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Suzanne Snead, Digital Learning Specialist

Coding: Bee-Bot Reflection

Grades: 3rd Grade, Kindergarten, 5th Grade

Subjects: Coding, Daily Routines

Standards: select and use a variety of applications, devices, and online learning environments to create an original product; (126.2.c.9.A.), use a variety of applications, devices, and online learning environments to engage with content; (126.1.c.8.A.), communicate an understanding that data is information collected about people, events, or objects such as computer searches and weather patterns; and (126.1.c.4.A.), perform software application functions such as opening an application and modifying, printing, and saving digital artifacts using a variety of developmentally appropriate digital tools and resources; (126.1.c.8.C.), Interact with sources in meaningful ways such as illustrating or writing. (ELA.K.6(E)), Develop drafts in oral, pictorial, or written form by organizing ideas. (ELA.K.10(B)), Plan by generating ideas for writing through class discussions and drawings. (ELA.K.10(A)), Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. (ELA.1.1(C)), Computational thinking--applications. The student, with guidance from an educator, applies the fundamentals of computer science. The student is expected to create a sequence of code with or without technology such as solving a maze using drag-and-drop programming or creating step-by-step directions for student movement to a specific location. (126.1.c.2.), Digital citizenship--social interactions. The student identifies appropriate ways to communicate in various digital environments. The student is expected to describe and demonstrate respectful behavior within a digital environment. (126.2.c.6.), Develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings. (ELA.1.1(E))

Student Instructions

We learned something new. We reveiwed about that topic by coding 🐝 to show what we learned. Now it's time to share and reflect! 👆🏼 the ⭐ to 👂🏼 the directions. 👆🏼 the 🟢 add to begin. 1. 👆🏼 the 🟣 frame-photo to take a selfie of you and 🐝. 2. 👆🏼 the 🟣 frame-record to record 🐝 so we can 👀 and 👂🏼🐝 as it moves with your code. 3. 👆🏼 the highlighter to highlight which job you had. If you had more than 1 job, highlight them. 4. 👆🏼 the drawing and label to share what you know about the topic we learned about. 5. 👆🏼 the 🟣 frame-voice to 🗣 us about the picture you drew. 6. 💭 about how you felt about the lesson and the topic we learned about. 7. 👆🏼 the sort to move the 😊😑🤔 that matches your feeling to the 🟣 box. 8. 👆🏼 the 🟢 check when you are ready to turn it in.

Teacher Notes (not visible to students)

This is a 2 part activity, but meant to do in one sitting. If that isn't possible, have students use a device to record and save their Bee-Bot video and selfie to upload to seesaw later. Part 1️⃣ ⭐Summary: After learning about or reviewing a topic, students will use Bee-Bot to code a path to show what they learned about. You can use pre-made cards, sticky notes, or whatever you like. If you have a Bee-Bot coding mat, use it. If not, you can always use butcher paper or large chart paper to make a mat with the places you want students to get to. Ideally, students would work in groups of 3-4. Students should be assigned at least 1 of 4 jobs: Driver, Programmer, Designer and Debugger. After coding and debugging (if necessary) open seesaw to complete the reflection. Part 2️⃣ ⭐Summary: After completing the coding portion, have students open seesaw and navigate to the reflection. Students will do several things: 1. Take a selfie (or upload a picture previously taken) with Bee-Bot. 2. Record (or upload) a video of Bee-Bot moving with their code. 3. Highlight their job(s). 4. Draw and label what they learned about the topic you studied prior to the coding activity.(there is an example of this part in the multimedia section of this activity). 5. Record themselves telling about the picture(s) they drew (great for those speaking skills!). 6. Think about how they felt about what they learned (the topic you studied). 7. Use the emojis to share how they felt. 🔑 Key Vocabulary: language of the discipline/topic you studied, Bee-Bot commands 🔗 Helpful Videos: How to Introduce Bee-Bots to Your Students... (Della Larsen): https://www.youtube.com/embed/7hHgZ4oVqh8?si=xmDsQLst_WZ23VVX ⭐This is a supplemental activity that can be used in conjunction with your district curriculum. 🛑 Always preview videos to be sure they fit your audience/needs.

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Coding: Bee-Bot Reflection

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