Lesson Topic/Focus: Bee Bots Date: 20 November

2017

Learning Area(s): Design and Technologies Year level(s): Prep

Strand (s): Technologies Contexts Lesson duration: 35 Minutes

Sub-strand(s): Engineering Principles and Systems

Learning Standard(s)/Outcome(s)/ Learning Intentions:

Content Description:
Explore how technologies use forces to create movement in designed
solutions.

Elaborations:
 Exploring how the principles of push and pull are used in the design of toys, for
example in a spinning toy such as an Aboriginal mammandur.
 Identifying, and playing and experimenting with, components such as wheels, balls,
slides, springs and available local materials, tools and equipment to solve problems
requiring movement.
 Selecting materials to demonstrate how material properties are appropriate for
particular designed solutions, for example materials that enable sliding or floating.
 Exploring a system such as a marionette or Indonesian wayang kulit shadow puppet
to see that movement can be created by combining materials with forces.
 Combining materials and using forces in design, for example designing the door on a
cage or a simple conveyor belt to move materials short distances.
 Exploring how to manipulate materials using a range of tools, equipment and
techniques to create movement, for example when constructing a toy boat that floats
and moves.

Code: VCDSTC014

At the conclusion of this lesson, the students will know/understand that:

At the conclusion of this lesson, the students will be able to code the Bee Bots
to go from one corner of the mat the other other.

Assessment/Success Criteria:
I can code my Bee Bot to get from the sticky tape to Miss Wickham’s Water
bottle.

Assessment criteria for analysis

1. I can code the Bee Bot to move forward twice
2. I can code the Bee Bot to go to the right three times
3. I can code my Bee Bot to go from the sticky tape to the water bottle
Background to the learning:
A. References for teacher background knowledge
http://victoriancurriculum.vcaa.vic.edu.au/foundationlevel?layout=1&d=DE&d=DI&d=E

B. Identify students’ current knowledge

The students have been learning about coding all year and know how to use the Bee
Bots easily. This lesson will be about them creating an algorithm for the Bee Bot to get from
one place to the other.

Lesson resources:
 Bee Bots
 Water Bottle
 Sticky Tape

Lesson content:
A. Introduction 5 mins
“Hands on top” to gain attention
Ask “do the students know how to use the Bee Bots?”
Create groups and give 1 Bee Bot to each group

B. Development 5 mins
In groups allow all students to have a try at coding the Bee Bot to get from Point A
to Point B.

C. Consolidation, practice, extension 15 mins

Each group takes turns in coding their Bee Bot to be able to complete the maze
crated. Winner is the group whose Bee Bot is closest to the Water Bottle.

D. Closure 5 mins
Who was the closest?
What did you do to your Bee Bot to make to go that far?

Post-lesson review and evaluation:

Student achievement:
The students were all involved with the coding of the Bee Bots and enjoyed the maze
game at the end. Explaining what they did to their Bee Bots.

Teaching effectiveness:
This was my first time playing with the Bee Bots so I felt a little out of place however
once started and I realised that I was able to do it, it became a fun lesson and together as a
class we all had fun.
 ASSESSMENT GRID

Outcome/Standard
 I can code my Bee Bot to get from the sticky tape to Miss Wickham’s Water bottle

Assessment criteria
Student name 3. I can code my Bee
1. I can code the Bee 2. I can code the Bee
(three focus students Bot to go from the
Bot to move Bot to go to the
for this lesson) sticky tape to the
forward twice. right three times.
water bottle.

Had to be shown
button and told to Left all the coding to
Could only get it to
Mia press it three times, the other members of
move forwards once
counting out loud as her group
she pressed.

Created a whole
Able to do it without No help needed to go
Harper algorithm for the Bee
help right
Bot and won the game.

Worked out if the top

Look for help but once
button was forward, Helped the group code
Ella shown which button to
then the side button the Bee Bot
push was able to do it
was to go right.

Purpose of assessment
To inform 1:1
To ensure
conference
To inform future coverage of
To discuss with with student Evidence for school
lessons and student Victorian
parent including report
learning Curriculum
setting future
standards
learning goals