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1MS does BeeBot mini-exploration May 27, 2010

Posted by msimonteach in G.
Tags: , , , , ,

We did a mini-exploration the other day that was similar to Adventure 2. I gave each group their BeeBot and asked them to answer the following questions/problems (as many as they could, in order):

1. How far does the BeeBot move in 1 Forward step?

2. How far does the BeeBot move in 1 Reverse step?

3. How does the BeeBot move when right or left turns are programmed.

4. Can you get the BeeBot to go around the BeeBot box?

Some groups were able to establish that the BeeBot moves 1 BeeBot length, but most only really got it when we came together as a large group to share and demonstrate. They were able to describe the difference in the right and left turns, though, saying he turned IN PLACE. We did not have a chance to get into the angle of turn. The group that got closest to going around the box did it as a repeating loop of a short pattern (multiple presses of GO) rather than as a continuous pattern – and they did not account for the box being longer than it is wide, but they only had about 10 minutes to experiment.



1. macictsupport - May 28, 2010

Great problem-solving 1MS

2. Carly - June 3, 2010

Some great thinking and problem-solving happening in your classroom. I wonder if the children were thinking in terms of a box being equal sided (i.e. a cube) and hence didn’t account for the extra length? I wonder if the same group that did this would pattern more accurately a second time (using the same box) or using a box of equal dimensions would change their patterning?

3. msimonteach - June 4, 2010

Carly – I think you make a good point about them thinking it was cube-like. I think the other thing that tended to throw off their plans was that they tended to set their start position with the beebot lined up with the long side of the box – therefore their first move of Forward-1 did clear that side, but when coming back around the box only let them go halfway…
If I had more time in that session, a good clarification would be to come back as a whole group, share our results and work out that we should start off the edge of the box to deduce a symmetric, continuous program pattern.

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