Computing · Year 2

Active learning ideas

Planning Robot Routes

Active learning works for Planning Robot Routes because children need to physically experience how small errors in direction or sequence lead to wrong outcomes. Moving their own bodies on grids or programming small robots makes abstract algorithms concrete, so students see immediately why precise instructions matter.

• National Curriculum Attainment Targets
• KS1: Computing - Algorithms
• KS1: Computing - Programming

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Pairs

Floor Grid Relay: Path Testing

Tape a 1m x 1m grid on the floor with start, end, and obstacles marked. Pairs plan a route by walking it slowly, record commands on clipboards. One child acts as the robot following partner calls; switch roles and refine for efficiency.

Construct a sequence of commands to move the robot from a start to an end point.

Facilitation Tip

During Floor Grid Relay, place the timer where all groups can see it to build urgency and focus on efficiency.

What to look for

Provide students with a simple grid, a start point, an end point, and one obstacle. Ask them to draw the most efficient path and write the sequence of commands needed to follow it. Check if the path avoids the obstacle and if the commands logically lead to the end.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 45 min · Small Groups

Bee-Bot Challenges: Obstacle Navigation

Set up Bee-Bot mats with custom obstacle islands. Small groups sketch three route options, program the shortest, test it, and count steps. Groups share successes and fixes in a class demo.

Analyze the most efficient route for a robot to follow.

Facilitation Tip

For Bee-Bot Challenges, ensure the obstacle is large enough to force detours, not just slight adjustments.

What to look for

Show students two different routes a robot could take to reach the same destination, one with more turns or steps than the other. Ask: 'Which route is better and why? What makes one route more efficient than the other?' Listen for justifications related to fewer steps or avoiding difficult areas.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Individual

Paper Grid Prototypes: Command Writing

Provide squared paper grids with start/end points. Individuals draw obstacle-free paths, list commands step-by-step. Swap papers with a partner to verbally simulate the robot and suggest improvements.

Justify the chosen path for a robot, considering obstacles.

Facilitation Tip

When students write commands on Paper Grid Prototypes, have them number each step so the sequence is easy to follow and debug.

What to look for

Give each student a card with a single command (e.g., 'Forward', 'Turn Left'). Ask them to write one sentence explaining what their command does and one sentence about why the order of commands is important for a robot's journey.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 20 min · Whole Class

Whole Class Route Debate: Efficiency Vote

Project a large grid image with obstacles. Class brainstorms routes aloud, votes on the best via show of hands. Select top two, demonstrate with a toy robot, discuss why one wins.

Construct a sequence of commands to move the robot from a start to an end point.

Facilitation Tip

In the Whole Class Route Debate, invite students to stand by the route they prefer before voting to make the choice visible.

What to look for

Provide students with a simple grid, a start point, an end point, and one obstacle. Ask them to draw the most efficient path and write the sequence of commands needed to follow it. Check if the path avoids the obstacle and if the commands logically lead to the end.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with physical movement on a large grid so students feel the impact of a wrong turn. Move to unplugged paper grids to slow down thinking and record thinking. Use robots only after students can plan accurately on paper, linking symbolic commands to real movement. Avoid rushing to technology; let children master sequencing on the floor first.

Children will design paths that reach the destination without collisions, write clear command sequences, and explain why one route is better than another. They will use terms like ‘forward’, ‘turn left’, ‘turn right’ and justify their choices with reasons such as ‘fewer steps’ or ‘clear path’.

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Watch Out for These Misconceptions

• During Floor Grid Relay, watch for students who assume the robot will stop automatically when it bumps into something, leading to collisions.

  Remind students that the robot follows commands exactly; have them add a ‘stop’ command right before the obstacle or plan a turn earlier. After a collision, pause the relay and ask the group to adjust their sequence before continuing.

• During Bee-Bot Challenges, watch for students who pick the visually straightest line without counting turns or steps.

  Ask students to count the total number of commands on each candidate route and compare totals. Place transparent overlays on the grid so they can see the command count clearly, linking turns to extra steps.

• During Paper Grid Prototypes, watch for students who ignore the robot’s facing direction after a turn.

  Have students mark the robot’s starting direction with an arrow on the paper and redraw it after each turn. Ask them to explain what direction the robot will face after each command to catch facing errors early.

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Methods used in this brief

• Think-Pair-Share