Mapping Robot Pathways

Overview

In this seventh lesson of the eight-lesson “Designing with Robotics” unit, students create and test a navigational pathway for a Bee-Bot. Building on their previously designed structures, teams use grid maps, directional commands and repeated testing to check whether the robot can reach each structure safely and accurately.

Learning intentions

Students will:

• generate and communicate a clear pathway design using a labelled grid map
• sequence commands to program a Bee-Bot from a starting point to a destination
• test, observe and revise a pathway when the robot does not follow the intended route
• work safely, responsibly and cooperatively with digital equipment and materials

Success criteria

• I can map a clear pathway from a starting point to a structure.
• I can use directional commands in the correct sequence.
• I can test my Bee-Bot program and identify what needs changing.
• I can explain how my team made the pathway safe, clear and functional.

Curriculum links

• Digital Technologies: generate, communicate and compare designs.
• Digital Technologies: implement simple algorithms as visual programs involving control structures and input.
• Design and Technologies: sequence steps to individually and collaboratively make designed solutions.
• Design and Technologies: select and use materials, tools, equipment and techniques safely to make designed solutions.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Teacher opens with the robot pathway challenge slide and asks, “How can we help a robot reach a structure without getting lost?” Briefly revisit Bee-Bot commands, grid movement and the structures teams designed in the previous lesson. Students demonstrate a command sequence with hand signals and identify the start, destination and possible hazards on a sample grid.

2. 5–12 min · Model mapping and safety. Teacher uses the mapping demonstration slides to model placing a start point and destination on a large grid, drawing a route and converting each square into commands such as forward, left, right and clear. Emphasise that Bee-Bots move one grid square at a time, turns must be tested, and students must keep hands and materials clear of the robot’s path. Students help sequence a sample route and explain why a labelled map is easier to test than an unlabelled drawing.

3. 12–17 min · Team planning. Teacher places students in 10 teams of three and distributes the Bee-Bot pathway planning sheet and large grid paper. Assign or display roles: mapper, programmer and tester; students may rotate roles during testing. Students mark the start, destination and previously designed structures, draw one proposed route and record its command sequence before touching a Bee-Bot.

4. 17–32 min · Program and test. Teacher gives each team a Bee-Bot and refers students to the testing procedure slides. Circulate to ask, “Which command caused the robot to move this way?” and “What evidence shows your route works?” Students enter the sequence, press go, observe the result and record whether the Bee-Bot reaches the intended structure. They clear the program before each new test, make one change at a time and annotate their map when a route needs revision.

5. 32–39 min · Compare and improve. Teacher pauses the class and invites teams to compare pathways with a nearby group, using the prompt on the peer feedback slide: “Is the route clear, efficient and safe?” Students explain their design using terms including pathway, grid, sequence, command, destination, obstacle and test. Each team gives and receives one improvement suggestion, then completes a final test or revises its map and commands.

6. 39–45 min · Share and exit check. Teacher displays the plenary and exit prompt and invites two or three teams to demonstrate a successful route or explain a useful correction. Students complete the Success Criteria exit ticket slips, ticking the criteria they achieved and briefly describing one test or change. Collect maps, worksheets and slips for the next lesson, where teams will refine and present their completed robotic solutions.

Resources

• Bee-Bots, one per team
• Large grid paper or floor grids
• Previously designed structures and team design materials
• the complete Mapping and Testing slide deck
• the Bee-Bot pathway planning sheet
• Pencils, coloured pencils and rulers
• Directional command cards or visual symbols
• Device or camera for recording successful tests
• the Group Role Cards

Assessment

• During planning, check that each team has marked a start, destination and a sequenced route before programming.
• During testing, observe whether students enter commands accurately, clear and retest programs, use evidence to explain errors, and cooperate safely.
• Review the annotated maps, command sequences, worksheet responses and exit slips to identify students who can independently map, test and revise a pathway.

Differentiation

• Support: provide large grid paper, a reduced number of squares, pre-marked start and destination points, arrow command cards and a partially completed pathway. Allow students to rehearse commands physically before entering them.
• Dyslexia-friendly access: use labelled visual aids with consistent symbols for forward, left, right, start, destination and obstacle; provide a clear sans-serif font, generous spacing, short numbered instructions and read-aloud directions. Accept oral explanations or photographed maps where writing is a barrier.
• Diverse learners: use mixed-ability teams with explicit roles, model one step at a time, pair spoken instructions with gestures and check understanding privately before testing.
• Extension: advanced students incorporate obstacles into their pathways, then compare two possible routes and justify which is more efficient, safer or easier for the Bee-Bot to follow.

Extension

• Students design a second route to the same structure and compare the number of commands and turns.
• Students predict the result of changing one command, test the prediction and explain the outcome using an algorithm sequence.