First Session: Opening to new knowledge

First Session: Opening to new knowledge

The aim of this session is to put the Bee Bot in a visible location and present the tool.

Session Length: 50 minutes

Date: ???

Group size: 25 students

Lesson topic:  Bee Bot presentation

Objectives

In this section I would like to specify the objectives of stage and the objectives of the activity I have designed. Taking into account decree number 236/2015 on 22nd of december form the Basque Country (BOPV), I would like to share with you the objectives in primary education as a foreign language which are classify in nine points and the way I am going to work on them.

OBJECTIVES ACTIVITY DESIGN
1- To understand oral and in writing discourses in the school environment related to their experiences and interests and interpret, in order to use the  outcome of the reading or listening to answer to personal, social and academics goals. 1- Once I have presented the robot in the English class, I will ask some questions in order to figure out the pre knowledge students got according to the Bee bot. For that reason, some questions are going to be essential to start with the activity.

  • Have you seen this tool before? Where?
  • What do you think it is?
  • How does it work?
  • Do you know its name?

According to the questions my objective is that students understand an oral discourse taking into account their experiences or pre knowledge.

In the same way, to approach in writing discourses we will play to “Hangman” in order to guess the name of the robot. Therefore, they are not only going to listen the name also how it is written, in this activity we can transmit the pronunciation of two “e”s → BEE BOT

Examples; sleepy, pee, green, teeth.  There are words we usually use in the routines.

2- To express orally and in writing  communication situations from the school related to topics which have been treated before in the class. They are not going to be able to answer in a foreign language; nevertheless, I will try to help them to use some vocabulary which is going to be familiar for them while they are answering questions. Moreover, If they are able to understand those questions despite not using English, communication is done.
3- To speak properly in standard situations which have a known content using oral and non verbal procedure and demonstrate a respectful and cooperative attitude to become aware of our emotions and ideas and control our own conduct and building a knowledge on a sahare basis. Students pre knowledge in the questions.
4- To use information and communication technology in autonomous progression as well as other resources in order to get information, communication and cooperation in a foreign language. In this section we are not going to work on it; nevertheless, we will work in the following ones.
5-  To reflect on the rules and structure of the use in a foreign language related to the comprehension and production procedure, to identify phonetic aspects, rhythm, accentuation and intonation, as same as linguistic structures and lexical aspects of the language to promote it use properly, coherent and right. Playing with “Hangman” we are going to pronounce English words the same as when I present them the flashcards with the new vocabulary ( Forward; Backward; Turn Left; Turn Right; Clean; Go ) which as especify as key works in this section.

I am going to show them how we can program the Bee Bot and which are the linguistic structure we have to take into account in order to program the Bee. If this structure is not properly done, the bee is not going to produce what we want.

For example; right, left and go

If we do not put “go” it is not going to start. And If after finishing with the Bee Bot, if we want to program again, we must use the button “Clean” in order to start again; if not the bee is going to keep it until you press the “Clean” button.

6- To use previous experiences and knowledge in other languages for the quick, effective and autonomous  acquisition of the foreign language. Similar to objective 1,2 and 3. The questions I am going to share  with them are essential in order to identify their pre-knowledge.
7- To use a foreign language so as to discover other realities and cultures  showing  a positive comprehension attitude, respect and collaboration. We are going to use Bee bot tool through a foreign language in order to teach a topic which has not been taught before. We can said that this topic open students mind in a reality which is being more technological and it is going to be essential in their near future.

My objective is to understand that doing simple movements you can move the tool in the direction you want but always programming in the way you do it. For that, a positive comprehension attitude, respect and collaboration is essential and it is going to be useful in the following sessions.

9- To express  an open mind attitude and confidence in their own learning to improve communication skills. I will observe and record the attitude students have when I am explaining the Bee bot. For instance, If they ask doubts related to the robot, which language do they use in order to ask me…. In this case, I will promote oral communication between teacher and students.

Also, when we play to “hangman” activity, who are the students who  take part in the activity, the once who wants to guess and are really focus on the activity etc. For example; guessing the word is missing in English in order to know the tool name.

In the following lines, the objectives which are written above  are based on the activity I have designed and it is not describe signify in the curriculum but for my point of view is essential in order to develop certain skills which are beneficial for students development.

