Task 7 – Option 2


While the Bee-Bot activity with year 1s looked interesting, I actually did a similar lesson with a year 4 cohort on a recent prac placement linked to (ACMMG090).

For the year 4 lesson I designed the attached sheet BeeBot Coordinates Page.  

The central focus of the lesson was on coordinates and getting students to plan a path for the BeeBot to take. This path was then written down in terms of the coordinates that the Bee-Bot would travel from and to before turning (e.g. A1 to A4, A4 to C4 etc.). The goal was for student to reach F6 by taking a path that had AT LEAST 3 turns.

Once students had the path drawn and had correctly written their coordinates, they then planned the ‘coding’ of the Bee-Bots path using arrow symbols that represented the arrows on the Bee-Bots. An important factor in success was students understanding that a left/right arrow did not move the BeeBot forward, it simply rotated on the spot. This was prior knowledge as students had recently used them in another lesson, but it is crucial to make explicit for this lesson to work.

Once they had created a draft code, students tested their program by putting it in a Bee-Bot and placing that Bee-Bot in a massive grid on the floor. (Grid coordinates were cut out from a simple word doc letters A-F on the x-axis, 1-6 on the y-axis). Students had been learning the axis terminology so made the grid themselves with the pieces of paper (evenly spacing the 6 coordinates in a 1m by 1m square worked well – this area was equivalent to ~ 4 standard carpet tiles which students had tested the day before in a measurement lesson on area).

This final testing stage required significant space so we went to the library but in a classroom setting it would likely be infeasible for all students to test at once.

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