TutorForAll

Science and Technology K–6 · Kindergarten

First steps with a floor robot

Digital Technologies, sequencing instructions (NSW 2017); Digital Technologies, Digital systems (ACARA v9)

Practical, model not builtLow risk

This site has no interactive model of its own. Where a step or a material names a Concept Studio model, simulation or tool, it has not been built; an external simulation a step names (for example PhET) is not part of this site.

The idea

A robot does exactly the steps it is given, in order, so a route has to be planned as a sequence before the Go button is pressed.

What you need

  • A Bee-Bot floor robot (moves 15 cm per step and turns a quarter turn on the spot)
  • A grid mat of 15 cm squares, 4 by 4, taped on the floor
  • Arrow cards: forward, back, turn left, turn right
  • A toy to be reached, placed on a chosen square

How to do it

  1. Before the lesson the adult checks that one forward press moves the robot exactly one 15 cm square and one turn press makes a quarter turn on the spot.
  2. Put the robot on a corner square facing along a row. Put the toy two squares ahead.
  3. Lay out arrow cards for the route (forward, forward). Press Clear, then press the same buttons in the same order, then Go.
  4. Watch. Did it reach the toy. If not, press Clear, fix the cards and try again.
  5. Move the toy to a square that needs a turn. Plan the cards first, then press.
  6. Say the route aloud as the robot moves.

What you should see

Two forward presses move the robot 30 cm, exactly two squares, and it stops on the toy's square; three forward presses take it from one corner to the far corner along a row (45 cm), and a fourth would take it off the 4 by 4 mat. A turn press swings the robot a quarter turn without moving it, so a route to a square one row over and two along needs forward, forward, turn, forward (or turn, forward, turn back, forward, forward). The learner knows it worked when the robot stops on the toy's square with no correction.

What changes

This activity lists no variables to change, measure and keep the same.

Common misconceptions

Each of these ideas is wrong, and the activity is a chance to test it.

  • The robot knows where the toy is.
  • Turn left moves the robot to the left square (it only rotates).

Safety card

Low riskLearners carry it out

Hazards

  • Tripping over the mat

Controls

  • Mat edges taped; one pair at the mat at a time

Note

No chemicals or heat. Record the activity on the school's risk assessment (Primary School RiskAssess, Ecosolve Australia, riskassess.com.au).

Curriculum references

The NSW syllabus outcomes and Australian Curriculum v9 codes this activity supports. They are references, not a verified or complete curriculum alignment.

  • Science and Technology K-6 Syllabus (2017), NESA. Current syllabus; NESA's timeline is 2026 plan and prepare, 2027 start teaching the 2024 syllabus. Code read from the official syllabus document on 2026-09-22.STe-7DI-TSTe-2DP-T
  • Science and Technology K-6 Syllabus (2024), NESA. Implementation from 2027, so this code describes the future syllabus. Code read from the outcomes page on 2026-09-22.STE-DDT-01
  • Australian Curriculum v9AC9TDIFK01

Sources

The pages the author read to write this activity.

  1. www.scootle.edu.au/ec/search?accContentId=AC9TDIFK01
  2. www.nsw.gov.au/education-and-training/nesa/curriculum/science/science-and-technology-k-6-2017
  3. www.digitaltechnologieshub.edu.au/teach-and-assess/classroom-resources/lesson-ideas/buzzing-with-bee-bots
  4. www.digitaltechnologieshub.edu.au/teach-and-assess/classroom-resources/lesson-ideas/bee-bot-ruler

All Concept Studio activities