Third Session: ApPLAYing new knowledge

Third Session: ApPLAYing new knowledge

The aim of this session is to apply the knowledge we have acquired in the previous sessions with Bee Bot. Students can play cooperatively with the new tool through a foreign language.


Group size: 25 students

Lesson topic:  ApPLAYing new knowledge


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. In this session I am going to give them some challenges in order to program the Bee Bot. For that, oral and in writing skills are going to be determinant in order to achieve the goal.
2- To express orally and in writing  communication situations from the school related to topics which have been treated before in the class. 2. Students are going to use a Blackboard to write the movements they are going to do with Bee Bot before programming. After that, they have to tell to their partners the movements they have to do, only, orally.
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. When they are working in groups they must use the vocabulary we have already studied . In this session we can observe cooperative work because they have to make an agreement how the Bee is going to do the route that teacher or another group has proposed. For that, oral and nonverbal communication is going to be essential as well as respectful attitude between them.
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. 4- Basic knowledge of technology is important in this activity so as to program the tool. In this case we are using English language and in group. Therefore, we can say that there are three objectives in this session; cooperative work, the use of a foreign language or communication and the autonomous progression  of each student.
7- To use a foreign language so as to discover other realities and cultures  showing  a positive comprehension attitude, respect and collaboration. 7. 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.
9- To express open mind and confidence in their own learning to improve communication skills. 9. I will observe and record the attitude students have when I am explaining the game . 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 program Bee bot / To know to do a sequence. ( It is the same)
    • To reflect on a problem ( thinking about the way of the Bee)
    • To understand the pronunciation and do that work actively
    • To discern laterality
    • To respect each turn in their groups
    • To learn with Trial- Error.



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 skill

3. Mathematic skills

4. Linguist communication skills

5. Information treatment skills and digital skills.

6. Social and citizen skills

7. Humanistic and artistic culture skill

8. Autonomy and personal initiative skill.  

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

Firstly, students are going to apply all the content they have learnt into the Bot. Until now, I have shared with them all the content in an active way; furthermore, being ourselves the Bee Bot. Now, it is time to put into practice in the Bot which is the aim of this session. As I have commented above, this is a good starter for students in order to understand digital skills in the near future. We can say that we are doing an approach with the Bee Bot.

Secondly, students are learning while they are manipulating the Bee. That is the reason why in the activity objectives I have written “ To Learn Trial and Error”.  In this stage students learn many things; on the one hand, how to guess the right route of the Bee, for that, they are always learning by doing and repeating different program sequences in order to “win”. Then, as they are in groups, they should agree and take into account their partners ideas and opinion, therefore, listening skill, oral communication (linguistic communication)  and respectful behaviour ( social skills) are already linked in this activity.

Thirdly, 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…

In this session while “Trial- error” students are going to learn spatial skills; moreover, taking into account Bee Bot steps, students are going to approach more to the route of the Bee than in the first time. It is true that while they are getting closer to the route I will put  the next activity  more difficult in order to create more cooperative work as well as reflect more on what students are doing. In other words, learn by doing and create new spatial views that they have not visualised yet; Such as, how to program the Bee without taking with your hands. For example; how students can program the Bee and put it in the start point ( see picture below) without taking with their hands; programming it.

It is quite common when students do the route to take the tool and put it in the starting point. And in this moment I will tell them to do the route backwards without taking the tool.

Finally,  students participation in the game reflect also autonomy and personal skills. The aim of this activity is that despite they have done it cooperatively, students are able to do it alone.

I will observe if students are taking part actively or passively. In this point, some students if they do not get the role they want, they normally throw in the towel. Therefore, observation is essential in order to involve all students in the learning process.


