Grand Prix Debugging

Overview

Students work as a Bee-Bot Pit Crew to plan, program, test, and debug a multi-step route. The lesson builds on prior learning about Bee-Bot directional buttons and introduces a repeatable design process: plan before operating, clear the device, test, identify an error, and refine the algorithm.

Learning intentions

• WALT map out a multi-step route using arrow symbols before pressing the Bee-Bot buttons.
• WALT input commands into the Bee-Bot and press CLEAR (X) at the Pit Stop before re-testing.
• WALT identify and fix an incorrect command when the Bee-Bot reaches an oil spill or roadblock.
• WALT work collaboratively as a Chief Engineer, Programmer, or Pit Crew Debugger.

Success criteria

• I can draw a route with straight moves and 90° turns on the planning sheet.
• I can enter my commands, press CLEAR (X), and then press GO.
• I can watch the test carefully and locate the command that caused a crash.
• I can change my plan, clear the old code, and test again.

Curriculum links

• Technology — computational thinking: developing and following algorithms to control a digital device.
• Technology — designing and developing digital outcomes: planning, testing, troubleshooting, and refining a digital outcome.
• Technology — technological practice: making decisions, using evidence from testing, and responding to feedback.
• Key competencies: thinking; managing self; participating and contributing; relating to others.

Lesson structure (60 minutes)

1. 0–8 min · Mat warm-up and hook. Teacher opens with the opening race scenario and asks, “What might happen if a Bee-Bot remembers yesterday’s commands?” Students predict what will happen, then practise making a short route with a partner using arm movements or pointing to arrow symbols.

2. 8–15 min · Model clear and test. Teacher demonstrates a route from the Pit Stop, deliberately enters commands, forgets to press CLEAR (X), and shows how the old code causes the Bee-Bot to crash or travel off-course; teacher then models CLEAR (X), entering the correct code, and pressing GO, using the clear–code–go demonstration. Students explain the correct sequence: plan, CLEAR, code, GO, observe, fix, and re-test.

3. 15–20 min · Explain roles and challenge. Teacher introduces the Grand Prix rules and assigns groups of four: Chief Engineer, Programmer, Pit Crew Debugger, and Recorder/Encourager. Students collect the Pit Crew algorithm planning sheet and use the visual instruction step cards as a reminder of the task sequence.

4. 20–50 min · Grand Prix Bee-Bot Challenge. Teacher places groups at separate tracks and circulates, asking, “Which arrow do you think caused the problem?” and “What evidence did you see?” Students complete the cycle:

• Plan: the Chief Engineer draws the route using arrow symbols, including straight moves and 90° turns.
• Program: the Programmer presses CLEAR (X), enters the arrow code, and presses GO.
• Debug: the Pit Crew Debugger watches closely; if the Bee-Bot hits an oil spill or roadblock, the group returns it to the Pit Stop, marks the incorrect arrow on the sheet, corrects the route, clears the memory, and tries again.

Groups swap roles after each successful or unsuccessful test so every student contributes. Students must not press buttons until the route has been recorded.

5. 50–58 min · Mat debrief. Teacher displays the reflection and debugging prompts and leads discussion: “Why was it important to write the track code on paper before pressing the buttons?” “How did pressing CLEAR help our Pit Crew solve problems?” Students share one useful debugging strategy and one example of evidence from their testing.

6. 58–60 min · Exit check and pack-up. Teacher asks, “What did we learn about planning, testing, and fixing code?” Students complete the exit ticket strips with one sentence or labelled drawing showing the correct Bee-Bot sequence and one reason for pressing CLEAR (X). Groups return Bee-Bots and planning sheets.

Resources

• Bee-Bots, one per group where possible
• Grand Prix tracks or floor grids with Pit Stops, oil spills, roadblocks, and finish points
• the Grand Prix debugging slide deck
• the Pit Crew algorithm planning sheet
• the visual instruction step cards
• the exit ticket strips
• Arrow-symbol display or large teacher demonstration Bee-Bot
• Pencils, erasers, and clipboards
• Timer and group role cards

Assessment

• Observe whether students sequence linear drives and 90° corner turns accurately on their planning sheets before programming.
• During testing, note whether students independently follow CLEAR (X), code, GO, observe, and refine rather than repeatedly guessing.
• Collect planning sheets and exit tickets as an OTJ record. Look for a correctly sequenced route, evidence of an identified error, and an explanation of why clearing the memory matters.

Differentiation

• Support learners with a simplified track, fewer commands, a highlighted Pit Stop, arrow-symbol prompts, and the visual instruction step cards. Model one route beside groups needing additional guidance.
• Provide sentence starters: “The Bee-Bot went wrong after…”, “I think the error was…”, and “We changed ___ because…”.
• Pair students strategically and allow oral explanations, pointing, or labelled drawings instead of extended writing. Give EAL learners clear demonstrations and repeat the vocabulary “plan”, “command”, “test”, “debug”, and “clear”.
• Extend confident learners by asking them to create two different successful routes to the same finish, compare their command sequences, or add a deliberate error for another group to debug.