Second Session: New Knowledge processing

Second session:  New knowledge Processing

In the English class we are going to have a problem because the Robot is going to be with low battery. Therefore, when students start programing with it; they are going to be in a trouble because it is not going to work.

However; I am going to tell them that we do not need a robot to program ourselves; therefore, we are going to “Psikomotrizitate” room or “Areto” to learn how to program being each of us a bee bot

Session Length: 50 minutes

Date: ??

Group size: 25 students
Lesson topic:  Robot maintenance and programming


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.

1- To understand oral and in writing discourses in the school environment related with 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- Students are going to be in a situation which is quite common in daily day. For example; not having enough battery in a mobile phone, in a car, in a clock etc. Nevertheless, I am not going to tell them anything. They have to guess which is the problem in which we are and the reason about that situation. For that, oral and listen skills are going to be essential.
2- To express orally and in writing communication situations from the school related to topics which have been treated before in the class. 2- The second activity is based on what we learnt the day before in an oral way. For that reason, we are going to revise the movements and the buttons from the Bee and put it into practice being ourselves the Bot.
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 ourselves emotions and ideas and control our own conduct and building a knowledge on a sahare basis. 3- In both activities we are going to work on the content we have work before; however, we are going to put into practice in the second activity.

The aim of the second  activity is to do a properly sequence all together taking into account the movement each student have chosen. For example;

1.Student: forward

2. Student; backward

3. Student: turn left 2 times

4. Student: Go

Taking into account those steps we have to do all together the movements of the Bee. For that, we are going to be stand up in a circle or in a line.

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 well as linguistic structures and lexical aspects of the language. 5- In this activity we are going to work the pronunciation of vocabulary such as; forward, backward, log in, charge … in order to use it in a properly way in our daily life not only in the school.
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 opens 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 open mind and confidence in their own learning to improve communication skills. I will observe and record the attitude students have when I am explaining the exercises in “Psimomotrizitate”. For instance, If they ask doubts related to the game, which language do they use in order to ask me…. In this case, I will promote oral communication between teacher and students.

Also, I will respect each students decision. I am conscious that some students need confidence and maybe they do not want to take part because they do not feel comfortable.

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 apply the commands in Bee Bot ( to know how to do a sequence)
  • To reflect on a problem ( Bee Bot without battery)
  • To know how to program ourselves as we were Bee Bots.
  • To understand pronunciation and do that work actively
  • To start discerning left and right ( laterality)
  • To respect each turn raising their hands


General skills

1- Learn to live in an autonomous a responsible way in order to know each 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 one, to learn how to use and interpret in a critical way the communication media and information and communication  technology

y 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

1. Scientific culture, technological and health skills

2. Learn how to learn skills

3. Mathematic skills

4. Communication skill

5. Information treatment skills and digital skills.

6. Social and citizen skills

7. Humanistic and artistic culture skill

8. Autonomy and personal initiative skills.

In this second session  some basic skills are linked with the activities I have designed.

Firstly, technological skill and learn how to learn are directly connected with the situation we are going to live when the tool is not available for the lesson. Furthermore, my objective is to give students  the Bee Bot with low battery. In this situation, students should program the Bee but the tool is not going to work as previous day. Therefore, students should wonder or reflect the reason of that situation. What has happened to Bee Bot? Is it broken? …. In this moment, I will ask some questions in order to reflect on them. The aim of this situation is to take care of technology ( in this case Bee Bot) and if you want to work on it, students should know the steps they have to be aware of before taking the tool or after using it.

Secondly, Mathematic is 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, communication skill is during the all sesion. On the one hand, when students are going to ask and reflect on the problem of the Bee Bot; and on the other hand, in the second activity when we are going to work on the steps all together. Body language also is going to be a useful language specially to ensure what students what to transmit or even what the teacher want to communicate to students.

Fourthly, the information treatment is based on Bee Bot steps. Furthermore, the information which is going to be given to students are the same as it is given to the Bee bot. So, the sequences or structure we are going to learn is going to be  exactly the same. For instance; turn left, turn right, backwards; go.

My objective is to learn some new words which are common in their daily lives and also that it is useless using technology when we have to program or give information to a tool. As we have said in the previous session this is going to be the pre knowledge in order to start in the near future with digital skills.

