Bee-Bot - Day 7 (Younger & Older Groups)
2. Objectives
● To know about the open house
● To decide each team and individual roles in the team.
● To design and create cooperatively a story and a grid.
● To construct a program considering multiple tasks.
● To correct errors found on the programming
3. Key Concepts
● Direction / Spatial Perception / Programming / Error Correction
4. Georgia Standards
Pre-K
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LD6b
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Uses scribbles,
shapes, pictures and letters, or other forms of writing.
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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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LD1a
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Listens to and follows spoken directions.
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MD1c
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Counting objects using one-to-one
correspondence.
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MD5a
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Uses mathematical language to describe
experiences involving measurement.
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SD1d
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Uses simple equipment to experiment,
observe, and increase understanding.
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SD1e
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Records observation through dictating to
an adult, drawing pictures, or using other forms of writing.
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SD1f
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Predicts what will happen next based on
previous experience.
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K
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ELACCKW2
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Uses a combination of drawing, dictating,
and writing to compose informative/explanatory texts in which they name what
they are writing about and supply some information about the topic.
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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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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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SKC3a
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Use ordinary hand tools and instruments to
construct, measure, and look at objects.
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SKCS5
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Describe and compare things in terms of
number, shape, texture, size, weight, color and motion.
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SKCS2
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Students will have computation and
estimation skills necessary for analyzing data and following scientific
explanations.
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SKCS4
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Students will use the ideas of system,
model, change, and scale in exploring scientific and technological matter.
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S1CS5
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Students will communicate scientific ideas
and activities clearly.
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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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S1CS5
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Students will communicate scientific ideas
and activities clearly.
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5. Procedures
1) Introducing the open house.
- Everyone, we are going to have a party at this clubhouse this Friday evening. The party is called, “an
open house.” We’ll invite your families to the open house, and you’ll show them what you’ve learned
and built in this robotics club.
2) Understanding each team. (Bee-Bot and Cubelets)
- For the open house, you’ll choose only one of these two (Bee-Bot or Cubelets) to share with your
families and other guests who will come.
- If you choose a Bee-Bot team, you and your friends will create an interesting story about a Bee-Bot,
decide a route for the Bee-Bot’s move, draw or build places and things necessary for the Bee-Bot story,
and program the Bee-Bot by following the story.
- If you choose a Cubelets team, you’ll build your own robot by using different kinds of Cubelets.
3) Choosing one team. (Bee-Bot or Cubelets)
- Now, please make your mind. Raise your hand if you chose a Bee-Bot team. Raise your hand if you
chose a Cubelets team.
4) Watch video clips about other’s Bee-Bot project.
- What was the most interesting thing that the children on this video did with their Bee-Bots?
- How did the children program their Bee-Bots to make them move by following the story?
5) Determine partners.
- To prepare for the open house, you’ll work with your friend. You can work with a partner or you all can
work as one group.
- Remember, you need to work with your friend(s) together as a team.
6) Creating Bee-Bot’s story in pairs.
- What is going to be the title of your Bee-Bot story?
- Are there things that your Bee-Bot avoid?
7) Plan to make and decorate a grid based on each story.
(Children use planning paper sheets by drawing each place/person/thing to be placed on the grid and routes their Bee-Bots will take.)
- What place/person/thing do you need to make for this story?
- Where do we place them on the grid?
8) Begin creating grids and things for the story.
- Who wants to make or draw xxxxx?
- What materials do you want to use for making xxxx?
6. Check the Progress of Each Team and Plan for Tomorrow.
- Today, we finished making a story and decorating the grids for the open house.
- What role(s) would you like to perform? (Story writer and teller, Programmer, and Stage Director)