Osmo Interaction

Overview

Today students are introduced to Osmo technology and practise using it safely and responsibly. They will learn how Osmo games respond to voice, movement and input, then complete short guided challenges and a reflection.

Learning intentions

• Students will learn what an Osmo device is and what it is used for.
• Students will identify basic parts of Osmo and demonstrate safe handling and care.
• Students will participate in interactive Osmo games and explain what happened.
• Students will reflect on how the games help us practise learning and turn-taking.

Success criteria

• I can name the Osmo device parts and describe their basic job (camera/screen, stand, input pieces).
• I can follow game instructions and use Osmo safely (hands on the device, gentle handling, classroom rules).
• I can describe what I did and what the game asked me to do using complete sentences.
• I can listen, take turns, and help my partner during the game.

Curriculum links

• Technology — Students plan and create solutions, use digital systems safely, and communicate processes and outcomes (aligning with NSW Technology learning progressions for working technologically and using digital systems).
• English (supporting the technology outcome) — Students use sentence structure and vocabulary to describe and reflect on their learning.
• EN1-OLC-01 — Students use interpersonal conventions and language to extend and elaborate ideas during social and learning interactions.
• EN1-CWT-01 — Students plan and create short written texts (e.g., a reflection paragraph) using sentence structure and punctuation.
• EN1-HANDW-01 — Students use legible handwriting and/or digital tools to record key ideas during the worksheet task.

Lesson structure (60 minutes)

1. 0–5 min · Welcome hook. Teacher shows the class the introduction slides and asks: “How do you think a game can ‘see’ what you do and respond?” Students share one idea with a partner, then whole-class quick votes.
2. 5–12 min · Device demo (what is Osmo?). Teacher plays the relevant section of the introduction slides to show an Osmo setup and briefly explains: Osmo uses a camera to detect what the player does with an input piece; the app shows results on the screen. Students observe and repeat key safety rules: “Carry with two hands, do not touch the lens, keep fingers off the screen, be gentle.”
3. 12–20 min · Guided practice: rules and turn-taking. Teacher models a “try it safely” routine using one Osmo kit, following the introduction slides prompts. Students practise the routine with empty hands: point to the correct place for the input piece, say “My turn / your turn”, and show a “freeze” when the teacher says stop.
4. 20–35 min · Hands-on Osmo games (stations). Teacher splits class into 4 groups and rotates roughly every 5–6 minutes; each group uses an Osmo at a time. Teacher returns to the introduction slides for the game instructions and success prompts. Students take turns operating the input piece while their partner watches and helps:

• Game A (focusing on clear responses): a matching/sequence game where players place or trace what Osmo asks for.
• Game B (focusing on speaking/understanding): a listening or story-style game where the player answers or repeats what is needed. (Teacher circulates, checking safe handling and that students follow the on-screen instructions.)

5. 35–45 min · Quick check-in and vocabulary for describing. Teacher uses the introduction slides to show sentence stems: “I saw…”, “The game asked me to…”, “It worked when…”, “Next time I will…”. Students practise saying one sentence to a partner about what happened in their game.
6. 45–55 min · Independent reflection (worksheet). Teacher distributes the osmo reflection worksheet. Students complete 4 short prompts:

• Draw one moment from today’s Osmo game.
• Write 1–2 sentences describing what they did.
• Write one safety rule they followed.
• Answer: “How did the game help your learning?” Teacher reminds students to use capital letters and full stops.

7. 55–60 min · Plenary reflection (share-out). Teacher calls for 3–4 volunteers to share one completed idea, using the introduction slides final prompt: “One thing I learned about Osmo is…”. Students complete a quick hands-up self-check: “I can describe what Osmo does” and “I can explain a safety rule.”

Resources

• the introduction slides
• the osmo reflection worksheet
• 4 Osmo kits (screen/tablet, camera module/stand, required input pieces)
• Student grouping cards or numbered spots for rotation
• Sanitising wipes or hand wipes for shared devices
• Timer (projected or visible) for station rotations
• Small device handling checklist poster (class rules)

Assessment

• Formative during stations: teacher observes safe handling, correct turn-taking, and whether students can follow game instructions.
• Formative language check: listen for student use of stems (“The game asked me to…”).
• Worksheet review: students’ reflection sentences and safety rule demonstrate understanding of Osmo basics and classroom digital safety.

Differentiation

• Support: provide sentence starters on the board (from the introduction slides) and use a “partner helper” role during games (Watcher/Doer).
• Support: pre-teach 3–4 key words (camera, safety, turn, input piece) using gestures during the demo.
• Extension: challenge students to add one extra sentence: “The game changed because… (I tried / I corrected / I listened)”.
• EAL/SEN: allow oral responses first; then student records with a teacher or uses a word bank on the osmo reflection worksheet.