Curious Code Roll

Overview

Students learn and practise simple programming concepts using Sphero robots to create an obstacle-avoidance behaviour for a familiar setting. They plan, test, and revise instructions for an informative (how-to) explanation, aligning with written-text planning and revision for an audience.

Learning intentions

• Students will design a simple Sphero “challenge solution” using step-by-step instructions.
• Students will test their instructions safely and make improvements when the Sphero doesn’t behave as expected.
• Students will write an informative set of instructions using clear text features (headings, numbering) and sentence-level punctuation.
• Students will use appropriate technical vocabulary (e.g. input, command, obstacle, outcome) in speaking and writing.

Success criteria

• I can write numbered steps that someone else could follow to run my Sphero routine.
• I can use clear punctuation (full stops) and spelling for key words in my instructions.
• I can explain what I tested and how I revised my plan to fix a problem.
• I can share ideas respectfully during group testing and stop when the class signal is used.

Curriculum links

• EN2-CWT-02: Students plan, create and revise written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience.
• EN2-OLC-01: Students communicate with familiar audiences by interacting and presenting ideas during planning and testing.
• Technology (Australian Curriculum): Students use digital systems/technologies to sequence steps, test, and improve solutions to meet a goal (engineering/design cycle in a hands-on context).

Lesson structure (61 minutes)

1. 0–5 min · Hook. Teacher displays the introduction slides and asks: “How can we teach a robot to avoid obstacles without touching them?” Students give quick ideas in pairs, then share one idea with the class.
2. 5–12 min · Mini-demonstration + safety. Teacher shows a Sphero example run on the mat (stop/start, obstacle, turn-away), and points out cause-and-effect language; students watch and record one “I noticed…” sentence in their worksheet draft space.
3. 12–18 min · Direct teach: planning an informative how-to. Teacher returns to the introduction slides and models an instruction structure: Title, Materials (optional short list), numbered steps, and “What we changed” sentence. Students underline the features on the slide and repeat them in a quick class chant.
4. 18–28 min · Guided planning (groups of 3–5). Teacher distributes the Sphero instruction and test worksheet and each group fills: goal, 4–6 numbered steps, and one predicted outcome; EAL/D students can use a word bank and sentence starters provided on the worksheet.
5. 28–43 min · Test and revise cycle. Teacher sets up the course (cones/blocks as “obstacles”) and groups test their routines once, then again after revising. Teacher uses a timer and class signal to manage chatter; students complete “Results” and “Change we made” on the Sphero instruction and test worksheet after each test.
6. 43–52 min · Share and refine language. Teacher plays the discussion prompt slide from the introduction slides: “What command caused the change? What went wrong? What would you tell someone else?” Students do a 60-second share within groups; teacher circulates and checks punctuation/capital letters in the steps.
7. 52–58 min · Revise for audience (quick writing focus). Teacher instructs students to edit their instructions for clarity: ensure steps start with an action verb, are in order, and each sentence ends with a full stop. Students update only the steps and one revision sentence on the Sphero instruction and test worksheet.
8. 58–61 min · Plenary exit check. Teacher uses the introduction slides final “Exit Ticket” slide and asks students to complete (or say) one sentence: “My solution works because…” Students hand in the Sphero instruction and test worksheet.

Resources

• the introduction slides
• the Sphero instruction and test worksheet
• 25 Spheros not required: enough for small group rotation (e.g. 5–8 units) plus charging/ready states
• Classroom obstacle course materials: cones, blocks, tape lines for boundaries
• Word bank on worksheet: command/action verbs, technical words (input/command/outcome/obstacle)
• Timer and class stop signal (e.g. bell/hand clap)
• Clean wipe board or marker for teacher demonstration (optional if slides include it)

Assessment

• Formative checks during testing: teacher listens for cause-and-effect language (“When we changed…, it…”) and observes safe, on-task behaviour.
• Worksheet review: teacher checks for numbered steps, clear sentence punctuation, and evidence of revision.
• Exit sentence: quick oral/written response to confirm understanding of “what changed” and “why it worked”.

Differentiation

• Support for EAL/D: sentence starters (“First… Then… Next… After that…”, “We predicted…”, “We changed… because…”), a simplified word bank, and modelling of one group’s steps before independent work.
• Support for chatty/off-task students: assign roles (Driver, Controller, Recorder, Safety Captain) and enforce “one voice” during testing; teacher uses a visible timer and rotation plan.
• Extension for fast finishers: add a “bonus rule” step (e.g. “If it hits the obstacle, turn right and drive forward for 2 seconds.”) and require an extra sentence explaining the logic.
• SEN/needs: allow pair planning, reduced writing to essential steps (minimum 4) while maintaining numbered structure and one revision sentence.