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Students will explore how to move Tale-Bot forward and will begin to explore programming.
Students will explore how to move Tale-Bot forward and will begin to explore programming.
By the end of this lesson, students will:
Be able to move Tale-Bot forward
Collaborate with other students as they program a Tale-Bot robot
1 Tale-Bot robot for each group of 3-4 students
10 plastic cups for each group of 3-4 students
Tape
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Ensure your class is set up using the following instructions prior to delivering the lesson and activities with your students.
Charge all Tale-Bot robots
Schedule access to large open space
Group Tale-Bot robot and cups together for easy distribution
To learn more about Tale-Bot and its buttons, refer to the following PDF before proceeding with the lesson.
Share with students the following instructions to help them activate their prior knowledge for this lesson.
Say: “Remember the other day when we first met out new friend Tale-Bot. We said that teaching it how to move was a lot like playing Simon Says. Tale-Bot can only do what we tell it to do. Who remembers what we call the set of steps we give Tale-Bot? That’s right, we call it a code or a program. What do we call the person who is giving the instructions or writing the code? That’s right we call them a coder or programmer.”
Briefly review with the students the steps for turning on Tale-Bot and its different parts. (e.g., “Who can remember what happens when we push the red button?,” “What button do we need to push to make Tale-Bot follow the code we just put in?”)
Say: “Have you ever gone bowling before? What did you need to do? That’s right you have to knock down as many of the bowling pins as you could. Today we are going to take Tale-Bot bowling. However, we aren’t going to use a ball to knock down our bowling pins, we are going to use Tale-Bot!”
Model for the students stacking the cups into a pyramid formation and marking a starting line with a piece of tape a short distance away from the cups. Place the Tale-Bot behind the starting line.
Say: “Now that my cups are all stacked, I need to think about how I will get Tale-Bot from here to the cups. What button do you think I will need to press to make him go forward? That’s right, I will need to press the green button and the Play button to make him go.”
Model pressing the green button 1 time and then the Play button.
Say: “We were right, pressing those buttons made Tale-Bot move forward but it wasn’t far enough. What do you think I should do differently this time? I think I will try pushing the green button 2 times. Remember I can look here at the lights to remind me what buttons I have pushed. If I don’t like a part of my code or even my whole code, I can get rid of it by pushing the Clear button”
Try some of the students' suggestions. Each time a new suggestion is tried, clear the code and move Tale-Bot back to the starting line.
Say: “Now it’s your turn to make Tale-Bot knock over the cups. Working with your group, I would like you to stack your cups just like I did and put a piece of tape down for your starting line. When you are ready I would like you to take turns writing a code to get Tale-Bot to knock the cups down. Don’t forget to clear your partner’s code before you write your own.”
Check for understanding of the task.
Arrange students in groups of 3-4 and pass out the Tale-Bot robots, cups and tape to the groups.
Say: “Try and see who can knock down the most cups.”
Circulate around the room and ensure that all students are being given an opportunity to work with the Tale-Bot. Help to troubleshoot as necessary.
Try out the following extensions with students who have completed all activities:
How can you alter Tale-Bot using its add ons to knock down more cups?
Is there a different way you could place the cups that would make it easier to knock more down?
Can you have Tale-Bot return to the starting line after it knocks the cups down?
Sometimes it can be hard to remember all of the steps in our code. Did anyone use something to help them remember what their code was? (e.g., coding command indicator lights, wrote it down)
Was there anything you found difficult today?
Was there anything that you really enjoyed?
