K-2 Computer Science - Red - Unit 2 Bee-Bots

red bot

In this unit, students apply the computational skills they practiced in Unit 1 on actual computers - Bee-Bot robots! They playfully express themselves and reinforce language arts standards as they learn to program increasingly complex sequences of simple commands.

Students gain fluency with planning, testing, and debugging programs as they work with familiar characters in The Very Hungry Caterpillar, More-igami, nursery rhymes, and fairy tales. The unit crescendos to a peak when students program Bee-Bots to retell a narrative they wrote in Writing Workshop!
The optimal group size is 4 students or fewer per Bee-Bot.

Sequence of Lessons

How Does a Blue-Bot Work? Red Level: Unit 1, Lesson 7

View the Lesson Plan - [Red] Unit 2, Lesson 7 - How Does a Blue-Bot Work?

Lesson Overview

In this introductory lesson, students build on one another's discoveries to articulate the functions of each button and switch on a Bee-Bot. Students then apply this knowledge to program a dance or game for their group-mates to actively engage with.

 

Agenda

  1. Warm-up: Learn Timed Turns protocol. Figure out how Bee-Bot works. (10 minutes)
  2. Main Activity: Creative group project. (15 minutes)
  3. Debrief: Group project showcase. Content and/or process debrief. (10 minutes)

Materials

Vocabulary

  • computer - a programmable machine that can receive input; store, retrieve, and process data; and output
  • program (v.) - to tell a computer what to do, in a language it can understand
  • sequence - events arranged in a specific order, from beginning to end

Additional Resources

Standards

  • CA CSS K-2. CS. 1 - Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.
  • CA CSS K-2. CS. 2 - Explain the functions of common hardware and software components of computing systems.
  • CA CSS K-2. CS. 3 - Describe basic hardware and software problems using accurate terminology.
  • CA CSS K-2. DA. 7 - Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data.
  • CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • CA CSS K-2. AP. 15 - Give attribution when using the ideas and creations of others while developing programs.
  • CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.
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The Very Hungry Bee-Bot Red Level: Unit 1, Lesson 8

View the Lesson Plan - [Red] Unit 2, Lesson 8 - The Very Hungry Bee-Bot

Lesson Overview

Using The Very Hungry Caterpillar as an anchor, students create fantasy stories of what Bee-Bot will eat on its way from one point to another on their Color Shape Mats. Students use a flat paper Bee-Bot to rehearse multiple paths before selecting one and recording it on a sheet. As a group, each child follows the Three Button Protocol to help the Very Hungry Bee-Bot eat its way to the finish!

Agenda

  1. Warm-up: Three Button Protocol. (10 minutes)
  2. Main Activity: Students plan, program, and debug their way from start to finish. Record path and story on a recording sheet. (15 minutes)
  3. Debrief: Student showcase. Process and/or content debrief. (10 minutes)

Materials

Vocabulary

  • input - ways to enter data into a computer
  • output - information produced by a computer
  • perseverance - continued effort to do or achieve something despite difficulties, failure, or opposition
  • sequence - events arranged in a specific order, from beginning to end

Additional Resources

Standards

  • CA CSS K-2. CS. 1 - Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.
  • CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • CA CSS K-2. AP. 15 - Give attribution when using the ideas and creations of others while developing programs.
  • CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.
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Let’s Help Debug! Red Level: Unit 1, Lesson 9

View the Lesson Plan - [Red] Unit 2, Lesson 9 - Let's Help Debug!

Lesson Overview

In this lesson, students believe they are helping to debug Very Hungry Bee-Bot programs made by kids at another school. In groups, they use the Three Button Protocol to find and fix bugs in a systematic way.

Agenda

  1. Warm-up: Model how to use the Three Button Protocol to debug a program. (7 minutes)
  2. Main Activity: Students collaboratively debug four more programs. (15 minutes)
  3. Debrief: What was challenging about debugging someone else's work? How did you feel when you found a bug? Who do you want to appreciate for helping you do this challenging work? (10 minutes)

Materials

Vocabulary

  • input - ways to enter data into a computer
  • output - information produced by a computer
  • perseverance - continued effort to do or achieve something despite difficulties, failure, or opposition
  • sequence - events arranged in a specific order, from beginning to end

Additional Resources

Standards

  • CA CSS K-2. DA. 7 - Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data.
  • CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • CA CSS K-2. AP. 15 - Give attribution when using the ideas and creations of others while developing programs.
  • CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.
  • CA CSS K-2. AP. 16 - Describe the steps taken and choices made during the iterative process of program development.
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Retelling Nursery Rhymes (3-4 Story Squares) Red Level: Unit 1, Lesson 10

View the Lesson Plan - [Red] Unit 2, Lesson 10 - Retelling Nursery Rhymes (3-4 Story Squares)

Lesson Overview

In this lesson, students believe they are helping to debug Very Hungry Bee-Bot programs made by kids at another school. In groups, they use the Three Button Protocol to find and fix bugs in a systematic way.

