Bee-Bot - Day 3
1. Title: Beebots on the Route and Grid II
2. Objectives
● To learn how to program the Beebot.
● To understand the symbols and functions of each command.
● To learn how to represent the programming.
● To discover and correct errors in programming.
● To learn how to program the Beebot to move on a grid.
● To find different routes that the Beebot will take on the grid.
3. Key Concepts
● Direction / Programming / Error Correction
4. Georgia Standards
2nd Grade
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S2CS1.
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Students
will be aware of the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own efforts to
understand how the world works.
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S2CS2.
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Students
will have the computation and estimation skills necessary for analyzing data
and following scientific explanations.
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S2CS2.d
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Make quantitative estimates of familiar lengths,
weights, and time intervals, and check them by measuring
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S2CS4.
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Students will use the ideas
of system, model, change, and scale in exploring scientific and technological
matters.
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S2CS5.
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Students will communicate
scientific ideas and activities clearly.
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S2CS7.
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Students will understand
important features of the process of scientific inquiry.
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S2CS7.a
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Scientists use a common language with precise
definitions of terms to make it easier to communicate their observations to
each other.
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S2CS7.b
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In doing science, it is often helpful to
work as a team. All team members should reach their own individual
conclusions and share their understandings with other members of the team in
order to develop a consensus. |
5. Procedures
1st Activity: Revisiting to Route
1) Check errors on the programming by referring to the teacher’s memo.
2) Correct errors
(Expert programmer can help team members to find and correct errors.)
(Notice the fact that Bee-Bot’s direction will be changed after turning.)
3) Again, program Beebot to make it arrive at the final destination by following the route.
- Which direction does your Bee-Bot have to go?
- How many commands do you need to give your Beebot?
- How did your Bee-Bot’s direction change after turning?
4) Re-record the revised commands on the Engineer Log.
5) Change routes after completing one route.
2nd Activity: Revisiting to Grid I
1) Draw a line on
the grid below to show the route the Bee-Bot will travel.
2) Program Bee-Bot to make it arrive at the final destination (hive) by following the route that the children draw.
3) Record the commands that the children programmed Bee-Bot to move along the route.
4) If children find errors, mark where they need to correct them, then correct errors
5) After succeeding in programming the Bee-Bot, children can
find other routes to get to the hive on the grid.
3rd Activity: Grid with Tasks I1) Pick up a task card and Grid.
2) What is the task? Identify and write the task.
- Can you go to the beehive making the sum of your programming less than 50 (greater than 50)?
3) Draw a line on the grid to show the route.
4) Write the equation of the programming and the sum
5) What are the numbers on the route that the Bee-Bot will go through?
- Please, pay attention to +, - before numbers.
- What is the total sum of all the numbers together
6) Record the commands that children need to program the Bee-Bot to move along the route to complete the task.
- Record them by using symbols (e.g., ← ↑ ↓ → Go X)
- If you find errors, mark where you need to correct them.
- What was the most difficult thing to program?
- Where did you find errors and correct them on programming?
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How did you feel about using Engineer Log?