Programming and Debugging Robots

Overview

In this final unit lesson, students apply their design and programming knowledge to make a Bee-Bot navigate through a group-built structure. They will use sequencing, testing and debugging to improve their program and explain the changes they make.

Learning intentions

Students will:

• program a Bee-Bot to follow a planned route through a structure
• use sequencing and repetition to create an accurate algorithm
• test a program, identify errors and debug them
• work safely and cooperatively while making and improving a designed solution

Success criteria

• I can plan a sequence of Bee-Bot commands.
• I can program the Bee-Bot to follow the designed path.
• I can find and fix an error by testing one step at a time.
• I can explain what I changed and why it improved the program.

Curriculum links

• Digital Technologies — follow and describe algorithms involving sequencing, comparison operators and iteration.
• 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, components, tools, equipment and techniques safely to make designed solutions.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Teacher opens with the opening challenge slide and asks, “What could make a robot miss its destination?” Students briefly recall sequencing, loops and debugging, then identify one rule for safe Bee-Bot use.

2. 5–10 min · Model programming and debugging. Teacher uses a Bee-Bot and floor grid to model reading a route, entering commands, testing, stopping safely and checking the result; deliberately includes one incorrect command and thinks aloud while debugging. Students predict where the Bee-Bot will go and describe the error using the terms sequence, command, test and debug, referring to the programming and debugging demonstration.

3. 10–14 min · Organise teams and plan. Teacher places students in six groups of five, allocates roles such as programmer, route reader, Bee-Bot operator, checker and recorder, and explains that every student must contribute. Students collect their group structure and use simple command symbols or arrows on the Bee-Bot route and debugging record to draw or list the planned sequence; groups may use the group role cards to clarify responsibilities.

4. 14–30 min · Program, test and debug. Teacher circulates between groups, prompting students to predict before pressing buttons and to test one section at a time; ask, “Which command caused the problem?” and “What evidence do you have?” Students program the Bee-Bot to travel through their structure, observe the result, record errors on the worksheet and revise the sequence until the route works. Students must reset the Bee-Bot before each new test and handle equipment carefully.

5. 30–39 min · Improve and share. Teacher invites groups to run their final route for a partner group and asks the audience to check whether the Bee-Bot follows the intended path. Students demonstrate their program, explain one debugging decision and give specific feedback such as, “The Bee-Bot reached the turn because…” or “Try changing…”

6. 39–45 min · Evaluate and exit. Teacher revisits the success criteria on the final reflection and success criteria slide and distributes the success criteria exit ticket slips. Students self-assess, complete the short reflection and return Bee-Bots, cards and construction materials to labelled locations. Invite two or three students to share a debugging strategy that would help another programmer.

Resources

• Six Bee-Bots or equivalent programmable floor robots
• Student-built structures and floor grids
• the complete programming and debugging slide deck
• the Bee-Bot route and debugging record
• the group role cards
• the success criteria exit ticket slips
• Bee-Bot command cards or arrow symbols
• Pencils, markers and clipboards
• Visual timer and equipment storage tubs

Assessment

• Observe whether students create an ordered sequence, predict the route and use commands accurately.
• Question groups during testing: “What did you expect?”, “What happened?” and “What will you change?” Check that students use evidence to debug rather than guessing.
• Review the worksheet and exit ticket for a successful route, an identified error, a sensible correction and an explanation of the debugging process.

Differentiation

• Support students with a step-by-step programming strip: plan the route, enter three to five commands, test, stop, check and change. Use large, simple arrow cards and allow students to physically trace the path before programming.
• Provide dyslexia-friendly options: use clear sans-serif text, short instructions, generous spacing, high-contrast command symbols and colour-coded forward, turn and stop cards. Read worksheet instructions aloud and allow oral answers or scribing.
• Pair students strategically and give each group a clearly defined role. Allow students who need additional support to work on a shorter route with fewer turns, while an adult or peer prompts one command at a time.
• Challenge advanced learners to create a longer or more complex sequence using repetition, include a deliberate error for another group to find, or design a conditional move such as: “If the Bee-Bot reaches the marked checkpoint, then turn right.” They should explain how their added decision changes the algorithm.