Moving Stars

Overview

In this introductory Kindergarten Science lesson, students explore how energy can be used to make things move using Sphero Indi robots. Students learn simple, safe ways to program the robot to move in different directions using block-style commands and then describe what they observed.

Learning intentions

• Students will recognise that the robot needs energy (battery) to move and that programming gives it instructions.
• Students will make the Sphero Indi move by choosing simple movement commands (e.g., forward, turn).
• Students will follow a safe, step-by-step routine when using robots and cables/charging docks.
• Students will describe observations using everyday language (e.g., “It went forward”, “It turned left/right”, “It stopped”).

Success criteria

• I can press buttons or use block commands to make the Sphero Indi move.
• I can tell what I programmed and what happened (forward/turn/stop).
• I can keep our area safe by using robots on the floor and following classroom rules.
• I can share my observation with a partner and the class.

Curriculum links

• SCLS-EGU-01: Students describe the use of energy in familiar contexts, using the robot’s battery energy to move.
• SC4-WS-03: Students plan safe and valid investigations by using a simple investigation routine (try, observe, adjust).
• SCLS-WS-04: Students safely participate in an investigation by following a sequence (start-up → try command → observe → stop).

Lesson structure (45 minutes)

1. 0–5 min · Hook (energy in familiar contexts). Teacher shows a short action demonstration by pressing a start button so the robot moves, then asks: “Where does the robot’s energy come from and what makes it do a movement?” Students think-pair-share and then offer quick answers to the class. Use the introduction slides for the hook images and prompts.

2. 5–10 min · Safety and investigation routine. Teacher displays 3 safety rules (only on the mat/floor, fingers away from charging points, walk—don’t run—around robot areas) and introduces a simple sequence students will follow: “Plan → Try → Watch → Stop.” Students practise the sequence using classroom gestures (point to mat, “try”, “watch”, “stop”). Refer to the safety slide in the introduction slides.

3. 10–18 min · First programming: forward and stop. Teacher explains: “We give instructions to the robot.” Students work at tables (groups of 2–3). Teacher models how to send one simple command so the robot moves forward about a short distance, then stops. Students try the command on their own and describe what they notice (distance, straight line, stop). Use the introduction slides to show the “forward → stop” example and prompts.

4. 18–26 min · Turn left/right challenge. Teacher shows two robot runs: forward then turn left; forward then turn right. Students choose one turn command to make the robot point toward a “target” shape on the floor (e.g., a coloured paper circle). Students say: “I used turn ___, and it ___.” Teacher circulates, asking students to use movement words. Use the introduction slides for the target layout instruction and language support icons (left/right).

5. 26–34 min · Mini investigation: try, observe, adjust. Teacher gives a simple class goal: “Make the robot reach the target safely without bumping others.” Students repeat the investigation routine: Plan (choose one command), Try (send), Watch (describe), Stop (pause robot). Teacher prompts with: “What happened? Did we need to change the command?” Students may adjust one part of their plan (e.g., turn a little earlier/later). Use the introduction slides for the routine reminder and quick-check questions.

6. 34–42 min · Share and connect to energy. Whole class: teacher selects 3–4 students/teams to demonstrate and explain using sentence starters: “I programmed… The robot moved… The energy helped it…”. Teacher reinforces that battery energy is needed for movement, and programming tells the robot what to do with that energy. Use the introduction slides to display the “Energy + Instructions = Movement” idea visually.

7. 42–45 min · Exit check (quick assessment). Students complete an oral exit check (or quick show-and-tell). Teacher asks: “Tell me one command you used and one thing you observed.” Teacher records key evidence during the responses. Optionally, use the final slide in the introduction slides as a visual cue.

Resources

• the introduction slides
• the robot movement and energy worksheet
• Sphero Indi robots (enough for table groups) and charging/connection setup
• Floor mats or taped squares to define safe robot zones
• Coloured target shapes (paper circles/arrows) on the floor
• Device/tablet with the Sphero Indi programming app ready (pre-logged in if possible)
• Teacher sentence starters on a chart or slide (e.g., “I programmed… The robot…”)
• Soft cloths/paper towels for spills (general classroom readiness)
• Timer for table rotations and whole-class transitions

Assessment

• Formative observation during tasks: teacher listens for correct use of forward/turn/stop language and safe sequence (“plan → try → watch → stop”).
• Check-in questions: “What did you program?” “What happened?” during turn and target tasks.
• Exit check (42–45 min): students state one command and one observation; teacher notes responses on a simple class checklist.

Differentiation

• Support: provide movement pictograms/cards at tables (forward, turn left, turn right, stop) and sentence starters printed near each group; allow one student to operate while another narrates.
• Additional support: for students who need it, teacher preloads a “forward → stop” starter and students only change the turn command.
• Extension: students attempt a two-turn sequence (e.g., forward → turn left → forward → stop) to reach a farther/offset target.
• EAL/SEN: use consistent gestures for left/right, repeat prompts slowly, and accept single-word responses initially (“left”, “stopped”, “went forward”) before building full sentences.

Extension

• None.