Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary/Year One Students Prior Knowledge:
Basic knowledge of use of bee-bots
Learning Area: Mathematics Basic knowledge of counting 0-20
Use of bee-bots

Strand/Topic from the Australian Curriculum

Number & Algebra: Connect number names, numerals and
quantities, including zero, initially up to 10 and then beyond.
(ACMNA002)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies: Fluency, Understanding
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Connect number names to their numerals and quantities.
Demonstrate programming of a bee-bot.
Identify algorithms used to move bee-bots.

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

A4 numbered cards 1-10 Students with vision impairment requires
Grouped animal cards seating at the front of the classroom when
Blutack using the whiteboard.
Working whiteboard markers Students with hearing impairments requires
Working bee-bots seating at the front for whole duration of mat
time.
Bee-bot programming mats
Disruptive(ADHD) students to sit next to well
behaved students (both on mat and at group
tables).
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Motivation & Introduction: Resources/Referenc
Time
1. Students begin by all sitting on the mat as a group. es
Align these with the
2. Teacher breaks students into halves(straight down the middle). segment where they will
3. Teacher will get students motivated to count by asking particular be introduced.
questions and giving particular statements, "Who knows how to count
to 20?" "Do you think you can all show me" "I think I've forgotten how
to count to 20"
4. Students are going to count 0-20 in their halves by having the teacher
point to the half. eg. First half says zero, second half says one, third
half says two, fourth half says three ect.
5. Repeat this until all students understand the rhythm and are joining in.
6. On the board should be numbered cards, with 0-20 on them (A4
sized). The cards should be in the wrong order. To the side of the
board should be the grouped animals.
7. As a class, order the cards back to numerical order, teacher can pick
individual students to come up and place a card into the right position,
starting at 0 and ending at 20.
8. Once all the cards are in numerical order, the grouped animals need to
be placed on their corresponding cards. Eg. The seven emus will be
placed on the card number seven. The teacher can do this by calling
up individual students to place the animals on their card number.
9. Once this is finished, teacher will break students into groups and then
send them to their designated activities.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. The teacher explains how to use a Bee-bot briefly. *How to program,
e.g., press forward seven times to go seven spaces forward.
2. Students split into groups(depending on how many bee-bots there
are).
3. The Bee-bot mats are placed on the floor, with the 'start here' mat
being first. The bigger mats, containing the bugs will go in a line after
the 'start here' mat so that the mats go in order from 1-10.
4. Students will then choose a programming card (beginning with the

numbered cards and then the counting bug cards as an extension),

students must program their bee-bot to go to that number. For
example, a student chooses a 4 on the programming cards; the
student places their bee-bot in line with the 'start here' mat and
presses forward on their bee-bot four times, resulting in their bee-bot
moving to be inline with the number 4 on the bigger cards.
5. Give students an activity sheet where they write down the algorithm
used to get to the designated card. Eg. Student chooses the number 7
card 7x forwards=7. Have the activity sheet set out so that students
must complete at least five of these tasks. https://www.youtube
6. Continue for five minutes. .com/watch?
7. To make the activity harder, remove all programming cards with the v=WmlokmEtpMg

actual number written on it, left now are all the programming cards with
the counting bugs(1-10). This means the students need to count their
bugs on their card before programming the bee-bot.
8. Continue until time is up.

Lesson Closure:(Review lesson objectives with students)

1. Students sit back on the mat.
2. Review counting lesson by having students sitting in a circle and counting
one by one up to 20.
3. Start by holding up the coloured A4 cards to 10, and from 11-20 have the
students count alone.
4. Once this is finished, watch this fun and relaxing youtube video on other
ways to use bee-bots.

Assessment: (Were the lesson objectives met? How will these be judged?)
Teacher will watch and listen while students are counting from 0-20, those
students who struggle to know the answer straight away will need extra
attention in the next lesson.
Teacher will check the writing of algorithms through the students activity
sheets.