Personal initiative skill is going to reflect students participation in “Psikomotrizitate” room. Despite doing all together, I will observe if students propose some new games related to the steps we are learning, if they take part on the activity  or they act as passive students without having enough initiative.


  • First Block. Listen, Speak and converse
    • To formulate a hypothesis using visual context and no verbal and pre-knowledge about a topic or situation.
      • Bee bot is not going to be available, therefore, students should reflect on it and formulate hypothesis about the situation.
      • Active pre knowledge in order to continue with the activity
      • When students ask doubts about the activity already explained.
      • if students speak each other about the activity.
    • 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 Hypothesis. For example; in the intervention when Bee Bot does not work.
    • To give instructions, information about daily situations, interaction for the game.
      • When the teacher gives the instructions about the activity is going to apply in “Psikomotrizitate” room.
      • The interaction of all the participants in order to create a long sequences.
    • 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; Is Bee Bot broken? What happened? Why yesterday worked and now is impossible to work with it? Which are the steps we should take into account? Are we doing properly? etc
  • 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.
      • Forward, Backward, turn left, turn right …
    • Repetition, memorizing words and expressions with gestures, visual and observation  models in order to acquire vocabulary and basic structures of the language.
      • Forward, Backward, turn left, turn right … and do it moving the body.
    • 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.
  • 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 …
    • To use some oral social communication intervention: listen, wait for hers/ his turn …

Key vocabulary

  • Forward; Backward; Turn Left; Turn Right; Clean; Go; Battery Charge; Plug in; Low Battery; High Battery.


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


I am going to show them all the Bee bots I have got. The class is going to be divided into 4  groups of four students ( 16 students) and  3 groups of three students ( 9 students). Teacher is going to do the groups.

  • (5 minutes): To put into groups and explain students order.
  • (10 minutes) Rules explanation: Do not drag the tool, remember to press “clean”  bottom before programming, do not take it until stops, respect each person’s turn.
  • (20 minutes) Each member of the group should programm once the Bee Bot for each of them to have a common first experience. This initial contact is useful in order to stimulate attention, motivation and relational competencies. The steps are going to be given by the teacher using flashcards.
    • Note:  in two groups of three, someone has to repeat it.

While each student finish programming the Bee, a question is going to be given by the teacher: Who classmate has helped you more in order to carry out with the task? And the answer is going to be written in the blackboard by the teacher.

  • (10 minutes) we will summary the mentions each group has done.
    • “Mention” student who has help more to other classmates.
    • “Mention” student who knows more.
  • (5 minutes) After finishing the game, we are going to evaluate the English class  the same as in the lesson before. In this moment the pointer is going to be yellow so as to identify the sessions in the pots.


  • Learn by doing

  • The new vocabulary has been presented but without putting into practice. The aim of this activity is to do it actively in order to acquire easily and not just as a concept. Therefore, It is important to put students as the protagonist of the learning process. So,  students are going to have the Bee Bot to apply the vocabulary they learnt programming the tool ( forward, backward, turn right, turn left, clean, go…).
    • Students are going to observe the length of single step or size of angle rotation; So these parameters are constant and the toy moves for 15 cm is one step and rotate by 90ª. They cannot change. Students are not going to know exactly how many meters is moved each step. Nevertheless, students are working spatiality and laterality while they are programming the tool.
  • Gamification

Convert any activity into a game. Students are learning vocabulary, developing laterality and spatiality , working memory, working in a group etc. As the objective we have written above “ To link Bee Bot with entertainment”.

  • Motivation

    • 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.
    • Competition:
      • Collaborative incentives: If we pass all the tests ( individually and collaboratively), next day we will play again with Bees. I will regular the activities complexity in order to overcome at least all the tests.
      • Individual incentives:  when all the collaborative incentives are achieved, now it is time to overcome:
        • “Mention” student who has help more to other classmates.
        • “Mention” student who knows more.

