Creating A 3-Dimensional Map

We began to plan Bee-Bots map. The children revisited their initial ideas to help them make decisions. 

What do we need to consider when we make a map?

We began by thinking about the width of the road. How wide will the road need to be?

What will Bee-Bot need on the map?

How can we use directions to describe position and motion of an object?

We brainstormed ideas, considered different perspectives and began to think of ways to document our plans.

Then, a group of children began to create a map. First, they suggested ideas and made decisions about the location of different spaces and places on the map. They wanted an airport, cinema, garden, hospital, bridge and traffic lights. We noticed how the children listened to each other, considered ideas and collaborated with the goal ‘to make a map for Bee-Bot’.  

The team gathered the materials they needed for the project and used design and creative tools safely to create the map on a large piece of cardboard.

Two teams have completed making a city for Bee-Bot. Throughout the process they considered different perspectives, and challenged and justified ideas to make a city that Bee-Bot would like to live in. The children explored different materials and tools to construct the structures they needed, recycling and reimagining a new purpose for a range of plastic and paper products.

The teams were ready to test the Bee-Bot. They gathered to learn how to programme it. Ms. Jo has given the children some feedback and information that they will use to make a plan for their next step.

TASK: Estimate the distance of ONE Bee-Bot step.

They will need to explore direction, measurement, functions and purpose to plan an exciting and safe journey for the robot.

Approaches to Learning (ATL’s)

• listen actively and respectfully to others’ ideas and listen to information
• participate in conversations
• negotiate ideas and knowledge with peers and teachers
• share responsibility for decision-making
• use strategies to problem-solve