  • First Block. Listen, Speak and converse
    • To formulate a hypothesis using visual context and no verbal and pre-knowledge about a topic or situation.
      • they are going to formulate hypothesis and put into practice in order to get the route they want. “ Trial- error”
    • To use some oral social communication intervention: listen, wait for hers/ his turn …
      • when more than one student want to speak or participate in the group to explain their Hypothesis. For example; when students have to agree on the Bee route.
    • To give instructions, information about daily situations, interaction for the game.
      • When the teacher or classmates are given the instructions about the activity. Steps or the route of Bee bot.
      • The interaction of all the participants in order to create a sequences so as to “win” the game.
    • 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.
    • Students are going to use blackboards with markers in order to write the steps for the Bee bot.
  • 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 using the flashcards.
    • 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; To Plug in; Turn; To time


    • Seven Bee bots
    • Flashcards ( vocabulary with images)
    • Blackboard with marker and piece of paper.
    • Blu Tack
    • Ipad ( To time)
    • Battery Charger
    • Pointers
    • Pots
    • wood pieces


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). The same group as the day before.

  • (5 minutes) Group: To put in groups with the Bee.
  • (5 minutes) Remember  Rules : 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) Teacher is going to give a task for each group without flashcards. Therefore, tasks are going to be more difficult allowing students to gradually achieve a greater competence with an approach based on “error- less learning” method.
  • (10 minutes) we will mention the individual incentives for each group.
    • “Mention” student who has help more to other classmates.
    • “Mention” student who knows more.


  • (5 minutes) Emotional evaluation: students are going to take the green pointer and their are going to evaluate the session as in the previous ones.


  • Learn by doing

    • Make students to put in practice their knowledge for them to face their limits and determine their further learnings. The tasks are going to be more difficult comparing to the first day. Therefore, teacher is going to give the task orally without any visual support. Therefore, students have to recognize the concept and remember all the steps in order to program the Bee. So, all the information given should be program in the Robot. In this activity, students are working spatiality and laterality while they are programming the tool and also memory and concepts which has been taught in the previous days.
  • 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:  Promoting the exchange of knowledge between team members. 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


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 the teacher gives each group the Bee Bot steps in order to program it. Also, in other activity students should guess the steps they have to do so as to Bee Bot do the route is designed.
  • 1.4 Remember some basic ideas from an oral text which have been already listened and he or she expresses orally.
    • Students should remember the vocabulary learnt in the previous class in order to program the Bee in this session. In the same way, not only vocabulary also they have to remember how it works. For example, if we do not press “GO” button the Bee is not going to start moving or If students do not press “Clean” button the Bee Bot is going to do the program which was before done etc.
  • 1.5 The use of data collection in order to work on different activities learning individually or collectively.
    • This session is based on working in groups. In the previous session we learnt how to do it individually the steps by ourselves; now, it is the moment to do it with the tool but in groups. Therefore, students should work with their partners how to program the Bee in order to reached the finish line.
  • 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. IN the same way, there are going to be some rules which are based on the tool treatment. There are three:
      • Respect each turn
      • Do not pick up the tool while it is moving.
      • Do not drag the tool despite having wheels. Why? Because the tool can break it. Wheels are for programming and not to play as we want. ( it is quite common to use the Bee as a “car” because it has got wheels but it is forbidden to play like that).
  • 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.

2. To understand the global sense of simple  written texts which are related to students experiences and daily activities in class.

  • 2.1. To understand simple written texts which have been working in the class.
    • In this activity students should write in the Blackboard the steps they are going to use in order to program the Bee. Therefore, they have to write the number as well as the name. For example; 2 left, 1 backward and 2 right, Go.
    • In another activity they are going to program the Bee and they have to guess the route the Bee is going to do. For that, they are going to use a blackboard to write all the information.

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.
  • 4.6 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.

5. Produce, using models, briefly and simple written texts related to the class lesson.

  • 5.1 To reproduce simple and briefly written texts copying models.
    • Students have to write the sequences or the steps they have to program for the Bee in a blackboard
  • 5.3 Cooperate in production activity.
  • In their groups they have to make an agreement which are the steps they are going to write in the Blackboard. Later, students are going to  program the Bee Bot and guess if the Bee does the route they have designed.
  • 5.7 Participate actively and in a constructive way  tasks of the class.
    • If they are working on groups and participating programming the Bee Bot. For that video recording and observation is essential.

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 will give them a green 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.