Bee-Bot - Day 4 (Younger Group)
2. Objectives
● To understand how to make Bee-Bot move.
● To try to make the sequence of commands.
3. Key Concepts
● Direction / Sequence of Commands / Programming
4. Georgia Standards
Pre-K
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LD3b
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Uses new
vocabulary words correctly within the context of play or other classroom experiences.
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MD1f
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Begins to identify ordinal numbers.
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MD1g
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Associates numeral name with set of
objects.
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MD2a
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Copies a pattern using sounds or physical
movements.
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MD4c
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Uses language to indicate where things are
in space: positions, directions, distances, order.
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SD3b
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Investigates different types/speeds of
motion.
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CD2a
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Uses music and movement to express
thoughts, feelings, and energy.
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CD2b
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Explore various music types, musical
instruments, and music from various cultures.
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SE2d
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Develops independence during activities,
routines, play.
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SE3d
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Manages transitions and adapts to changes
in routine.
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HPD1b
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Coordinates movements to perform tasks.
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K
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ELACCKL6
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Use words and phrases acquired through
conversations, reading and being read to, and responding to texts.
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MCCKCC3
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Write numbers from 0 to 20. Represent a
number of objects with a written numeral 0 – 20.
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MCCKCC4
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Understand the relationship between
numbers and quantities; connect counting to cardinality.
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MKG3b
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Extend a given pattern and recognize
similarities in different patterns.
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MCCKG1
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Describe objects in the environment using
names of shapes, and describes the relative positions of these objects using
terms such as above, below, beside, in front of, behind, and next to.
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SKCS4b
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Describes changes in size, weight, color,
or movements, and note which of their other qualities remains the same.
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SKP2
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Students will investigate different types
of motion.
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SSKG2
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Students will explain that a map is a
drawing of a place and a globe is a model of the earth.
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PEK1a
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Demonstrates basic movement in general and
personal space.
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PEK4.1a
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Participates in fitness and conditioning activities.
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PEK5.1
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Exhibits responsible personal and social behavior
that respects self and others in physical activity setting.
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5. Procedures
1) Get an individual Bee-Bot.
2) Look through new ‘routes’ and choose a route.
(Children can have different levels of line routes depending on their ages and understanding.)
3) Think about what commands Bee-Bots need to move along with the lines.
4) Have free time to make individual Bee-Bots move along with the lines.
- Our Bee-Bots can learn how to move only when we give them commands by pushing command
buttons.
If we move Bee-Bots with our hands, they can’t learn.
- In this place, what command do you need to give to your Bee-Bot to make it turn?
6. Show how my Bee-Bots move along with the lines to others.
- Who wants to show how you program your Bee-Bot?
- What commands did you use for your programming?
6. Review of Today’s Activity.
- Programming means that we teach our Bee-Bots to move in the way we want by giving several
commands at once.
- If we give our Bee-Bots several commands at once before pushing the GO button, we can make them
move without stopping.