Code the Koi Bots

Overview

Students work in pairs to create, test, and improve a short sequence of instructions for a Koi Bot. They apply computational thinking by breaking a route into steps, predicting the result, debugging errors, and communicating how their solution works.

Learning intentions

• We are learning to give precise instructions to control a robot.
• We are learning to plan a sequence before testing it.
• We are learning to identify and fix an error in a sequence.
• We are learning to work safely and cooperatively with digital tools.

Success criteria

• I can use the correct coding cards or commands in the right order.
• I can predict where the Koi Bot will travel.
• I can test my code and describe what needs changing.
• I can listen to my partner and take turns fairly.

Curriculum links

• Technology: developing and evaluating outcomes through technological practice.
• Digital technologies: using computational thinking to decompose a problem, create an algorithm, and debug a sequence.
• The key competencies: thinking; managing self; participating and contributing; relating to others.
• English: making brief notes using key words and phrases to record a plan.

Lesson structure (20 minutes)

1. 0–3 min · Hook and learning goal. Teacher displays a simple Koi Bot route and asks, “How could we tell a robot exactly what to do without moving it ourselves?” Open with the robot route hook and learning goal and explain that today students will plan, test, and improve a sequence of commands. Students briefly predict the commands needed and share one idea with a partner.

2. 3–6 min · Model the algorithm. Teacher introduces the available commands—forward, backward, turn left, and turn right—and models how to break a route into small steps, recording key words rather than full sentences on the command examples and worked route. Think aloud: “First I look at the route, then I count spaces, then I choose the turn.” Students use their fingers to trace the route and identify the first three commands.

3. 6–8 min · Plan with a partner. Teacher places students in pairs, assigns roles of Coder and Tester, and distributes the Koi Bot route planning sheet. Explain that partners must agree on a command sequence before touching the robot. Students draw or trace the route, write the commands using arrows or key words, and predict the Koi Bot’s final position.

4. 8–15 min · Code and test. Teacher gives each pair a Koi Bot and a clear floor or table grid, then displays the testing routine on the pair-work instructions and safety reminders: read the plan, enter the commands, test, observe, and stop safely. Students enter their sequence, run the Koi Bot, compare the result with their prediction, and circle the first command that caused an error. Partners swap roles halfway through.

5. 15–18 min · Debug and improve. Teacher asks, “What did the robot do, and what did you want it to do?” Support pairs to remove, replace, or reorder one command at a time rather than changing the whole sequence. Students revise their plan, retest, and record the change on the worksheet. If successful, they make the route more efficient by reducing an unnecessary command.

6. 18–20 min · Share and reflect. Teacher invites two pairs to demonstrate different solutions and uses the debugging discussion and reflection prompt to ask, “How did testing help you improve your code?” Students complete the final worksheet sentence: “Our code worked because…” or “We fixed our code by…”, then return equipment carefully.

Resources

• Koi Bots, one per pair
• Suitable coding cards, buttons, or commands for the Koi Bots
• Clear grid mats or floor spaces with a marked start and finish
• the Koi Bot coding lesson deck
• the Koi Bot route planning sheet
• Pencils and erasers
• Device or charging equipment, if required by the Koi Bots
• Safety reminder: keep robots on the testing area and hands clear of moving parts

Assessment

• Observe whether students plan a complete sequence using precise command words before testing.
• Question pairs during testing: “What was your prediction?”, “Which command caused the difference?”, and “What will you change?”
• Collect or quickly review the worksheet to check that students recorded a sequence, identified an error, and explained a debugging action.

Differentiation

• Support students with a shorter route, a pre-marked start and finish, command cards with symbols, and a sequence frame: “Start → ___ → ___ → ___ → Finish.”
• Pair students thoughtfully and provide defined roles, allowing students to rehearse the route by physically walking it before coding.
• For students requiring additional communication or processing support, use the same command symbols consistently, give one instruction at a time, and allow oral rather than written explanations.
• Extend confident students by asking them to find two different working sequences or create the shortest possible code for the route.