Cause and Effect Sphero

Overview

Students investigate cause and effect with a Sphero while learning that digital systems use inputs and algorithms to produce outputs. Students will describe how digital systems are used in everyday life and then create a sequential algorithm to control the Sphero.

Learning intentions

• Students will observe what happens when they change an input to a digital device.
• Students will identify a cause-and-effect relationship in a digital system.
• Students will describe how digital systems are used in everyday life for learning and solving problems.
• Students will create a simple sequential algorithm to control a Sphero.

Success criteria

• I can explain what I changed (input) and what happened (output).
• I can describe at least one cause-and-effect from my observations.
• I can write or say steps in order (sequential algorithm) to control the Sphero.
• I can test my algorithm and make a change if it does not work.

Curriculum links

• ST1-PQU-01: poses questions based on observations and information to investigate cause and effect.
• Students investigate cause and effect using a digital device input and observed output.
• Students participate in designing simple sequential algorithms that control a digital device and relate digital systems to everyday life (inputs → algorithm → outputs).

Lesson structure (55 minutes)

1. 0–7 min · Hook & questions (sphero surprise). Teacher sets up the Sphero (turned off/inactive) and plays a short demonstration: Sphero stays still, then moves when an action is triggered. Teacher asks: “What did you notice changed?” and “If we change it again, what do you think will happen—why?” Students turn-and-talk, then share one question they could investigate.

2. 7–14 min · Direct teaching: inputs, algorithms, outputs (kid language). Teacher uses the inputs-algorithm-outputs Sphero deck to model: input (what we choose), algorithm (the ordered steps we make), output (what the Sphero does). Teacher prompts: “What is the input?” “What is the output?” Students copy a simple sentence frame into their heads: “I changed ___, so the Sphero ___.”

3. 14–23 min · Guided cause-and-effect investigation (pairs). Teacher gives each pair a turn to try a very short algorithm on the Sphero (teacher pre-loads the starting template). Students make one change at a time (for example: speed or direction step) and observe what changes. Students record observations using the Sphero cause-effect worksheet: draw what happened and complete: “Because I ___, the Sphero ___.”

4. 23–29 min · Turn questions into tests. Teacher asks the class to turn a strong question into a testable plan: “What do you think will happen if…?” Students select one question from earlier and state: “If we change __ (input), then __ (output) will happen because __.” Teacher circulates to check that cause-and-effect reasoning is clear and linked to what they actually tried.

5. 29–43 min · Create a sequential algorithm (controlled build). Teacher returns to the inputs-algorithm-outputs Sphero deck and models a 3–4 step sequential algorithm (e.g., move forward, turn, move again, stop). Students create their own algorithm on the device for their Sphero to complete a simple “mission” displayed on the slide: “Make the Sphero go in a square-like path” OR “Make it follow a line of classroom cones.” Students must include steps in order (sequential) and test at least once. If it fails, students adjust one step and retest.

6. 43–50 min · Everyday digital systems connection. Teacher leads a whole-class discussion using the slide prompts: “Where else do you use algorithms?” “What inputs do those systems get?” “What output do they produce?” Students share examples (e.g., traffic lights, games, Smart speakers, learning apps). Teacher links responses back to cause-and-effect: “You do X (input), the system does Y (output).”

7. 50–55 min · Plenary & exit check. Students complete a final quick statement on the Sphero cause-effect worksheet (or on the back if space): “My algorithm step I changed was ___, and now the Sphero ___.” Teacher collects worksheets and checks that each student can name an input, output, and at least one sequential step.

Resources

• the inputs-algorithm-outputs Sphero deck (hook, input/algorithm/output model, mission, discussion prompts)
• the Sphero cause-effect worksheet (observation + cause/effect sentence frames + algorithm steps)
• Sphero robots and charging units (teacher ready before lesson)
• Sphero control devices (e.g., tablet/laptop) with the class-appropriate coding/app setup
• Classroom cones/tape marker area for the “mission”
• Pair roles cards (Driver / Recorder) or simple guidance for turn-taking
• Cleanup materials (paper towels, wipes for any device handles)

Assessment

• Formative: teacher listens during pair testing for clear cause-and-effect links (“Because I changed…, the Sphero…”).
• Formative: teacher checks students’ sequential steps in their algorithm mission attempts.
• Exit check: worksheet final statement naming one changed step (input/algorithm) and the resulting output.

Differentiation

• Support: provide sentence frames on the Sphero cause-effect worksheet (“I changed… so…”) and role assignment (Driver/Recorder).
• Support: offer 2–3 pre-made algorithm templates for students who need faster success, then require one change and retest.
• Extension: students add a “why” statement (because…) and test two different inputs to compare results.
• EAL/SEN: use visual cues on the inputs-algorithm-outputs Sphero deck (icons for input → algorithm → output) and allow oral recording if handwriting is a barrier.