Exploring Bee-Bot Robotics

Overview

In the first lesson of an eight-lesson unit, students are introduced to Bee-Bots as programmable robots. They identify the robot’s components, explain what each component does and consider how robots help people in everyday life. Students also begin developing safe, cooperative routines for future robotics challenges.

Learning intentions

Students will:

• identify the main components of a Bee-Bot
• describe how each component helps the Bee-Bot function
• explain how robots are used in everyday life
• use robotics equipment safely, responsibly and cooperatively
• use appropriate technology terms when discussing a robot

Success criteria

• I can identify the buttons, wheels, sensors, speaker and lights on a Bee-Bot.
• I can explain what at least three Bee-Bot components do.
• I can give an example of how robotics can help people.
• I can handle equipment safely and work cooperatively.

Curriculum links

• Digital Technologies — implement simple algorithms as visual programs involving control structures and input.
• Design and Technologies — describe how forces and the properties of materials affect function in a product or system.
• Design and Technologies — select and use tools, equipment and techniques to safely make designed solutions.
• Design and Technologies — generate and communicate design ideas and decisions using appropriate technical terms.

Lesson structure (45 minutes)

1. 0–5 min · Hook and learning intention. Teacher displays a Bee-Bot or a striking image of robots being used in daily life, then asks, “Where might a robot help someone?” Open with the robotics hook and learning intention slides and briefly introduce the unit. Students think-pair-share examples such as vacuum robots, warehouse robots, farm machinery or medical robots.

2. 5–12 min · What is robotics? Teacher explains that robotics combines a machine, materials, movement and instructions to complete a task. Use the everyday robotics examples to show three or four age-appropriate examples, with captions and a short bullet-point explanation for each. Students identify the task each robot performs and discuss why a robot might be useful, safer or more efficient.

3. 12–22 min · Bee-Bot demonstration and component hunt. Teacher introduces one Bee-Bot and models safe handling: carry it with two hands, keep fingers away from moving parts, use it on a clear surface and press buttons gently. Display the labelled Bee-Bot diagram and demonstrate the forward, backward, left, right, clear, pause and go buttons, plus wheels, speaker, lights and sensors. Students observe, then work in pairs to point to or name components on a Bee-Bot while the teacher checks understanding.

4. 22–30 min · Function matching and movement test. Teacher gives each pair a Bee-Bot, or rotates pairs through available robots, and reads one function at a time: “This part helps the robot move” or “This button removes stored instructions.” Students locate the matching component, then test one safe command on a clear floor space. Pause to ask: “What force makes the Bee-Bot move?” and “How do the wheels affect its movement?” Students describe what they notice using terms such as button, command, sequence, wheel, sensor, input and output.

5. 30–38 min · Partner challenge: robot reporter. Teacher distributes the Bee-Bot component and function worksheet and assigns partners the roles of driver and reporter. Students label or match components, record the function of at least three parts and complete a simple sequence such as “press forward, then go”. Partners swap roles after one attempt. The teacher circulates, prompting students to predict what will happen before testing and to clear the robot’s memory between attempts.

6. 38–45 min · Share, assess and exit reflection. Teacher revisits the review and discussion slides and invites pairs to share one component, its function and one safe-use rule. Students complete the Success Criteria exit ticket by reflecting on the criteria and adding one thing they learned or still wonder. Collect worksheets and exit tickets to group students for the next lesson.

Resources

• Bee-Bots, ideally one per pair or enough for rotation
• Clear floor space or Bee-Bot mats
• Robotics and Bee-Bot introduction deck
• Bee-Bot component and function worksheet
• Success Criteria exit ticket slips
• Interactive whiteboard or projector
• Headphones or captioned video examples, if available
• Blu-Tack or large component labels
• Teacher observation checklist
• Charging station or spare batteries, as appropriate

Assessment

• During the demonstration and component hunt, ask students to identify a named component and explain its purpose. Note students who confuse controls, movement parts or sensors.
• During the partner challenge, observe safe handling, cooperation, use of technical vocabulary and whether students can predict and test a short command sequence.
• Use the worksheet and exit ticket to check whether each student can identify at least three components, describe their functions and recognise a safe work practice.

Differentiation

• Support learners with a large, colour-coded Bee-Bot diagram, real component labels, repeated demonstrations and a visual sequence card showing “press buttons → press go → observe”.
• Provide dyslexia-friendly materials: clear sans-serif font, generous spacing, short bullet-point instructions, minimal text, strong contrast, captions on all videos and the option to hear instructions read aloud.
• Pair students strategically and offer sentence starters such as “The ___ helps the Bee-Bot to ___” and “A robot is useful because ___”. Allow students to point, say or draw an answer before writing it.
• For students requiring additional sensory or motor support, provide a quiet testing area, extra processing time, a peer partner and the option to operate the Bee-Bot using a reduced number of buttons.
• Advanced students can brainstorm and sketch real-world applications of robotics, explaining the problem the robot would solve and which Bee-Bot features provide a useful starting idea.