The Arizona STEM Acceleration Project

Bee-Bot Community Mapping

Bee-Bot Community Mapping

A 1st Grade STEM Lesson

Tina Kennedy

June 2023

Notes for Teachers

• I used Bee-Bots to have student program algorithms to locations on a grid.
• I cut out a set of Map Symbols per group/Bee Bot. Student pick a card, read the Key label for that picture, then program the Bee Bot to travel to that location.
• When you program turning, Bee-Bot does not turn and move to a new space. You will program a direction to turn then press the forward button second to advance to a new space.
• Students must press the “X” key to delete their algorithm before the next set of commands. It does not automatically delete the coding.
• I did not end up using all the map icons that I provided. Feel free to use as many or few as you wish.
• I used the KEY as the start location for each turn.

• I would recommend making this a two-day activity.
• Day 1 would be a map read aloud and introducing the parts of the Bee-Bot.
• Day 2 would be to review the mapping activity and have students program the Bee-Bot to the key symbol on the map.

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List of Materials

• Bee Bot Robots
• Map Symbols & Map Key
• Map for students to program the Bee Bot.

Tricks to using Bee-Bots

• BEE-BOT moves 6 inches at a time. Make your own mats with 6x6 squares from chart tablets and laminate your mats to last longer.

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Tricks to using Bee-Bots

• Careful with little hands holding the BEE-BOT from the bottom when moving, the wheels could pinch. Once you press GO, you cannot stop the program until done. Hold from top if moving.

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Can pinch

Standards

Geography:

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The use of geographic representations and tools helps individuals understand their world.

1.G1.1 Use, explore and construct maps, graphs and other geographical representations to support content focus. ▪ Key concepts include but are not limited to physical features (rivers, lakes, mountains, landforms, desert) and human features (dams, cities, parks, hospitals, schools, railroad tracks, farms, factories, houses).

1.G1.2 Use a grid to locate places.

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Math:

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1.MD.C.4 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.

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NGSS:

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Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

• Analyze data from tests of an object or tool to determine if it works as intended. (K-2-ETS1-3)

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Educational Technology

Computational Thinker

K-2.5.a. Students, with guidance, identify a problem and select appropriate technology tools to explore and find solutions.

Objective(s):

• Today we will follow a sequence or algorithm to program the Bee-Bot to locations on a map.
• Today we will use a map key to identify symbols and pictures in a community map.
• Today we will program using data points to get to specific locations.
• Today we will analyze our programming to see if the Bee-Bot went to the intended location.

Agenda (40 minute class)

What is a map key?

Teacher modeling how to program a Bee Bot on map.

Create groups and share supplies

Monitor groups

Clean up supplies and share successes and challenges.

Intro/Driving Question/Opening

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How can map skills help us practice programming a Bee-Bot?

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What is a map key?

Instructions

Create groups of 2-3 students per map, cards for map key, and Bee-Bot.

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Review safety expectations of Bee-Bot and taking turns and sharing supply expectations.

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Have student select a map key symbol and program the Bee-Bot starting from the key to the symbol.

Team members take turns so each student has an opportunity to program and analyze their algorithm.

Students can draw a symbol card face down or choose where they want to program.

List of Materials

• Bee-Bot Robots
• Map Symbols & Map Key
• Map for students to program the Bee-Bot.

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Assessment

Monitor students as they are programming the Bee-Bot:

• Do students need support following the algorithm to the map symbol?
• Do students need support clearing the programming and using the grid squares to move to the card location?
• Were students sharing supplies and taking turns?
• Were students being safe with the supplies and on task?

Closing Activity:

Collect supplies and have students share their successes and challenges with the lesson.

Differentiation

Modify groups if there are struggling students.

I often create my own group to help students that need extra support and monitoring.

Provide key vocabulary with images.

Provide helpful images of the Bee-Bot with important information for students to recall.

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Remediation

Extension/Enrichment

If they finish early, they can program the Bee-Bot to two locations in one turn.

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If you wanted to add an additional day to this activity, students could make their own map key and icons.