Bee-Bot - Day 6 (Older Group)
2. Objectives
● To construct a program considering multiple tasks.
● To create a story related to a Bee-Bot’s movement.
● To correct errors found on the programming.
3. Key Concepts
● Direction / Spatial Perception / Programming / Error Correction
4. Georgia Standards
1st Grade
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ELACC1W2
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Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
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ELACC1SLt5
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Add drawings or other visual displays to descriptions when appropriate to clarify idea, thoughts, and feelings.
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MCC1G1
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Distinguish between defining attributes versus non-defining attributes, build and draw shapes to possess defining attributes.
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MCC1MD4
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Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
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S1CS2
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Students will have computation and estimation skills necessary for analyzing data and following scientific explanations.
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S1CS3
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Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
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SKCS5
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Students will communicate scientific ideas and activities clearly.
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5. Procedures
1) Review of the concept of programming and find routes on the grid.
- Programming means that we teach our Bee-Bots to move in the way we want by giving several
commands at once.
- Please, keep in mind that our Bee-Bots cannot move across these squares.
2) Listen to the story of a Bee-Bot’s Journey by focusing on the route.
(Teacher can use several props (e.g., a cave, flowers) that she’s created as examples)
- I will tell you a story about my Bee-Bot’s journey...
- Finally, Bee-Bot arrives to meet with her friend, a lady bug, and gives the flower to her friend as a
present.
3) Create a new story by using challenge cards in the large group.
- Now, I’d like us to create a new story together.
- We can use some of these cards or we can draw pictures necessary for the new story.
4) Program together to make Bee-Bot move as in the new story.
- Where does our Bee-Bot go first?
- What’s the next place?
5) Try to operate a Bee-Bot and check the programming.
- Did our Bee-Bot move in the way that we wanted it to move in our story?
- Which part was not correct?
6) Discuss how to decorate the route and the grid to make them proper for the story.
- What are things that we need to make around the route?
- What materials can we use to make them?
7) Program the Bee-Bot by following the story.
- Let’s program your individual Bee-Bots to make them move as in our story.
6. Review of Today’s Activity.
- Today, we made a story for our Bee-Bots. Then, we drew or made things necessary for the story.
Finally, we programmed our Bee-Bots to make them move as in our story.
- What was the most difficult thing to do?