Explore and Program

Overview

In this 45-minute session for Kindergarten students in Western Australia, children will explore early digital technology skills through programming Bee-Bots. They will engage in a hands-on grid mapping activity where they sequence instructions to navigate Bee-Bots from a start point to a destination on a simple map featuring flowers and a hive. This lesson is designed to develop students' understanding of digital systems, sequencing, and problem-solving in alignment with the Western Australian Kindergarten Digital Technologies Curriculum.

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Curriculum Alignment

Relevant Learning Outcome (Western Australian Kindergarten Digital Technologies)

• Learning Area: Technologies - Digital Technologies
• Content Description: Explore digital systems and simple algorithms (sequencing and problem-solving) using tangible, physical tools.
• Code Reference: Aligned with Kindergarten Digital Technologies strand focused on exploring digital systems and sequencing (based on foundational level, implicit in early years elaborations of curriculum like AC9TDEFP01 and AC9TDI6Pxx series for early years)【1:AC9TDEFP01.md】【4:AC9TDI6P05.md】.

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Learning Objectives

By the end of this lesson, students will:

• Understand what a digital system is by exploring how Bee-Bots operate.
• Sequence simple instructions to control the movement of Bee-Bots.
• Apply problem-solving skills to program Bee-Bots to move from a start point to a destination on a grid map.
• Demonstrate collaboration and communication by working with peers during the activity.

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Materials

• Bee-Bots (one per 2-3 students)
• Easy grid map printed on a mat or laminated board (5x5 grid) featuring:
  • Start position marked with an image (e.g., bee or flower)
  • Destination(s) such as a hive or different flowers
• Instruction cards illustrating simple Bee-Bot commands: Forward, Turn Left, Turn Right.
• Visual aids/posters summarising commands.
• Whiteboard or chart paper and marker for sequencing demonstration.
• Stickers/rewards for motivation (optional).

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Lesson Duration Breakdown

Activity	Duration
Introduction & Exploration	10 minutes
Demonstration & Sequencing	10 minutes
Group Programming Activity	20 minutes
Review & Assessment	5 minutes

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Step-by-Step Lesson Instructions

1. Introduction & Exploration (10 mins)

• Gather students on the carpet or around the activity table.
• Introduce the Bee-Bot as a simple digital robot that listens to instructions.
• Demonstrate how Bee-Bot moves using forward, left, and right commands.
• Let students take turns pressing buttons to see Bee-Bot move.
• Discuss briefly that Bee-Bots have "brains" called digital systems that make them work.

2. Demonstration & Sequencing (10 mins)

• Show the easy grid map to the class with start and destination points (e.g., bee at bottom-left corner, hive top-right corner).
• Explain that programming means putting steps in order for Bee-Bot to reach the hive safely.
• On the whiteboard, draw the grid and model a simple sequence of commands to move Bee-Bot from start to hive.
• Use instruction cards to make a sequence visually.
• Invite students to help predict next steps in the sequence.

3. Group Programming Activity (20 mins)

• Divide the class into groups of 2-3 students; each group works with a Bee-Bot and a grid map.
• Instruct groups to plan a sequence to move their Bee-Bot from start point to the chosen destination.
• Encourage children to say commands aloud and take turns entering them.
• Once programmed, each group tests their sequence.
• If Bee-Bot does not reach the destination, guide problem-solving by asking what would need to change.
• Rotate groups as needed for multiple trials.

4. Review & Assessment (5 mins)

• Regroup and discuss what worked and what was challenging.
• Ask students to share one thing they learned about Bee-Bots or sequencing.
• Observe students’ ability to sequence and problem-solve during the activity.
• Use anecdotal notes about their engagement, collaboration, and understanding.
• Optionally, give stickers or a "Bee-Bot Programmer" badge as encouragement.

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Assessment Suggestions

• Formative Assessment:

  • Observe student participation, especially sequencing commands correctly.
  • Listen for use of terms like “forward,” “turn,” “right,” “left,” demonstrating understanding.
  • Note peer discussion showing problem-solving and adjustment of instructions.

• Informal Observation Checkpoints:

  • Can the student identify the start and destination on the grid?
  • Does the student communicate steps clearly?
  • Does the student understand the cause-effect relationship of commands and Bee-Bot movement?

• Extension for High Achievers:

  • Challenge students to plan a longer route or include an obstacle to navigate around.
  • Introduce concepts of ‘if’ Bee-Bot bumps into an obstacle, then choose another path (simple problem-solving).

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Differentiation

• For younger or less confident students, offer one-step sequences initially.
• Pairing less confident students with peers for support.
• Use visual aids extensively to support understanding.
• Allow verbal or physical demonstrations if writing commands is difficult.

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Teacher Reflection Prompts

• Did all students remain engaged during the sequencing and problem-solving phases?
• How effectively did students collaborate in groups?
• Were the visual aids and grids appropriate to students’ developmental level?
• What adaptations could improve understanding or accessibility in future sessions?

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Notes for Teachers

• This lesson introduces foundational digital technologies concepts through hands-on play—key for Kindergarten developmental stages.
• Emphasising oral and physical sequencing nurtures computational thinking early.
• The connection to local features (flowers, hive) can be adapted to cultural or environmental contexts.
• Reinforce the idea of "trial and error" as part of problem-solving in programming.
• Safety: Ensure students use Bee-Bots gently and work cooperatively in small groups.

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This plan is firmly embedded in Western Australia's Kindergarten digital technologies curriculum focus on exploring digital systems, sequencing, and problem-solving, using physical tools appropriate for young learners【1:AC9TDEFP01.md】【4:AC9TDI6P05.md】.

If desired, I can provide supplementary printable resources or extension ideas.