Strong Bee Bridge

Overview

Students will build a Duplo archway bridge for a Bee-Bot to drive through, linking real-world designing and making steps with algorithms that include sequence, decisions and repetition. Students will test their bridge, then improve it for sturdiness and fit.

Learning intentions

Students will:

• follow a short step-by-step process to build an archway using Duplo pieces
• make decisions about bridge size (tall/wide enough) before finalising the build
• repeat safe building and testing actions (build → test → adjust) a fixed number of times
• describe their algorithm using simple words and pictures (sequence, decisions, repetition)

Success criteria

Students can:

• build two towers of the same height and add a roof/block across the top
• explain whether their bridge is sturdy and why (e.g. thicker towers, larger base)
• test if Bee-Bot fits and state what they would change if it does not
• use ordered steps and words like “first, next, then, if…otherwise, again”

Curriculum links

• Digital Technologies (Years 1–2): Students follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) — to solve a simple problem (fit and sturdiness).
• Design and Technologies (Foundation): Students use safe steps and equipment to make a solution for a purpose (a bridge for Bee-Bot) and evaluate it.
• Digital Technologies (Years 1–2): Students investigate a familiar problem that can be solved with digital systems (Bee-Bot as a guided robot to test the solution).

Lesson structure (45 minutes)

1. 0–5 min · Hook (Bee-Bot problem). Teacher shows a picture/prompt of Bee-Bot and says the bridge must be tall enough and wide enough to drive through. Students turn-and-talk: “What could make the bridge fall or make Bee-Bot get stuck?”

2. 5–12 min · Mini lesson: building words + plan. Teacher introduces key building words: archway and sturdy, and shows the idea of checking width and height first. Students repeat the plan aloud: “Build towers, add roof, test it.”

3. 12–18 min · Safety + algorithm cards. Teacher models safe Duplo handling (no throwing, gentle pressing, keep pieces on the table). Students place three algorithm picture cards in order: 1) Build towers 2) Add roof 3) Test fit.

4. 18–30 min · Build towers (sequence + sameness). Teacher sets the decision target: towers must be the same height, and the arch must be big enough for Bee-Bot to pass. Students in pairs build two towers, matching height as closely as possible, then pause for a quick check with a measuring strip/card or a “fit-check” by hovering Bee-Bot near the gap (no driving yet).

5. 30–36 min · Add roof and make it sturdy (decisions). Teacher reminds: use a roof block across the top and press pieces together tightly. Students add the roof and then choose one “sturdy improvement” if needed: bigger base plate, thicker towers (more blocks), or tighter connections. Students state their decision using sentence starters:

• “If it looks not sturdy, then we…”
• “Otherwise, we will test.”

6. 36–43 min · Test + repeat (iteration). Teacher sets a simple repetition rule: test two times. Students drive Bee-Bot slowly through the archway (teacher guidance as needed). After each test, students record one change with a sticker or mark: Fit / Not fit and Sturdy / Falls / Wobbles.

7. 43–45 min · Exit reflection (describe the algorithm). Each student draws and labels their steps with arrows (First/Next/Then/Again) and answers: “What decision did we make, and how did it help?”

Resources

• Duplo sets (enough for pairs): towers and long roof blocks
• Base plates (or larger flat pieces for sturdier foundations)
• Bee-Bot and charging cables (if required)
• Algorithm picture cards (sequence cards)
• “Fit-check” card showing Bee-Bot height/width reference (teacher-made)
• Building decision cards: Bigger base, Thicker towers, Click together tightly
• Student recording sheets (simple: Fit? Sturdy?)
• Dyslexia-friendly building word cards (archway, sturdy, first/next/then/again) with large font and icons
• Safety reminder chart (visual, short)

Assessment

• Teacher observation during building: students follow ordered steps and build two same-height towers
• Formative checks during decision time: students can explain at least one choice using “If…then…otherwise…”
• Exit reflection: students depict an algorithm with sequence and one repetition (“again/tested twice”)

Differentiation

• Support (emerging): provide pre-made tower templates (height guide), sentence starters, and fewer decision choices (choose only one sturdy improvement).
• Support (dyslexia-friendly reading): use picture-based directions and audio/teacher read-aloud of instructions; minimise copying from board; offer large-print recording sheets with icons instead of long sentences.
• Extension (advanced): challenge teams to create a taller archway and a wider archway, then compare which allows easier Bee-Bot passage and which is more sturdy.
• Advanced algorithm talk: ask students to explain their repetition as an “iteration loop”: “We tested, then changed, then tested again.”