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Course 1 | Lesson 7

# Bee: Sequence

Lesson time: 30 Minutes

## Lesson Overview

In this lesson students will help their bees to collect nectar from flowers and create honey in honeycombs. This builds on the Maze levels by adding action blocks to the movement blocks students are already familiar with.

Bee: Sequence

## Lesson Objectives

### Students will:

• Express movement as a series of commands.
• Order movement commands as sequential steps in a program.
• Represent an algorithm as a computer program.
• Convert a whole number to the equivalent quantity of individual blocks.
• Distinguish between flowers and honeycombs.
• Express the relationships between flowers, nectar, honeycombs, and honey.

## Getting Started

### Introduction

• Poll students for prior knowledge about bees.
• Bees collect nectar from flowers and create honey in honeycombs.
• They communicate using intricate dance steps, which is similar to the instruction steps they'll be using to control their bee.
• In addition to moving, you'll also be using some new code to let your bee collect nectar and make honey.
• When you see a flower, collect nectar.
• When you see a honeycomb, make honey.

## Activity

### Bee: Sequence

Point out to students that each flower and honeycomb has a little number next to it. That number tells you how much nectar to collect or honey to make.

• Have students count their nectar and honey blocks out loud.

## Connections and Background Information

### PARCC / Smarter Balanced Assessment Skills

• Click / tap
• Drag and drop
• Select object
• Use video player

### ISTE Standards (formerly NETS)

• 1.a - Apply existing knowledge to generate new ideas, products, or processes.
• 1.c - Use models and simulation to explore complex systems and issues.
• 4.b - Plan and manage activities to develop a solution or complete a project.
• 6.a - Understand and use technology systems.
• 6.c - Troubleshoot systems and applications.
• 6.d - Transfer current knowledge to learning of new technologies.

### CSTA K-12 Computer Science Standards

• CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology.
• CT. L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems.
• CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.
• CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.
• CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.
• CT.L2-06. Describe and analyze a sequence of instructions being followed.
• CT.L2-08. Use visual representations of problem states, structures, and data.
• CT.L2-12. Use abstraction to decompose a problem into sub-problems.

### Next-Gen Science Standards

• K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
• K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

### Common Core Mathematical Practices

• 1. Make sense of problems and persevere in solving them.
• 2. Reason abstractly and quantitatively.
• 5. Use appropriate tools strategically.
• 6. Attend to precision.
• 7. Look for and make use of structure.
• 8. Look for and express regularity in repeated reasoning.

### Common Core Math Standards

• K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
• K.OA.A.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
• K.OA.A.5 - Fluently add and subtract within 5.
• K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
• 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
• 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
• 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

### Common Core Language Arts Standards

• SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
• SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.
• L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
• SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
• L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.
• SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
• L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.