OVERVIEW

Activity Overview:

Bee-bots are utilized collaboratively by students to problem solve while reinforcing the skill of identifying numbers 1-10 in a variety of ways. Movement exercises that reinforce standard counting and one-to-one correspondence are also built into the activity. Many of these activities focus on crossing mid-line which is crucial especially for reading in early grades.

Meta description

• Subject Area: Computer Science, Mathematics, Technology, PE
• Grade Level : K-2
• Computer Science Domains:
  • Algorithms and Programming
• Computer Science Principles:
  • Collaborating Around Computing, Recognizing and Defining Computational Problems, Communicating About Computing
• Materials:
  • Bee-Bot and Bee-Bot mat
• Considerations:
  • It would helpful (necessary for some groups) to have an aide/para/volunteer heading up each Bee-Bot station. I don’t think most K students will be able to do this activity independently in their collaborative groups.

Lesson Plan

Overview

Bee-bots are utilized collaboratively by students to problem solve while reinforcing the skill of identifying numbers 1-10 in a variety of ways. Movement exercises that reinforce standard counting and one-to-one correspondence are also built into the activity. Many of these activities focus on crossing mid-line which is crucial especially for reading in early grades.

ASSESSMENT PRE/POST-TEST

Are students able to accurately identify numbers 1-10 in a variety of formats (numeral, ten frame, dice, 5-group, picture, scattered, domino)?

Are students able to count in standard order for numbers 1-10 to perform the correct amount of exercises (one-to-one correspondence)?

Are students able to create and follow an algorithm to find the appropriate destination with the Beebot?

Are students able to decompose and explain the steps necessary to program the Beebot to solve the task?

Are students able to demonstrate fundamental locomotor, body control, and movement concepts including crossing midline?

Are students able to work collaboratively to solve the problem?

OBJECTIVES

Students will identify the numbers 1-10 represented in a variety of ways (numeral, ten frame, 5 groups, dice, scattered, domino, picture).

Students will demonstrate one-to-one correspondence when counting objects in the range of 1-10.

Students will use a Beebot to create an algorithm to reach the appropriate destination on the Beebot mat.

Students will decompose the steps needed to solve the task with the Beebot.

Students will demonstrate fundamental locomotor, body control, and movement concepts including crossing midline.

Students will apply knowledge of counting in standard order for numbers 1-10 to perform the correct amount of exercises.

Students will work collaboratively to solve the problem.

CATCH/HOOK

The Beebot introduction/refresher. What do you think a Bee-bot does?

ACTIVITY INSTRUCTIONS

Activity Steps: Pre-activity prep: Print attached cards. The larger cards can be placed at various locations on a Beebot mat. The numeral cards should be stacked in one pile, the exercise cards should be stacked in another pile. Pre-requisite knowledge: Students should be familiar with a Beebot and the basics of programming it. Students should be proficient at identifying numeral numbers 1-5 or 1-10.

1. Begin the lesson by sharing learning targets with students (Ex: I will count objects within 10. I will program a Beebot to go to the correct number. I will perform the correct number of exercises)
2. If needed, give students a quick refresher course in Beebot operation.
3. Explain to students that they will be using their knowledge of number identification and counting to problem solve and do some fun exercises.
4. In small groups (2-4 students) explain and demonstrate the activity to students. Beebot maps should already be set up for the groups along with the 2 piles of cards (numeral cards, exercise cards). First, students should draw a numeral card (ex: 5). Then, the group will work together to find a matching number of objects on the Beebot mat (there is more than one correct answer). Once they have decided where they want to go, they should collaborate to decompose the steps needed to reach the appropriate location. Then students should enter the program on the Beebot. If it ends up at the correct location, students will then draw an exercise card and perform that number of exercises (so if they drew the numeral 5, they will perform 5 of that exercise). If the Beebot did NOT reach the intended location, they should collaborate to problem solve to figure out how to reprogram the Beebot to get to the correct location. Offer scaffolding and encouragement as needed. Have students participate in the activity for 10-20 minutes.

Supplements

Any items in this section are the property & under the license of their respective owners.

REVIEW

When finished, reflect on the learning experience. Ask students if they met their learning targets. Ask them what they liked and didn’t like about the activity. Ask them what they want to work on getting better at for next time.

STANDARDS