ICT in the Early Years: Community of Practice
Creating a Game board for the Bee-Bots
Outcomes for children:
 Can read simple written instructions, NLS
QCA ICT 2D Routes: controlling a floor turtle
Y2 T1 T13
 Can follow instructions/ sequential steps
set out in a list, NLS T1 T14
 Can write simple instructions for playing a
game, NLS Y2 T1 T15
 Can develop and record sequences of
instructions to control the floor turtle, and
predict and test results
Previous knowledge: In the previous lesson all the children were given the opportunity to play with the
Bee-Bot and practise programming it. The activity was assessed and led to the children being put into
mixed ability pairs for the game board activity.
Timing
Detailed Plan
Organisational Issues
LESSON INTRODUCTION
10mins
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Explain to the children that we are going make games
for the Bee-bots.
Explain that each pair has to decide on a theme for
their game board. Give 2 examples: going to the
shops, exploring the school. Children to suggest
further examples – write these on board
Model pressing the buttons to remind children how
to use the Bee-Bot using the correct language
forwards, backwards, left, right.
Model how to write instructions for game
Remind children that we must remember to press the
clear button before we give the Bee-bot further
instructions.
Explain that when we are not using it we must turn it
off, to prevent the batteries from running out.
Ensure that the children are aware they
will all get an opportunity to use the
Bee-bots
Identify where pairs will be working –
some planning and writing at tables,
some practical work on carpet areas and
in the hall
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LESSON DEVELOPMENT
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40mins
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With the theme agreed, each pair starts to plan a
route for the Bee-Bot.
Children to write down their instructions for their
route and test them
Children to test all their instructions again when
they have finished writing them down
Children to correct any mistakes.
Children to decorate their game boards, according to
their theme, e.g., a race track to include details such
as a chequered flag, cars and audience.
Remind children to mark the start and finish clearly
Praise the children for using the
Bee-bot properly and encourage
them to share jobs appropriately
(making their own choices how to do
this).
Allow then to make a mistake, and
encourage them to solve their
mistake by reprogramming the Beebot
Sheffield Hallam University, Manchester Met. University, Trinity and All Saints College Leeds, University of Huddersfield
Funded by BECTA / TDA 2006
ICT in the Early Years: Community of Practice
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so that others using the game board knew where to
place the Bee-Bot.
Children swap boards and instructions with another pair
and try to follow these instructions
CLOSING SESSIONS
10 mins
Each pair evaluates their own game board and the game
board of the pair they swapped with.
Encourage them to plan, test, write
instructions and check.
Differentiate by letting the
children programme the Bee-bot in
separate moves e.g. First going
forwards then programming it again
to turn
Assess the children’s learning and make
a note if they understood or would
benefit from working with the Bee-bot
again.
Sheffield Hallam University, Manchester Met. University, Trinity and All Saints College Leeds, University of Huddersfield
Funded by BECTA / TDA 2006