Bee-Bot - Day 8 (Younger & Older Groups)

1. Title: Planning for the Open House (for Younger and Older Group)

2. Objectives 
● To cooperatively design and create a story and a grid.
● To program Bee-Bot by considering multiple tasks.
● To correct errors found in the programming.
● To design and create cooperatively a story and a grid.

3. Key Concepts
● Direction / Spatial Perception / Programming / Error Correction

4. Georgia Standards

Pre-K
LD6b	Uses scribbles, shapes, pictures and letters, or other forms of writing.
MD4c	Uses language to indicate where things are in space: positions, directions, distances, order.
LD1a	Listens to and follows spoken directions.
MD1c	Counting objects using one-to-one correspondence.
MD4c	Uses language to indicate where things are in space: positions, directions, distances, order.
MD5a	Uses mathematical language to describe experiences involving measurement.
SD1d	Uses simple equipment to experiment, observe, and increase understanding.
SD1e	Records observation through dictating to an adult, drawing pictures, or using other forms of writing.
SD1f	Predicts what will happen next based on previous experience.
K
ELACCKW2	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.
MCCKG1	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.
MCCKCC3	Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.
SKC3a	Use ordinary hand tools and instruments to construct, measure, and look at objects.
S1CS5	Students will communicate scientific ideas and activities clearly.
S1CS5.	Describe and compare things in terms of number, shape, texture, size, weight, color and motion.
SKCS2	Students will have computation and estimation skills necessary for analyzing data and following scientific explanations.
SKCS4	Students will use the ideas of system, model, change, and scale in exploring scientific and technological matter.
1st Grade
ELACC1W2	Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
ELACC1SLt5	Add drawings or other visual displays to descriptions when appropriate to clarify idea, thoughts, and feelings.
MCC1G1	Distinguish between defining attributes versus non-defining attributes, build and draw shapes to possess defining attributes.
MCC1MD4	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.
S1CS2	Students will have computation and estimation skills necessary for analyzing data and following scientific explanations.
S1CS3	Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
S1CS5	Students will communicate scientific ideas and activities clearly.

5. Procedures
1) Continuing each team’s planning for the open house.
- We are preparing for tomorrow evening’s open house. We’ll invite your families and friends and show 
  what you learned and created in this robotics club.
- It would be a good idea to think about what each person in your team will do. Although you and your 
  partner will work together until you complete your team’s work, one person can be more responsible for 
  Story writing and telling, while another person can be more responsible for programming Bee-Bot.  

2) Constructing settings by exploring different materials.
(Different materials will be displaced on the table)
- What materials among these would be good for making it?
- Who wants to make or draw xxxxx?

3) Continuing to decorate grids with partners.
(Whenever children’s plans change, teacher encourages them to mark and write them on the original planning sheets)
(During the construction, teacher encourages children to think whether their product is connected to their stories)

4) Checking the procedure and today's products.
- Today, what did you finish for the open house?
- How can you make them stand firmly on the grid?

5) Discussing how to keep products.
- Let’s keep these things in the library room.

6. Planning for Tomorrow. 
- What do you need to do to complete your team’s work before the open house tomorrow?
- Let’s think how we introduce and demonstrate our Bee-Bot’s story.