional language, the other enters the sequence on the Beebot.
5. 28–38 min · Teach position language using the mat. Teacher places picture cards or printed icons on the mat corners/edges (start, finish, middle, side). Teacher prompts: “Where is the Beebot now? Is it next to or above the star?” Students answer using sentence starters on the board (e.g., “The Beebot is in/at the …”). Teacher circulates and corrects gently, focusing on position words that match MA1-GM-01.
6. 38–52 min · Main task: reach the finish with the Beebot path worksheet. Teacher explains the worksheet and project workflow using the Beebot path worksheet: students draw a simple plan (numbered arrows for turns/forward), then test with Beebot on the matching path. Teacher reminds them to run a check: “If it doesn’t land on the finish, what command could we change?” Students complete worksheet plan in pairs, then test at least once and record what worked (tick/check).
7. 52–58 min · Share & adjust (teacher-led). Teacher brings class back with the introduction slides to compare two example paths. Students volunteer one sentence: “We changed ____ to make the Beebot go ____.”
8. 58–60 min · Quick exit check. Teacher asks one student to give the class a 2-step command (e.g., “turn left, forward”) while teacher controls a Beebot on the mat; remaining students show thumbs up if the command matches the prediction.

Resources

• the introduction slides
• the Beebot path worksheet
• Floor grid mat (large, with start/finish squares and simple landmarks)
• Beebots (enough for 5 groups) and charging bases
• Direction word cards: forward, backward, left, right
• Printed picture cards for position landmarks (e.g., star, tree, water)
• Painter’s tape for marking start and finish squares on the mat
• Sentence starter board strips for position language

Assessment

• Formative observation during station exploration: students use directional language appropriately and attempt sequences intentionally
• Worksheet check: students’ planned arrows match the tested path and include correct directional words/sequence steps
• Exit check: can students predict and respond to a 2-step command accurately

Differentiation

• Support: provide a word bank and numbered command templates (Step 1–2) on the worksheet; teacher modelling before each new task
• Support: pair a confident student with a student needing guidance; assign roles (Driver/Commander/Checker) to reduce cognitive load
• Extension: challenge pairs to create a 4-step route that avoids a “blocked” square (add a tape obstacle) and record the successful commands
• SEN/EAL considerations: use clear gesture prompts for left/right and consistent mat orientation; accept oral explanations with sentence starters and pictorial responses