    • To link Bee Bot with entertainment
    • To create curiosity guessing the name of the robot
    • To present commands with flashcards
    • To know how to program the Bee bot
    • To know how to do a sequence
    • To present and start discerning left and right (laterality)
    • To respect each turn raising their hands

Skills

General skills

  1. Learn to live in an autonomous a responsible way in order to know each one on herself/himself , to take care of mental and physical health and develop healthy habits.
  2. Learn to learn and think, generate and evaluate information, make a decision and resolve problems, to learn studying, working and learning strategy habits, to learn scientific and mathematic knowledge methods to identify and resolve problems in different in knowledge and experience area.
  3. To learn how to communicate in official languages and at least in a foreign language , to learn how to use and interpret in a critical way the communication media and information and communication  technology as well as musical artist languages, body, plastic and visual.
  4. To learn how to live together, learn how to maintain positive interactions and use a dialogue and negotiation in conflict situations , to participate in an active way and democratic, to cooperate and work in groups and respect diversity.
  5. To learn how to develop as a person, being each one, controlling negative emotions and to valorate ina  positive and realistic way as same as being autonomous and responsible form each decisions and acting with ethical principle.
  6. To learn how to do and undertake, taking initiative to make decisions and assume responsibility, valorate the effort and difficulties of achievement and putting into practice entrepreneurial initiative in different ways of live.

Basic Skills

  • Scientific culture, technological and health skills
    1. Learn how to learn skill
  • Mathematic skills
  • Communication skills
  • Information treatment skills and digital skills.
  1. Social and citizen skills
  2. Humanistic and artistic culture skill
  3. Autonomy and personal initiative skill.

In this session we are not going to apply all the basic skills; nevertheless, it does not mean that we are not going to work on them through the next sessions. In this activity as it is the presentation, we are going to focus on three.

Firstly,  I am going to present the Bee Bot in order to share with them a new technological tool. The aim of this activity is that children have a certain knowledge related with Robotic. For instance; how it works if you want that a tool move taking into account the orders you have already given. This is going to be the first step in primary education. These are the basis so as to be able to program physically a tool that it is known.

Secondly, Mathematic are essential for this activity. Numbers are going to appear always while we are using the Bee Bot. For example; how many steps forward have we program to arrive to Bee Bot home? or,  Which is the sequence so as to move the Bee Bot where we want ? …. Not only numbers, laterality is another concept that we are going to develop. What happen if we turn to the left the Bee Bot? What happen if we turn to the left four times to the Bee bot? etc…

Thirdly, I am going to use two moments where students answers are important. On the one hand, when I ask them if they know something about the tool I am going to present: and on the other hand, when they ask me questions related to the tool using some words I have presented; for instance, Forward; Backward; Turn Left; Turn Right; Clean; Go. I know that at this age is very difficult to have an English conversation but it is a good way to know what vocabulary do they use in order to maintain a conversation. In my opinion; body language is going to be another language we are going to use in order to communicate each other.

Despite not being mention before, I would like to clarify  that we are going to work on digital skills, but it is a pre- knowledge so as to get in the future through digital skills. Moreover, I want to share and present students how Bee bot tool is used; then, instead of being students the ones who are going to use that tool, to know when they are 14 years old how they can design one. For instance; nowadays scratch is the next step for the second stage of primary education in order to design computer games in the way they want. In other words; learn by doing.

Content

Taking into account decree number 236/2015 on 22nd of december form the Basque Country (BOPV), I would like to share with you the contents in the first cycle of primary education I am going to work on.

