Bee-Bot - Day 5 (Younger Group)
2. Objectives
● To understand how to program Bee-Bots to make it move in the way that we want.
● 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) Review of the Bee-Bot's commands and the procedure of programming.
- What commands did we use to make Bee-Bots move along on this route?
- Remember, we have to teach Bee-Bots how to move only by giving commands, not by using our hands.
If we move Bee-Bots with our hands, they can’t learn.
2) Get an individual Bee-Bots.
3) Choose the line routes.
(Children can have different levels of line routes depending on their interest and capability)
- How about choosing a different route, not the route that you did?
Level 1
Level 2
4) Program individual Bee-Bots to make them move along with the lines by using command cards.
- Can you program your Bee-Bot to move along on this route at once without stopping?
- Again, remember that we have to teach Bee-Bot only by giving commands, not by our hands.
5) Have free time to program Bee-Bots.
- What commands do you need to give your Bee-Bot to teach it to go to this star?
- In this place, what command do you need to give to your Bee-Bot to make it turn?
6) Design and decorate around each route.
- Let’s make this route as a real road.
- What else do you need to decorate your route?
6. Review of Today’s Activity.
- We can check whether my commands work correctly by using these command cards.
- If your programming did not work, you can correct it by changing commands.