Lesson 1: Creating a Sequence of Instructions

Learning Objectives

The student:

  • Identifies directions and determines the robot's position relative to themselves and other objects, distinguishes left and right, up and down,
  • Creates a sequence of instructions for the robot using directional arrow blocks,
  • Reads a sequence of instructions written using directional arrow blocks,
  • Avoids obstacles in the form of maze walls.

Brief Description

Using simple exercises in the Go Lumi! app, students will create sequential algorithms to move the robot on an interactive board and guide it through a maze from the Start field to the Finish field. To do this, students will arrange the appropriate instruction blocks on the interactive board into one string of characters - thus creating an algorithm - a sequence of instructions for the robot.

Exercise Goals

During this lesson, students will develop coding and debugging skills. The block-based form of instruction helps students understand the sequence and the idea of building program code without worrying about perfecting syntax.

Lesson Plan

Duration: 45 min


Duration: 20 min

Discussion: Rules of Conduct in the Interactive Workshop

  1. Get to know the students' expectations and discuss with them the appropriate behavior upon entering the workshop with an interactive floor, robot, and light pens.
  2. Consider what safety and hygiene measures should be applied to ensure the exercises are conducted in safe conditions.
  3. Establish cooperation rules to ensure the exercises are conducted in a friendly atmosphere.

Game: The Fly is Out

This game requires a square grid of 3x3 fields or larger. An A4 sheet of paper is enough. Students can draw the grid themselves. Make sure everyone has a square grid with an equal number of fields. Explain the rules of the game to the children:

  1. Place the fly on one of the fields (you can use a small object symbolizing the insect-fly, or keep its position in your imagination).
  2. Then the teacher, using the expressions: right, left, up, down, directs the fly across the board fields, without physically moving it.
  3. Students track the fly's path in their thoughts or by moving their finger across the fields. When the fly goes beyond the grid area, students shout Out!

Repeat the game. Using directional arrows, draw two example fly paths on the board with the students. Mark in your instructions when the fly went off the board.

New Concepts

List of steps
List of steps (sequence) needed to perform a task
An algorithm that has been coded into something that can be run by a machine
Searching for and removing errors in the algorithm

Main Exercises

Duration: 20 min

Go Lumi! Level 1-10

Exercises in the Go Lumi! app dedicated to lesson no. 1: Level 1 - Level 10.

  1. Although some students have probably had the opportunity to interact with the interactive floor, do a short introduction for those who are not yet familiar with it.

  2. Choose the simplest board suitable for the lesson topic - Level 1 - and demonstrate the principle of working in the app with the help of students. Solve the first board together.

  3. Ask the students what they would like to name their real robot if it doesn't have a name yet. Encourage students to call out to the robot when running the code: Drive + robot's name! You can also call out: Go Lumi!

  4. Choose a convenient way to work with the group on the interactive floor:

    • Divide the students into teams or pairs that will solve individual boards.
    • All teams can work in parallel, designing a sequence of instructions for the robot on a piece of paper or using self-prepared cardboard blocks. The selected team transcribes or arranges the code on the board.
    • Check all or selected team solutions on the interactive floor together.
    • Choose a person who will mimic the robot and execute commands according to the designed sequences, moving in the maze on the board. Then run the code and compare the results. If they differ, look for where the error crept in.
    • Follow the course of the robot's movement in the maze and compare it with your code on the board or on paper. In case of incorrect behavior of the robot in the maze or a different course of driving than in the students' instruction sequences, look for the cause in the code-sequence.
  5. Match the next levels of boards to the students' skills.


Not all boards from a given lesson need to be completed during the class. Solving two boards in a lesson can also be sufficient. Adjust the pace of work to the needs of the students.


Duration: 5 min

Ask students to draw a simple face picture, expressing their feelings, the chosen emotion during the lesson.

Extended Learning

If necessary, define homework for those interested, e.g., a robot drawing or an additional reinforcing exercise.

Preparation for the Lesson

  • Make sure that students have a pencil or pen, a notebook or notepad in which they can write notes, thoughts, draw.
  • If you plan to use additional work cards or other materials during the class, make sure you have enough of them for the students.
  • If you plan to conduct a discussion, prepare additional questions.
  • Review the exercises before the lesson to identify potential problematic areas for your students.