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.

• Year 2
• Computing
• 4 activities
• 20 min–45 min

Learning Objectives

1. Design a sequence of commands to navigate a robot from a starting point to a designated endpoint on a grid.
2. Analyze different routes on a grid to identify the most efficient path for a robot, minimizing steps.
3. Justify the selection of a specific robot path by explaining how it avoids obstacles and achieves the goal.
4. Create a set of precise instructions (an algorithm) to direct a robot's movement on a grid.
5. Compare two different robot routes and explain which one is more efficient and why.

Collaborative Problem-Solving

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with problem materials

Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Collaborative Problem-Solving

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with problem materials

Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Collaborative Problem-Solving

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with problem materials

Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Collaborative Problem-Solving

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with problem materials

Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Teaching This Topic

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.

What to Expect

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’.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Quick Check

After Paper Grid Prototypes, give each student a new grid with a start, end, and one obstacle. Ask them to draw the shortest path and write the command sequence below. Collect and check that the path avoids the obstacle and the commands logically reach the end.

Discussion Prompt

During Whole Class Route Debate, display two different routes to the same destination on the board. Ask students to vote with hands for the route they think is more efficient and justify their choice in one sentence. Listen for mentions of fewer steps, fewer turns, or obstacle avoidance.

Exit Ticket

After Bee-Bot Challenges, give each student a card with one command (e.g., ‘Turn Right’). Ask them to write one sentence explaining what the command does and one sentence explaining why the order of commands matters for the robot’s journey.

Extensions & Scaffolding

• Challenge students to plan a route backwards from the endpoint to the start, then reverse the sequence to prove it works.
• Scaffolding: Provide command cards with missing gaps for students to fill in, or let them use arrows on paper grids instead of writing words.
• Deeper exploration: Introduce a second robot and ask students to write a sequence that lets both robots reach their goals without crashing, using shared pathways.

Key Vocabulary

Algorithm	A set of step-by-step instructions or rules designed to solve a problem or complete a task. For robots, this means a sequence of commands.
Command	A single instruction given to the robot, such as 'move forward', 'turn left', or 'turn right'.
Sequence	The order in which commands are given. The correct sequence is important for the robot to follow the correct path.
Grid	A pattern of horizontal and vertical lines that form squares, used as a map for the robot to move on.
Obstacle	An object or a space on the grid that the robot must avoid or navigate around.