Making Smart Robots

Overview

Today’s Technology focus is learning to use Sphero robots safely and effectively. Students will practise core controls, then apply this understanding to design and test a simple “mission” using clear instructions.

Learning intentions

Students will:

• understand what a Sphero is and how it works (sensor + programming through app controls)
• use basic controls to move, turn, and follow a simple routine
• describe how they overcame problems when their Sphero did not behave as expected
• create, test, and refine a short set of instructions for a partner

Success criteria

Students can:

• explain at least two Sphero features (e.g., motion, detection/response, charging/app connection)
• successfully complete a 3-step movement mission (example: move → turn → move)
• use precise language when giving instructions to a partner (time/distance/turn direction)
• revise their instructions after testing and explain what changed and why

Curriculum links

• Technology — EN3-CWT-01 (planning, creating and revising written texts): students write short instructions and revise them based on testing
• Technology/Design and Technologies — using the design process: investigate, generate ideas, plan, create, evaluate (mirrors the core structures used in Stage 3 practical work)
• EN3-CWT-01 (sentence-level grammar and punctuation): students write clear step-by-step instructions with correct sequencing language

Lesson structure (60 minutes)

1. 0–5 min · Hook (Sphero challenge). Teacher plays the introduction slides showing a “mystery mission” question: “Can you guide the Sphero to the target using only a short plan?” Students discuss in pairs what information they would need to make it work.

2. 5–12 min · Introduce Spheros and safety. Teacher uses the introduction slides to model basic setup (charging/on-device/app pairing), safe handling, and classroom expectations (no throwing, keep clear pathways, stop when signalled). Students repeat key rules and identify the “stop” signal in the classroom plan.

3. 12–22 min · Direct teach: basic controls. Teacher demonstrates two or three actions live (move forward, turn left/right, stop) referencing the introduction slides prompts and showing how outcomes may differ due to surface friction. Students practise with a Sphero for 2–3 attempts each: move → stop; turn → stop.

4. 22–27 min · Quick check: what went wrong? Teacher returns to the introduction slides with “Troubleshooting stems” (e.g., “My Sphero overshot because…”, “Next time I will…”). Students do a fast whole-class share: one student explains one issue and a possible fix.

5. 27–42 min · Main task: mission instructions (Plan + Test + Improve). Teacher explains the mission format using the introduction slides: each group writes a short 3-step instruction set for their Sphero to reach a marked “target” (e.g., “Go to the line, turn left, then return to the target”). Distribute the sphero mission worksheet to groups and instruct students to (1) plan, (2) test, (3) revise instructions for clarity and accuracy.

6. 42–52 min · Create again: refine after testing. Teacher circulates while groups run their revised mission. Teacher prompts students to make one specific change they can justify (timing, turning direction, order of steps) and to record it on the worksheet using sequencing words and precise directions. Students test, revise, and complete the “What changed and why?” section.

7. 52–58 min · Share and evaluate. Teacher uses the introduction slides to structure a brief gallery share: one group shows their plan, one explains their most useful change, and one describes how instructions improved clarity for a partner. Students listen for evidence of revision and clear sequencing.

8. 58–60 min · Exit ticket. Teacher collects the sphero mission worksheet and asks students to answer one final question on the worksheet: “What is one instruction that made our mission more successful?”

Resources

• the introduction slides (hook, safety, setup, troubleshooting stems, mission prompt, share-out prompts)
• the sphero mission worksheet (plan/test/revise + short written instructions)
• 8–10 Sphero units (or enough for rotation), charged and ready
• Sphero app-compatible device(s) and pairing materials (teacher-managed)
• Marking tape or cones for a target zone and lines
• Paper towels/wipes and safe handling space
• Timer on the board/device for “test rounds”
• Student group clipboards or deskspace for recording

Assessment

• Formative checks during practice: teacher observes correct control use (move/turn/stop) and safe handling
• Worksheet review: students’ mission instructions include clear sequencing and are revised after testing
• Exit question: identifies one effective instruction change linked to results

Differentiation

• Support: provide sentence starters on the worksheet (e.g., “First… Next… Finally…”; “We changed ___ because…”)
• Support: offer a simplified mission option (straight line + stop) for students who need early success
• Extension: add a “precision” target (e.g., stop within a small zone) and require an additional step using a different turn amount
• EAL/SEN: allow oral rehearsal of instructions before writing; underline key words on the worksheet (turn left/right, stop at line)