Bee-bot activity

Plain paper and pencils enough for each student

- 6x bee-bots
- 6x clear activity mats (2x for each differentiated level)
- 2x X marked underlays for clear mats (level 2)
 2x X marked underlays with maze for clear mats (level 3)

 White board pens (use to draw on clear mats for extension activity)

 Judgement guide (Appendix A)

Bee hive activity

 30x Pencils
 50x pieces of A4 paper
 200-400 Sticks and twigs
Conduit tubes various sizes
(Each tube is to be cut into 10 pieces prior to the event)
- 5 x (20mm x 2m) tubes cut
- 5 x (25mm x 2m) tubes cut
- 5 x (32mm x 2m) tubes cut
 4x packets of 100 plastic straws
 20+ Empty clean 2L milk bottles
20x Besser blocks
100+ carboard tubes
5x Newspapers (use to pack the spaces between the tubes, assistance required)
Additional materials
Event schedule
Materials list
Bee-bot Activity outline
Beehive activity outline
Risk assessment
Camera
Posters
- Bee-T2 poster
- You are the Bee’s Knees Poster
- Bee Yourself Poster
Appendix A

Level 1 Level 2 Level 3 Extension

Student A: Is the student able to draw a
workable maze? (The bee-bot is able to
Is the student able to make Is the student able to move
Is the student able to manoeuvre part manoeuvre through it to the X)
the bee-bot move in the bee-bot towards the
of the maze? Student B: Is the student able to manoeuvre the
anyway? direction of the X?
bee-bot through the maze in one coding
sequence or by correcting their coding?
Yes (Students
No (keep No (keep may use paper
No (keep
encouraging encouraging and pencils to No (keep encouraging
Yes Yes encouraging their Yes (Switch roles)
their their help them write/ their participation)
participation)
participation) participation) remember their
coding sequence)
Student A: Is the student able to draw a
Is the student able to manoeuvre the workable maze? (The bee-bot is able to
Is the student able to move Is the student able to code
bee-bot through the whole maze manoeuvre through it to the X)
the bee-bot in 2-3 the bee-bot with directions
correcting their errors as they happen Student B: Is the student able to manoeuvre the
manoeuvres consecutively? that land it close to the X?
with new coding inputs? bee-bot through the maze in one coding
sequence or by correcting their coding?
No (Have the
No (keep No (keep students as a pair Yes (Compare
encouraging encouraging correct the coded maze designs and No (keep encouraging
Yes Yes Yes
their their manoeuvre. And create a maze their participation)
participation) participation) try again from the together to solve)
start)
Is the student able to move Is the student able to code Is the student able to manoeuvre the Are the students able to create a manoeuvrable
the bee-bot in more than 3 the bee-bot using different bee-bot through each section of the maze and program the bee-bot with coding that
manoeuvres consecutively? sequences to reach the X maze in one coding sequence without moves the bee-bot from start to finish with no
(Not in a straight line) each time? error each time? errors?
Yes (Offer
No (keep No (keep No (keep No (Encourage students to
extension task, or Yes (challenge
Yes (Move encouraging Yes (Move encouraging encouraging self- rethink their design and/or
allow to continue student to create
to level 2) their to level 3) their corrections and their coding. Use paper for
to practise at the another maze)
participation) participation) retrials) planning if required)
current level)
Appendix B
Questions
What are you making?
What materials are you going to
use?
Why did you choose these
materials?
Why did you choose a milk bottle
or Besser block?
Why is it important that we ensure
there are beehives for native
Australian bees?
Did the student make any
modifications after building their
model?
Expected answers Student A Student B Student C Student D
 A beehive
 A home for a bee
 A Native beehive
 A bee’s home
 Milk bottle
 Besser block
 Sticks and twigs
 Conduit tubes
 Plastic straws
 Carboard tubes
 They are small and native bees like small holes
 They are easy for the bees to get in
 The bees will like the small spaces
 A milk bottle is light and I can hang it up.
 A milk bottle fits more small tubes in it
 A Besser block is heavy and it can be put on the ground
 A Besser block is hard to break
 They have somewhere to live and be safe
 They are close to flowers to pollinate them
 To help sustain the world
 To make sure pollination happens
 To make sure flowers get pollinated
 Yes, and gave little reasoning as to why
 Yes, and gave a detailed reason why
 Yes, and related why to sustainability
 No