  • First Block. Listen, Speak and converse
    • To formulate a hypothesis using visual context and no verbal and pre-knowledge about a topic or situation.
      • In my activity I am going to identify students pre-knowledge asking some questions so as to know students knowledge in this area.
    • To use some oral social communication intervention: listen, wait for hers/ his turn …
      • when more than one student want to speak or participate in class to explain their experience. For example; in the intervention of pre- knowledge.
    • To give instructions, information about daily situations, interaction for the game.
      • Students are going to share their pre- knowledge or daily situations related what we re working on and then, in one of the activities students are going to be the ones who are going to give the instruction to the person who is with the Bee Bot. Moreover, each student is going to have a flashcard and they have to tell to the person who has got the Bee which is the movement he or she has to program.
    • Positive attitude through a foreign language with different goals and different communication situations.
      • one of the main objective which is not written in the curriculum and I have written above in the activity objective is “To link Bee Bot with entertainment”. Therefore, if students are having fun they will have a positive attitude through another language.  And the goals is to have a first approach in robotics as well as, different communication skills; such as, English words, Basque, Body language…. to use strategies in order to establish communication.
  • Second Block. Writing communication: Read and Write
    • Graphic illustration
      • The flashcard are going to be useful in order to know BEE-s movement.
    • Previous knowledge activation.
      • Some questions are going to be asked in the first activity according to the Bee Bot. For example; have you seen this tool before? Where? What is its function? Have you seen something similar to this tool?…
  • Fourth block. Reflection on language
    • To use formulas and common expressions related to habitual functions which are used in the class.
      • Sit down properly, It´s my turn, I´m finished …
    • Pronunciation and meaning from written words which represent an acquaintance oral expressions
      • Bee ( pronounce as “i”) , See (“i”), Pee (“i”), Green (“i”), Teeth (“i”), Sleepy (“i”) …
    • Confidence in the ability of learning a foreign language and pleasure for cooperative work. Graphic elements, iconic and spatial.
      • The bottoms are based on spatial movements such as; backward; forward, turn left, turn right, go …. through another language and working in a cooperative work. Nevertheless, this statements is going to be more useful in the following sessions.
  • Fifth block. Social dimension of language.
    • Recognising basic social rules through another language taking into account active participation, cooperative and respectful. For instance;  raise the hand, it is my turn, be in silence when someone is speaking …

Key vocabulary

  • Forward; Backward; Turn Left; Turn Right; Clean; Go

Material

    • One Bee bot
    • Blackboard
    • Chalk
    • Flashcards ( vocabulary with images)
    • Blu Tack
    • Pointers
    • Pots

Timing

Bee Bot is going to be in a visible location in order to create interest in students. For that reason, on the one hand, I am going to prepare the class for the presentation. I will put all the chairs  looking at the blackboard in a circle. In the middle of the circle I will put the Bee bot.

  • (10 minutes) I will present the Robot which is in the middle of the class. For that reason, I will ask them some questions: Do you know what  is this? Has anyone seen this kind of tool before? what is the name of the tool?
  • (10 minutes) I will let students Bee Bot so as to have the first contact with it. Therefore, I will give the chance to look at it.
  • (10 minutes) I will play with students to Hangman in order to figure out the name of the tool which is called “Bee Bot”.
  • (10 minutes) I will present all the buttons  using the flashcards on the blackboard and the tool.
  • (10 minutes) I will explain the evaluation criteria we are going to apply after playing with Bee Bot and before finishing  the English lesson. Therefore,each day teacher is going to give students counters  to put it in different pots (happy face, sad face or bored face) in order to have the feedback of the lesson. ( it is deeply explained in “Evaluation” section  )

Methodology

  • Investigation

In this session what I want to propose is to foster curiosity and interest taking into account the attractive effect of the innovation. For that reason, firstly I would ask some questions to students so as to know if it is a new tool for them and in the same way how they think it works. In this activity I am going to identify  pre knowledge of students and their hypothesis.

  • Innovation

New activity in which the objective is to link the tool with entertainment.

  • Motivation

    • Curiosity: we are going to  put the Bee Bot on the table without saying anything until students ask for it. We are going to answer students questions so as to encourage them to do more. Therefore,the more supplementary questions, the better. It is possible that someone ask for the tool name; so I will play with students to “Hangman” in order to guess the name of the it.
    • Individual goals: in this activity we are not going to foster individual objectives; instead, if there is an opportunity, we will redirect those objectives through knowledge acquisition.

Evaluation

In the evaluation criteria I would like to specify two aspects. On the one hand, the items or statements which are established in the curriculum and in on the other hand, the activity itself.

As the first session is going to be just the introduction, I am not going to use any criteria from the curriculum. Moreover, I will use them in the following sessions. For the presentation of the Bee Bot and the session itself, I am going to use pointers in order to know students feedback. For that, I am going to take into account one strategy that Mar Romera, in our training course, is sharing with us, which is based on students emotion. For that, I am going to put three plastic pots each one with one emotion ( happy face, sad face, and so so). It is very similar to the feedback we usually do with hocus and lotus stories but instead of the “Playboook” we are going to use pots and pointers. Each day is going to be one colour. The first session is going to be RED. So before finishing the class, I will give them a red pointer and they have to chose in which pot are they going to through the pointer taking into account their feeling according to the session. My objective after the three sessions is to analyse and reflect  in which pots are there more pointers and which the colour sticking out is.