BeeBot Lesson Plan_Bridlewood Elem._ Grade 2



LISD Article:

Grade Level:2

Number of students: 22


Subject: Integrated content: Math, Language Arts, Science


Reflection: Consider your previous unit/performance/experience with students. (What outcomes were targeted, what were students able to do? How were assessments aligned to these goals? Which of the learning events led to success on the assessment?)

Previous lesson experience:

Students collaborated to design a bridge to solve the problem for 3 bears who needed to cross a piranha-filled river to reach their homeland on the other side. The bridge had to hold the weight of all 3 bears, be completely above (not touch) the river, and extend far enough to reach the land on the other side. The bridge was built from solid materials, but the solids had different properties: flexible, smooth, rough, hard, soft, etc. Students demonstrated their knowledge of these properties by how they utilized them to build a bridge which solved the bears’ problem.

Define the Focus: Consider the general outcomes for a unit, performance, or experience (What do students need to know and be able to do?)

Students will use their prior knowledge of measuring length (Math TEKS 2.9D) to determine how far the Bee-Bot goes with one push (stroke) on each of its directional buttons. Each student group will design an obstacle course that the Bee-Bot must navigate, and they will write the code for the navigation, based on the measurements taken for one stroke. (Math TEKS 2.1A)

Reflect on the Focus: Consider your students in relation to these goals (What knowledge [Content, Processes, Skills, Dispositions] do you expect your students to bring to the unit/performance/product?)

Students will bring their:

  • understanding of measuring length in standard units

  • knowledge of vocabulary necessary: directional words, construct, length, distance, algorithm, program, beta

  • ability to work cooperatively for a common goal

Revisit the focus: Consider the specific outcomes identified (What specific outcomes are sought from this unit?)

The Beebot will run successfully to navigate the course each group has designed.

Assessment: Consider evidence of student learning (How do we know when students have learned it? What assessments are available in the curriculum? What evidence will we accept? No accept? What can mastery look like?)

Student mastery is demonstrated when others can use the code written by the group to successfully navigate the Bee-Bot through the course they designed.

Learning Design: Consider the design of the learning to meet the outcomes (How will we design learning to meet the learning outcomes? What tools align with your outcomes to help with designing instruction? What is the best use of time both in and out of the classroom? What will pacing look like to accomplish these goals?)


  1. Students begin to use an algorithm in class to solve addition problems with regrouping

  2. Students are introduced to concepts such as algorithm and programming as they relate to coding with concrete, kinesthetic activities.

  3. Students will transition to coding using

  4. Students will participate in the Beebot Challenge utilizing the LISD Mobile Makerspace where they design an obstacle course and program the Beebot to navigate it.

Differentiation: Consider the specific needs of students (What will we do if they don’t learn it? What will we do if they already know it?)

Any student group that does not demonstrate understanding will received scaffolded support from teachers to identify what is not working and guide them to work through to solve their problem.

Student groups who master all the elements of the basic challenge will explore more complexity to the design of their obstacle course (more complex obstacle, dead end pathway).