Collaborative work and Team learning


  • Group effort required:  there are two roles in each group. On the one hand, the student who is going to program the Bee; and, on the other hand, students who are going to help him/her in order to achieve the task given.  Mutual effort is going to be essential in the tasks.
  • Learners accountable to each other: when each student has to program the Bee, he /she is going to be the responsible of his/her group. Therefore, they have to make sure that the task he/she has to program is understandable.
  • Social skills are improved:  Comply the Bee bot rules and respect classmates suggestions and opinions. Students have to listen each other and share their ideas in order to program the Bee successfully. It doesn’t matter who is the person who is going to program it. The responsible is for the whole group. Therefore, students have to make sure that everybody has understood.
  • Helping and sharing is expected: Despite being a student who is going to program the Bee, it is the responsible of the group to help him and share ideas in order to come up with the task. After each student finish programing the Bee, the teacher is going to ask the following question: “ Who classmate has helped you more in order to do the task?” The answer is going to be written in the blackboard by the teacher.
  • Emphasis on process and product : while each student finish programming the Bee, the process is going to be evaluated taking into account two criterias:
    • The help each student has received
    • The task has been carried out successfully


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 on the other hand, the activity itself.

Curriculum criteria

  1. To understand simply and contextual oral texts which are related with  students experiences and the activities which are presented in the classroom taking into account the significant information and apply it in other comprehensive situations.
  • 1.2 To understand general information and some punctual information in oral texts which are common in the class.
    • For example; when they are sit down next to me in the carpet and I told students to go backwards.
  • 1.4 Remember some basic ideas from an oral text which have been already listened and he or she expresses orally.
    • In “Psikomotrizitate” activity, students have to communicate with their classmates in the game taking into account the movements we have already studied.
  • 1.5 The use of data collection in order to work on different activities learning individually or collectively.
    • The new vocabulary is going to be useful for the activities which are going to be done in “Psikomotrizitate” according to the spatial and laterality movements individually and collectively. Each student is going to learn it while doing the movements in an active way and also later, in cooperative games.
  • 1.6 To act according to the rules given or instructions given in order to work in different activities.
    • All the activities are based on rules or instruction which is the vocabulary taught.  Those rules are essential in order to program the Bee Bot the next session.
  • 1.7 To show an active listening.
    • To observe if students are listening in order to understand what they have to do or  they are focus in another theme. For that reason, observation, recording and students participation are essential in this stage.

3. To produce simple a briefly oral texts which are related to the activity of the class, through role models.

  • 3.1 Reproduce oral comprehensive texts through role models. When students have to give the instructions in order to do the movements they ask. For example; turn left, 2 backwards and Go.
  • 3.3 Take part actively and in a constructive way in the class tasks.
    • When students take part in the game or they prefer to do it as listener.  I will observe it in the session.

4. Participate inside the class in oral interaction directed by the teacher respecting the basic rules and showing respect through the others.

  • 4.1 Answer in a comprehensive way ( verbal and non verbal) to instructions.
    • For example, the rules or the instructions they have to do according to the activity with the Bee Bot.
  • 4.2 To express in a comprehensive way  ( verbal and non verbal)  and with the help of communication needs: work in groups and ask clarification.
    • In the activity the group has to make an agreement in order to win the game. Therefore, if they are some doubts or clarification students should ask in a natural way.
  • 4.5 Participate actively in an interview asking questions and doing some comments related with the conversation topic.
    • When the Bee bot is with low battery some students will take part in some questions I am going to ask : What has happened to the Bee Bot? Is it broken?
  • 4.6 Apply the social- communication rules: actively listening, waiting turns; respect participation etc.
    • These actions are through all the session such as; raise your hand, sit down properly, someone is speaking therefore we have to be in silence …. This is more common when all the students want to speak to share their hypothesis, pre knowledge or some doubts that they have got during the session.
  • 4.7 To take part actively and collaborate in cooperative situations and share learning.
    • In the group activity students have to share their ideas and make an agreement to know which are the steps they have to do in order to win the game.

6. Use the information technology and communication in learning tasks.

Students learn the function of the buttons to know how it works, For instance, students have to learn that if they do not press the button “go” the Bee Bot is not going to work.The same as if they want to program something and they have not press the button “Clean” the sequence which has been done before is still there.

11. Use basic strategies to learn how to learn and identify some aspects which help to learn better.

  • 11.1 Use visual resources and gestures to understand himself or herself and to understand the others too.
    • For example, I will work with flashcards because it could be quite useful for some students if they have not get it the first day.
  • 11.2 Aks doubts and clarification
    • During the all session but specially when the activity is being explained and students have not been paying attention or they have not understanded despite being listening all the explanation.
  • 11.5 Accept the error as part of his/her learning process.
    • It depends on the student, therefore, I will observe and recorded.

Lesson criteria

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 second session is going to be yellow. So before finish the class, I will give them a yellow 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.