New Kindergarten Curriculum (2026):
Expectation A: Foundations of Language and Mathematics
A5 apply the mathematical processes (i.e., problem solving; reasoning and proving; reflecting; connecting; communicating; representing; and selecting tools and strategies)
A6.2 understand when counting forward, the quantity gets bigger and when counting backward, the quantity gets smaller
A6.6 understand the concept of more than, the same (equal), or less than
A7.1 identify, describe, and create patterns
A7.2 identify the core of a repeating pattern and describe why it is important
A9.7 give and follow directions for moving from one location to another
Expectation B: Problem Solving and Innovating
B11 - Coding Skills:
B11.1 use directional and positional language to create and follow instructions involving movement
B11.2 test and refine instructions
B11.3 communicate and record step-by-step instructions using symbols, words, or pictures
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
1.2 - demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a few different situations
1.3 - identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.1 - identify a few purposes for speaking
2.2 - demonstrate an understanding of appropriate speaking behaviour in a few different situations, including paired sharing and small- and large group discussions
2.3 - communicate ideas and information orally in a clear, coherent manner
B1.5 - count to 50 by 1s, 2s, 5s, and 10s, using a variety of tools and strategies
C3.1 - solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events
A2.1 - write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms
A2.2 - identify and describe impacts of coding and of emerging technologies on everyday life
Generate ideas from their experiences and interests
Add to others’ ideas
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Exchange ideas and perspectives to build shared understanding
Use language to identify, create, and share ideas, feelings, opinions, and preferences
Safely manipulate materials
Discuss observations
Share observations and ideas orally
Generate ideas from their experiences and interests
Add to others’ ideas
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Exchange ideas and perspectives to build shared understanding
Use language to identify, create, and share ideas, feelings, opinions, and preferences
Safely manipulate materials to test ideas and predictions
Compare observations with predictions through discussion
Communicate observations and ideas using oral or written language, drawing, or role-play
Oral Language: Children explore listening and speaking skills through a variety of literacy experiences
Share personal experiences and stories through listening and speaking with others
Participate in group discussions
Demonstrate a variety of listening behaviours.
Listen to and follow simple one- or two-step instructions
Express an idea or share information through the use of body language or voice
Number: Children investigate quantity to 10
Count within 10, forward and backward, starting at any number, according to the counting principles
Computer Science: Children interpret instructions in the learning environment
Engage in activities that involve following instructions in various contexts
Follow a sequence of two steps related to a learning experience
Verbally communicate a sequence of two steps for a given purpose
Oral Language: Students develop listening and speaking skills through sharing stories and information
Ask questions to clarify information during discussions
Respond orally to questions during discussions
Contribute to discussions as a listener and speaker
Listen to and follow two-step instructions
Number: Students interpret and explain quantity to 100
Count within 100, forward by 1s, starting at any number, according to the counting principles
Computer Science: Students investigate instructions and their influence on actions and outcomes
Follow instructions with two or three steps given in different forms
Sequence two or three instruction steps to achieve a desired outcome
Exchange ideas to create three-step instructions that achieve a desired outcome
Demonstrate safe and respectful behaviour by following instructions during investigations
CCK.3 - Use oral language to converse, engage in play, express ideas, and share personal experiences.
NK.3 - Relate a numeral, 0 to 10, to its respective quantity
CC1.3 - Speak clearly and audibly about ideas, experiences, preferences, questions, and conclusions in a logical sequence, using expression and dramatization when appropriate.
N1.3 - Demonstrate an understanding of counting by: • indicating that the last number said identifies “how many” • showing that any set has only one count using the counting on strategy • using parts or equal groups to count sets
1.1.2 - Listen to experiences and feelings shared by others
1.2.2 - Explore new experiences and ideas
1.2.4 - Wonder about and question new ideas and observations
4.4.2 - Share information and ideas with a group
5.21 - Participate in cooperative group activities
5.2.2 - Demonstrate attentiveness in group activities
K.N.5.- Demonstrate an understanding of counting to 10 by • indicating that the last number said identifies “how many” • showing that any set has only one count
K-0-4d - Respond to the ideas and actions of others
K-0-4e - Participate in cooperative group learning experiences
K-0-7b - Describe, in a variety of ways, what was done and what was observed
K-0-9a - Be open minded while exploring
K-0-9b - Willingly observe, question and explore
1.1.2 - Listen to experiences and feelings shared by others
4.1.2 - Share ideas and experiences through talking, storytelling, pictures, singing, illustrations, and print
5.21 - Work in cooperative and collaborative partnerships and groups
5.2.2 - Take turns sharing information and ideas
5.2.4 - Help others and ask others for help; identify and assume roles necessary for maintenance of group process
1.N.1 - Say the number sequence by Q 1s forward and backward between any two given numbers (0 to 100) Q 2s to 30, forward starting at 0 Q 5s and 10s to 100, forward starting at 0
1-0-4a - Follow simple directions while undertaking explorations
1-0-4e - Respond to the ideas and actions of others
1-0-4f - Work in cooperative partnerships and groups
1-0-4g - Verbalize questions and ideas during classroom learning experiences
1-0-5d - Select an appropriate non-standard unit, and estimate and measure length
1-0-7e - Describe, in a variety of ways, what was done and what was observed
1-0-9a - Willingly consider other people’s views
1-0-9b - Willingly observe, question and explore
Participates in group activities
Collaborates with others
Interacts verbally and non-verbally
Demonstrates understanding
Uses reasoning skills
Takes action
Explores different actions
Explains the actions taken
Sharing information with peers and teacher
Asking and answering questions from peers and teacher
Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities
Planning of a project
Sharing of ideas and points of view
Investigating and solving problems
Practising effective strategies for problem solving
Hypothesizing about, or trying out, different ways of thinking about a problem
Talking or engaging in dialogue with peers and teacher
Using a range of strategies to assist communication within the group
Discussion of how to plan an activity and how to set criteria to evaluate it
Participating in group activities in a variety of roles
Trying out different roles
Experimenting with strategies appropriate to each role
Demonstrating commitment to the purpose established by the group:
Making helpful suggestions
Encouraging others
Listening attentively
Natural numbers
natural numbers less than 1000 (units, tens, hundreds): reading, writing, digit, number, counting, one-to-one correspondence, representation, comparison, classification, order, equivalent expressions, writing numbers in expanded form, patterns, properties (even numbers, odd numbers), number line
Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
begin to ask and respond to questions, seeking information (who? what? why? where? when?)
listen to the ideas and opinions of others
Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.
participate in conversation and in small- and whole-group discussion
respond to and give simple directions or instructions
Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.
demonstrate that they are becoming aware of social conventions in group work and co-operative play
N3 - Relate a numeral, 1 to 10, to its respective quantity.
Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
express thoughts and feelings and describe experiences
ask and respond to questions to clarify information or gather further information
listen to others’ ideas and opinions
Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.
sustain one-to-one conversations and contribute to small- and large-group interactions
respond to and give instructions or directions that include two or three components
Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.
demonstrate a growing awareness of social conventions such as turn- taking and politeness in conversation and co-operative play
N3 - Demonstrate an understanding of counting by: indicating that the last number said identifies “how many”; showing that any set has only one count; using the counting on strategy; using parts or equal groups to count sets
begin to demonstrate active listening habits (skills) in multiple cultural contexts
begin to ask and respond to questions and seek information
engage in small- and whole-group conversation
begin to respond to and give simple directions or instructions
begin to develop an awareness of social conventions (turn-taking, politeness, when to speak, and when to listen) in group work and co-operative play, in multiple cultural contexts
N03: Students will be expected to relate a numeral, 1 to 10, to its respective quantity
N03.01 - Name the number for a given set of objects.
N06: Students will be expected to demonstrate an understanding of counting to 10
N06.01 - Answer the question, How many are in the set? using the last number counted in a set
Outcome 5: Students will be expected to, with teacher assistance, use grade-appropriate digital tools to explore ideas, create original works, and represent their learning, both individually and collaboratively.
Outcome 9: Students will be expected to, with teacher assistance,
use grade-appropriate ICT terminology
follow verbal instructions and visual reminders to begin safely operating computers and grade-appropriate digital devices
demonstrate active listening habits (skills) in keeping with the student’s cultural context
ask and respond to questions to clarify information or gather further information
begin to talk in focused one-to-one conversations and contribute to small- and large-group interactions
demonstrate a growing awareness of social conventions (turn-taking, politeness, when to speak, and when to listen) in group work and cooperative play, in multiple cultural contexts
N03: Students will be expected to demonstrate an understanding of counting to 20 by ▪ indicating that the last number said identifies “how many” ▪ showing that any set has only one count ▪ using the counting-on strategy
N03.01 - Answer the question, How many are in the set? using the last number counted in a given set
Outcome 5: Students will be expected to, with teacher assistance, use grade-appropriate digital tools to explore ideas, create original works, and represent their learning, both individually and collaboratively.
Outcome 9: Students will be expected to, with teacher assistance,
use grade-appropriate ICT terminology
follow verbal instructions and visual reminders to begin safely operating computers and grade-appropriate digital devices
1.1 - express feelings and opinions and describe personal experiences and interests
1.2 - listen to the ideas and opinions of others
1.3 - begin to ask and respond to questions, seeking help or information (who? what? why? where? when?)
1.4 - follow and give directions in different contexts
1.5 - participate in conversation and in small-and whole-group discussion
1.8 - demonstrate that they are becoming aware of social conventions in group work and cooperative play
1.3 - count to determine the number in a group (0 to 10)
Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences
express thoughts and feelings and describe experiences
ask and respond to questions to clarify information or gather further information
listen to others’ ideas and opinions
Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically
sustain one-to-one conversations and contribute to small- and large-group interactions
respond to and give instructions or directions that include two or three components
Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose
demonstrate a growing awareness of social conventions such as turn-taking and politeness in conversation and co-operative play
N3 - Demonstrate an understanding of counting by: • indicating that the last number said identifies “how many” • showing that any set has only one count • using the counting on strategy 3 • using parts or equal groups to count sets.
SP - 1 Share their own observations and ideas in a variety of ways
GCO 1: Students will be expected to speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences
1.2 - listen respectfully to experiences and feelings shared by others
1.3 - ask questions to seek more information
1.4 - respond to questions that seek clarification
GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically
2.1 - participate in conversations
2.2 - share information, ideas, and opinions orally
2.5 - give directions with more than one step
2.6 - follow directions with more than one step
GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience and purpose
3.1 - demonstrate an awareness of social conventions.
KN3: Relate a numeral, 1 to 10, to its respective quantity
KN3.1- Identify the number of objects in a set.
GCO 1 (STSE): Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology
1.0 - demonstrate curiosity and wonder
2.0 - explore, investigate, and solve problems
6.0 - explore ways to use tools
GCO 3 (Knowledge): Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge
1.0 - demonstrate curiosity and wonder
2.0 - explore, investigate, and solve problems
6.0 - explore ways to use tools
GCO 2 (Skills): Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
7.0 - make observations
12.0 - communicate while exploring and investigating
GCO 1: Students will be expected to speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences
1.2 - listen respectfully to experiences and feelings shared by others
1.3 - use questioning to seek more information
1.4 - respond to questions that seek clarification
GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically
2.1 - participate in conversations
2.2 - communicate directions with more than two steps
2.3 - follow directions with more than two steps
GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience and purpose
3.1 - demonstrate social conventions with others
1N3: Demonstrate an understanding of counting by: •indicating that the last number said identifies “how many” •showing that any set has only one count •using the counting on strategy •using parts or equal groups to count sets
1N3.1 - Answer the question, “How many are in the set?”, using the last number counted in a given set.
GCO 2 (Skills): Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
1.0 - pose questions that lead to exploration and investigation
8.0 - communicate while exploring and investigating
1.1.1 - Talk about and/or represent self, and listen to others
1.1.3 - Participates in classroom activities
1.2.1 - Talk about connections between prior and new experiences and/or information
1.2.2 - Communicate opinions and ideas
Say the number sequence 1 to 10 by 1s, starting anywhere from 1 to 10 and from 10 to 1
1.1.1 - Talk about and/or represent self, and listen to others, and demonstrate curiosity
1.1.3 - Choose to engage in classroom activities
1.2.1 - Make connections between prior and new experiences and/or information
Demonstrate an understanding of counting by: • indicating that the last number said identifies “how many” • showing that any set has only one count • using counting-on • using parts or equal groups to count sets
Generate ideas from their experiences and interests
Add to others’ ideas
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Exchange ideas and perspectives to build shared understanding
Use language to identify, create, and share ideas, feelings, opinions, and preferences
Safely manipulate materials
Discuss observations
Share observations and ideas orally
Generate ideas from their experiences and interests
Add to others’ ideas
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Exchange ideas and perspectives to build shared understanding
Use language to identify, create, and share ideas, feelings, opinions, and preferences
Safely manipulate materials to test ideas and predictions
Compare observations with predictions through discussion
Communicate observations and ideas using oral or written language, drawing, or role-play
Generate ideas from their experiences and interests
Add to others’ ideas
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Exchange ideas and perspectives to build shared understanding
Use language to identify, create, and share ideas, feelings, opinions, and preferences
Safely manipulate materials
Discuss observations
Share observations and ideas orally
Generate ideas from their experiences and interests
Add to others’ ideas
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Exchange ideas and perspectives to build shared understanding
Use language to identify, create, and share ideas, feelings, opinions, and preferences
Safely manipulate materials to test ideas and predictions
Compare observations with predictions through discussion
Communicate observations and ideas using oral or written language, drawing, or role-play