Bee-bot - Day 1 (Younger & Older Groups)
2. Objectives
● To understand how to make Bee-Bot move.
● To know the terms and functions of buttons.
3. Key Concepts
● Direction / Button / Power / Command
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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LD1a
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Listens to and follows spoken directions
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MD1b
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Arranges sets of objects in one-to-one
correspondence
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MD1e
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Begins to understand concept of part and
whole using real objects
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MD3b
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Sort objects using one characteristic
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MD4a
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Recognizes, Describes and compare basic
geometric shapes
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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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MD5d
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Measure the length of objects using
non-standard or standard measures.
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SD1b
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Uses sense to observe, classify, and learn
about objects.
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SD3b
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Describes objects by their physical
properties.
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SE2a
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Shows interest in learning new concepts
and trying new experiences
|
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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ELACCKSL3
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Ask and answer questions in order to seek
help, get information or clarify somethings that is not understand.
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MCCK.CC.1
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Count to 100 by ones and by tens.
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SKP1a
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Students will describe objects in terms of
the materials they are made of and their physical properties.
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SKP1b
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Students will investigate different type
of motion.
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MCCK.G.1
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Describe objects in the environment using
names of shapes, and describe the relative positions of these objects using
terms such as above, below, in front of, behind, and next to.
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SKCS1a
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Raise questions about the world around you
and be willing to seek answers to some of the questions by making careful
observation (5 senses) and trying things out.
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1st Grade
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ELACC1R14
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Ask and answer questions to help determine
or clarify the meaning of words and phrases in a text.
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ELACC1L5
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With guidance and support from adults,
demonstrate understanding of word relationships and nuances in word meanings.
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MCC1.OA.1
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Use addition and subtraction within 200 to
solve word problems involving situations of adding to, talking from, putting
together, taking apart, and comparing, with unknowns in all positions.
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S1CS1a
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Raise questions about the world around
them and be willing to seek answers to some of the questions by making
careful observations and measurements and trying to figure things out.
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S1CS5a
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Describe and compare things in terms of
number, shape, texture, size, weight., color and motion.
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PE1.5a
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Demonstrate self-control and follows rules
and procedures with very little teacher direction.
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5. Procedures
1) Talk about what a robot is.
- What is a robot?
- People can build a robot that can sense, think, and act like us.
2) Introduce "Bee-Bot" and explore the movement of Bee-Bot.
- It looks like a Bee. So, the name of this robot has the word, “Bee,” and the word “Bot” from Robot. So,
it is called “Bee-Bot.” Everyone, what is the name of this robot?
it is called “Bee-Bot.” Everyone, what is the name of this robot?
- We will make this Bee-Bot move by following our directions. The directions we give to a robot, we call
them "commands.”
- This Bee-Bot has 7 commands to follow: Moving forward, moving backward, turn left, turn right, pause
(or stop for the moment), clear (or erase), and go.
them "commands.”
(or stop for the moment), clear (or erase), and go.
3) Move your body like a Bee-Bot by looking at command cards.
- Before we make Bee-Bot move, let’s pretend that we are Bee-Bots and move like
Bee-Bots by following the commands.
- Before we make Bee-Bot move, let’s pretend that we are Bee-Bots and move like
Bee-Bots by following the commands.
- This the card says, “Turn right.” Show me how to turn right.
4) Get an individual Bee-Bot.
- How do you think we should treat Bee-Bot so it can feel happy? (Be gentle. Be careful
not to drop and hurt it. Please don’t block your or your friend’s Bee-Bot when it is
moving.)
4) Get an individual Bee-Bot.
- How do you think we should treat Bee-Bot so it can feel happy? (Be gentle. Be careful
not to drop and hurt it. Please don’t block your or your friend’s Bee-Bot when it is
moving.)
5) While referring to photos of a Bee-Bot and teacher’s lead, learn the sequences and ways to operate a
Bee-Bot.
- As we said, these buttons are commands, which make Bee-Bot move.
Bee-Bot.
- As we said, these buttons are commands, which make Bee-Bot move.
6) Explore freely and play with an individual Bee-Bot.
6. Review of Today's Activity.
- What is the name of this button?
- If I press this button, how would Bee-Bots move?
- If I don’t press the "clear/erase" button first, what would happen?
- If I press this button, how would Bee-Bots move?
- If I don’t press the "clear/erase" button first, what would happen?