Lesson Plan (Grades K-2): Sensory Coding with Bee Bots - Early Computational Thinking through Tactile Programming

Lesson Title: Sensory Coding with Bee Bots – Early Computational Thinking through Tactile Programming

Grade Level: Grades K–2

Subject Area: Computer Science (Coding) / Mathematics (Sequencing & Data) / STEM

Overview: In this multi-session STEAM lesson, students step into the role of junior programmers by using Bee Bots, child-friendly, programmable robots, to navigate tactile obstacle courses. Beginning with the driving question, “How can we give step-by-step instructions to guide a robot through a maze?”, learners explore core computational thinking concepts: sequencing (ordering commands), debugging (correcting mistakes), and algorithmic design. Through hands-on planning with command cards, programming on the Bee Bot keypad, and real-time feedback as the robot moves, students develop early coding fluency. They record their planned versus actual command sequences, debug errors, and reflect on how precise instructions and iterations lead to successful navigation. This engaging activity reinforces mathematics skills (counting steps, comparing attempts), fosters collaboration, builds fine motor control, and introduces children to computer science in an accessible, concrete way, ideal for K–2 classrooms integrating technology into curriculum standards.

Objectives and Standards

Learning Objectives

1. Identify Commands: Recognize and name the Bee Bot’s five basic commands—Forward (1 square), Backward (1 square), Turn Left (90°), Turn Right (90°), and Go (execute sequence).
2. Sequence Planning: Use tactile command cards to plan a sequence of up to eight commands to navigate an obstacle course on a 5×5 coding mat.
3. Programming & Testing: Enter planned commands into the Bee Bot’s keypad and execute the program, observing its path in real time.
4. Debugging Strategies: Compare the executed path versus intended route, identify command mismatches or ordering errors, and apply debugging techniques by editing the sequence.
5. Data Recording: Complete a worksheet documenting planned commands, entered commands, actual path outcomes, and debug notes for up to three trials.
6. Collaboration & Reflection: Work in pairs or small teams to design courses, share feedback, and reflect on programming choices and improvements.

Standards Alignment

• ISTE Standards for Students
  • 1.4.d: Understand and use technology systems to perform tasks; debug simple technical problems.
• Computer Science Teachers Association (CSTA) K–2 Standards
  • 1A-AP-08: Model daily processes by creating and following algorithms (series of sequential steps).
  • 1A-AP-09: Create programs that use sequence and simple loops to perform a task.
• NGSS Engineering Practices
  • K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how a device works.
  • K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses.