Grade 3 · Coding & Electronics · Lesson 56

Robot Route: Follow My Arrows

Put commands in order and find the first wrong step.

Time2 × 45 minutesTeamsPairs; switch maker and tester rolesEquipmentPaper cards and a tabletop grid; no computer

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Generated project illustrations are shared by the two grade versions of this project. Follow your grade’s directions and starter recipe—not the pictured screen or hidden wiring.

Project overview: Illustrative paper robot route project
01Project overview
Making detail: Illustrative paper robot route project
02Making detail
Testing the project: Illustrative paper robot route project
03Testing the project

Student directions · Grade 3

What will you make and do?

You will make a paper program that tells a partner how to move a tabletop robot to a delivery square. Your partner must follow the cards without guessing or receiving extra hints.

Teacher overview: Students will plan the specific object described below, make and test a first version, then use their results to improve it. Read one step together, demonstrate the unfamiliar action, and let students complete that step before moving on.

  1. 1Plan your project

    Mark the start and delivery squares on the paper grid. Put a front arrow on the robot token and draw two possible routes.

  2. 2Make the first parts

    Make forward, turn-left and turn-right cards. Practice that forward moves one square, while a turn changes direction without changing squares.

  3. 3Put it together

    Arrange the cards left to right for your chosen route. Trace each command with a finger before a partner moves the token.

  4. 4Test it fairly

    Reset the token to the same start and facing direction for three runs. Record the finish square and any extra spoken help.

  5. 5Improve one part

    Stop at the first unexpected move, change the responsible card and restart. Swap roles so both partners follow and check the program.

  6. 6Show and turn in

    Show the grid, final command sequence and three-run record. Explain one debugging change using the robot’s position or direction.

How will you know it works?

  • A partner reaches the delivery square using only the cards.
  • Turns do not move the token into another square.
  • Three reset-and-run tests are recorded.

Before you move on

Tell a partner what you are making. Point to the part you will work on next. Draw or dictate your test notes if writing slows you down.

Machine cutting, printer setup and electrical power-on require adult approval. A basic-materials model is a valid way to demonstrate the design when equipment is unavailable.

Keep your plan, test notes and before-and-after evidence with the printable design brief below. Use the detailed teacher plan and any coding guide for tool instructions. These steps continue across the lesson’s meetings, not all in one sitting.

Beginner sequence · Step 1 of 3

Start here

Readiness check: Can students move a token one square and identify its front? Rehearse turns physically with the token, not a student walking blindfolded.

Exact starter recipe

Start at bottom-left, facing up. Put the goal two squares above and one square right.
FORWARD → FORWARD → TURN RIGHT → FORWARD
A turn changes the facing direction but stays in the same square.
Reset the token to the same start and direction before every run.

Make the simplest version work first. Then use the test and extension in this lesson.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Practiced

3-5-ETS1-1

Define the user's need for robot route: follow my arrows and agree on the listed success criteria and limits.

What students show: A stated user need and checked criteria; this is engineering-design practice, not a separate coding standard.
Practiced

3-5-ETS1-2

Compare two possible routes, pet behaviors, or switch arrangements before selecting one for the user.

What students show: Two small plans and a reason for the selected design.
Assessed

3-5-ETS1-3

Repeat the stated test under the same conditions, identify a failure, change one feature, and retest.

What students show: Before-and-after test entries and an explanation connecting the change to the result.

Materials

  • Paper 4 × 4 square grid, start marker and goal marker
  • Large cardboard robot token with a clear front arrow
  • Paper command cards: forward one square, turn left, turn right; repeat cards for Grade 5
  • Pencils, timer optional, and printable design brief

Teacher preparation

  1. Check readiness: Can students move a token one square and identify its front? Rehearse turns physically with the token, not a student walking blindfolded.
  2. Prepare the example grid and label the token’s front.
  3. Model the difference between a turn and a step; leave room around the tabletop.
  4. Prepare the printable design brief at the end of this page. Use the project picture as inspiration, not a technical diagram or a required artistic finish.

Step by step

How to teach it

Class 1 · 0–5

Meet the beginner challenge

  1. Make a paper program that guides a tabletop robot from its start square to a delivery square without a partner guessing what you mean.
  2. Read the criteria together. Ask students to predict what the system should do.
Class 1 · 5–12

Model one working action

  1. Place your robot on the marked start square, facing the arrow. Choose a delivery square.
  2. Practice forward one square and a right turn that stays in place.
  3. Use the exact starter recipe below. Ask a student to explain the action before demonstrating a second step.
Class 1 · 12–20

Compare two small plans

  1. Sketch or arrange two possible solutions using the same materials.
  2. Compare each plan against the criteria; choose one and state a reason.
Class 1 · 20–38

Build the smallest working version

  1. Arrange command cards from left to right. Read each card aloud.
  2. Ask your partner to move the robot exactly as the cards say—no guessing or extra moves.
  3. If it goes wrong, stop at the first unexpected square. Change one card and restart.
Class 1 · 38–45

Check and save

  1. Show one working action. Record where you stopped and what you need next.
  2. Keep the command cards in order in a labeled envelope.
  3. Return materials and reset the workspace.
Class 2 · 0–8

Rebuild understanding

  1. Read the saved plan and predict the first test.
  2. Reset the starting state and test the simplest action.
Class 2 · 8–22

Test fairly

  1. Use the same start, facing direction, and delivery square each time.
  2. Record where the robot ends in three runs and whether anyone needed extra spoken help.
  3. Circle the first incorrect instruction; revise it and rerun from the start.
Class 2 · 22–35

Improve one thing

  1. Identify the first point where the result differed from the prediction.
  2. Change one instruction, code block, or mechanical feature. Repeat exactly the same test.
  3. If the core skill is secure, offer the extension; otherwise use the support option.
Class 2 · 35–45

Share evidence and clean

  1. Let another pair try the project with your directions.
  2. Use the worksheet to show an original result, a change, and the new result.
  3. Save or label the work, then return materials.

Assessment

  • A partner reaches the delivery square using only the cards.
  • Turns do not move the token into another square.
  • Three reset-and-run tests are recorded.
  • Student predicts an outcome before testing.
  • Test record distinguishes expected and actual results.
  • Student explains why the revision helps; neat decoration and speed are not assessment criteria.

Supports & extensions

  • Begin with two forward cards on a straight route. Add one turn only after the pair can reset and repeat.
  • Offer larger cards or tools, a stabilized work surface, picture cues, partner assistance, and spoken or dictated evidence.
  • Extension after success: Add one blocked square and find another route without adding spoken hints.

Safety & responsible use

  • Use a tabletop grid and large paper cards. Do not blindfold students or use a walking robot activity near furniture.
  • Use school scissors with adult-prepared cardboard tokens; keep small pieces away from younger visitors.

No-machine alternative

This lesson is already unplugged. Draw arrows and move a large paper token instead of making separate cards.

Printable student design brief

The challenge

Make a paper program that guides a tabletop robot from its start square to a delivery square without a partner guessing what you mean.

Success criteria

  • A partner reaches the delivery square using only the cards.
  • Turns do not move the token into another square.
  • Three reset-and-run tests are recorded.

Constraints

  • Tabletop only; one command moves or turns the token, not both.
  • Use two 45-minute meetings; start with the working system before decoration.
  • Keep test conditions consistent and change only one feature at a time.

Engineer’s notes

Our delivery goal is… Our start faces…
Draw two possible routes. Circle the one we chose and say why.
Copy the command cards in order.
Test 1 / 2 / 3: expected finish… actual finish… extra help needed…
The first wrong command was… We changed it to…
Our retest showed…

Printable beginner test record

Predict. Try. Improve.

Name ____________________ Partner ____________________

Our success rule: __________________________________________________

TrialInput / actionExpected resultFirst resultResult after one change
1
2
3
4
5
6
7
8
9
10

Use three rows for the introductory tests or all ten for switch reliability. Write the held, released, or other-key state for each sensing test.

One thing we changed: ______________________________________________

Things we kept the same: ____________________________________________

Our evidence shows: _________________________________________________

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