Bee- bots are great to use for children in the early primary years as they help establish early understanding of computational thinking, problem solving as students learn to code the beet bot to go particular directions.
An activity I thought you do using visual programming is using Bee- Bots on one of the literacy rotations for Pre-primary students. The activity would have a mat which has different cvc words which students are practising and students roll the dice and move the bee-bot based off the number on the dice and have to practise their sounding out of different letters. This lesson activity is adapted from what I did in my placement as I initially just used a snakes and ladders mat to practice their sounding out using a dice and paper.
However, with the inclusion of this robotics the activity is Redefined in the SMAR model as the teacher can assess students literacy and computational thinking in this lesson by creating an activity which students are applying themselves in this activity. This activity would be great as it employs the use of social constructivism as students work together and can help each other problem solve or figure out what is the particular sound using by their decomposition skills.
This would be great as it could integrate literacy, numeracy and digital technologies
- Work independently, or with others when required, for solutions (WATPPS05)
- Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point(ACMNA001)
- Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words(ACELA1820)
From exploring my professional learning networks on Scoop it, Pinterest and Facebook groups online I found teachers also use this in lessons such as geography and science.
Differentiation: Students could create their own mat using a cvc words and get their friend to try using their bee bots to get to the finish line. This could form a formative assessment of students understanding of coding and knowledge of cvc. This would be effective as it would address the Create aspect of Blooms Taxonomy.
Limitations: Would require explicit teaching of using the platform before introducing the different mats to the students doing the literacy activities. Students would need to be scaffolded during the activity (Bruner 1983).