In this lesson, students will take turns using the Four Button Protocol to retell popular nursery rhymes by sequencing either three or four events. The lesson is flexible enough to accommodate any narrative, such as More-igami, and others students are studying during their Reading and Writing Workshop!

Agenda

  1. Warm-up: Beginning, Middle, End Game. Model how to set-up the mat and use sequencing stickers on the recording sheet. (10 minutes)
  2. Main Activity: Students program Bee-Bots to retell nursery rhymes of their choice. (15 minutes)
  3. Debrief: Retelling showcase. (10 minutes)

Materials

*SFUSD log-in required

Vocabulary

  • perseverance - continued effort to do or achieve something despite difficulties, failure, or opposition
  • sequence - events arranged in a specific order, from beginning to end
  • step - one of multiple actions in a sequence

Additional Resources

Standards

  • CA CSS K-2. DA. 7 - Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data.
  • CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • CA CSS K-2. AP. 15 - Give attribution when using the ideas and creations of others while developing programs.
  • CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.
  • CA CSS K-2. AP. 16 - Describe the steps taken and choices made during the iterative process of program development.
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Retelling Fairy Tales (4-6 Story Squares) Red Level: Unit 1, Lesson 11

View the Lesson Plan - [Red] Unit 2, Lesson 11 - Retelling Fairy Tales (4-6 Story Squares)

Lesson Overview

In this lesson, students will take turns using the Four Button Protocol to retell popular fairy tales by sequencing four to six events. The lesson is flexible enough to accommodate any narrative, such as More-igami, and others students are studying during their Reading and Writing Workshop!

Agenda

  1. Warm-up: Beginning, Middle, End Game. Model how to set-up the mat and use sequencing stickers on the recording sheet. (10 minutes)
  2. Main Activity: Students program Bee-Bots to retell fairy tales of their choice. (15 minutes)
  3. Debrief: Retelling showcase. (10 minutes)

Remember to tell students that they need to make their own story sequence squares for next week's lesson!

Materials

*Unavailable, pending copyright permissions.

Vocabulary

  • perseverance - continued effort to do or achieve something despite difficulties, failure, or opposition
  • sequence - events arranged in a specific order, from beginning to end
  • step - one of multiple actions in a sequence

Additional Resources

Standards

  • CA CSS K-2. DA. 7 - Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data.
  • CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • CA CSS K-2. AP. 15 - Give attribution when using the ideas and creations of others while developing programs.
  • CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.
  • CA CSS K-2. AP. 16 - Describe the steps taken and choices made during the iterative process of program development.
Link to this item

Retelling Our Own Stories! Red Level: Unit 1, Lesson 12

View the Lesson Plan - [Red] Unit 2, Lesson 12 - Retelling Our Own Stories!

Lesson Overview

In this lesson, students will take turns using the Four Button Protocol to retell their own stories from Writing Workshop!

Agenda

  1. Warm-up: Briefly remind students how to set-up the mat, take turns, and use the sequencing stickers on the recording sheet. (5 minutes)
  2. Main Activity: Students program Bee-Bots to retell stories they wrote during Writing Workshop. (15 minutes)
  3. Debrief: Retelling showcase. (15 minutes)

Materials

*Unavailable, pending copyright permissions

Vocabulary

  • perseverance - continued effort to do or achieve something despite difficulties, failure, or opposition
  • sequence - events arranged in a specific order, from beginning to end
  • step - one of multiple actions in a sequence

Additional Resources

Standards

  • CA CSS K-2. DA. 7 - Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data.
  • CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • CA CSS K-2. AP. 15 - Give attribution when using the ideas and creations of others while developing programs.
  • CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.
  • CA CSS K-2. AP. 16 - Describe the steps taken and choices made during the iterative process of program development.
Link to this item

This page was last updated on September 13, 2023