Simple Steps

Overview

Students begin a coding unit by creating a sequential algorithm that controls a Sphero (or equivalent digital device). They also practise asking cause-and-effect questions based on observations of what the device does.

Learning intentions

• Students will create a simple sequential algorithm using step-by-step commands to control a Sphero.
• Students will test their sequence and observe cause and effect.
• Students will pose questions about why something happened (cause and effect) using evidence from observations.
• Students will follow safe handling and setup routines for digital devices.

Success criteria

• I can put commands in the correct order to make the device do what I want.
• I can test my algorithm and describe what changed.
• I can use a sentence starter to ask a cause-and-effect question (for example, “What happens if I…?” / “Why did it…?”).
• I can safely handle and store the Sphero and follow class setup rules.

Curriculum links

• Science & Technology — Digital Technologies: ST1-DDT-01 (use technologies and materials to design and make products to address user needs or opportunities; include a coding component).
• Science & Technology — Processes: ST1-PQU-01 (pose questions based on observations and information to investigate cause and effect).
• Digital Technologies focus: students use a digital device to create and test a sequence (algorithm) and explain changes using cause-and-effect language.

Lesson structure (45 minutes)

1. 0–5 min · Minimised-tech-stress setup (safe start). Teacher greets class and shows the introduction slides with 3 safety rules: carry by the handle/hold, keep away from faces, charge/cables handled only by teacher, and place on the mat when not in use. Students listen, then repeat the rules using a quick teacher-led call-and-response.
2. 5–10 min · Device navigation basics. Teacher demonstrates basic actions with one Sphero: turn on, pair/connect, place on start line, and run a short demo command sequence. Students practise with a partner: power on/off (teacher checks), place on the start line, and run the same “move forward a little” demo when guided.
3. 10–18 min · Hook: “What will it do?” Teacher shows a picture sequence on the introduction slides: “Move → Turn → Move” and asks: “What do you think will happen if the steps are in this order?” Students think-pair-share, then one or two students predict the outcome for the demo sequence. Teacher records key words on the board: order, cause, effect.
4. 18–27 min · Direct teach: sequential algorithm + cause/effect language. Teacher models how a sequence works using a simple example: “If I press forward, the Sphero moves forward; if I then add a turn, it turns; then adding forward makes it move in a new direction.” Students repeat the explanation using sentence starters from the coding cause-and-effect worksheet (teacher projects prompts; students point to starters).
5. 27–37 min · Build a product (design brief + coding). Teacher explains the simple product/design brief on the introduction slides:

• Design brief: “A new robot is helping at a classroom ‘treasure hunt’. Your Sphero needs to move from Start to Finish by following a clear sequence of steps.”
• Constraints: Use 3–6 steps, and include at least one turn.
• Teacher hands out the coding cause-and-effect worksheet and reads the task checklist aloud: plan steps, code them, test, then record cause/effect observations. Students work in pairs:
• Step 1: Plan 3–6 commands in order (write/draw on worksheet).
• Step 2: Code the sequence on the Sphero app/program (teacher circulates for quick support).
• Step 3: Test on the mat/runway; if needed, adjust order or steps.

6. 37–43 min · Cause-and-effect questioning circle. Teacher brings class back and returns to the introduction slides to prompt discussion: “What happened? What was the cause? What is the effect?” Students answer using evidence (what they saw), then ask one cause-and-effect question each using a starter on the worksheet. Teacher selects 4–6 questions and rephrases them to ensure they are testable (for example, “What happens if we swap the turn and the second forward step?”).
7. 43–45 min · Exit ticket (quick evidence capture). Teacher distributes and collects the final part of the coding cause-and-effect worksheet as an exit ticket: “Write one step you changed and one cause/effect you noticed.” Students complete independently while teacher uses a brief checklist for each pair.

Resources

• the introduction slides (hook, safety/setup, navigation demo steps, design brief, discussion prompts, reflection prompts)
• the coding cause-and-effect worksheet (plan/code record, command cards support space, sentence starters, exit ticket)
• Sphero(s) or equivalent digital device(s) with charging access (teacher-handled cables)
• Charging station and storage mat(s)
• Start/Finish runway markers (tape on floor or printed mat)
• Visual command cards (printed on paper strips) for support
• Sentence starter strips (printed or on worksheet)

Assessment

• Formative checklist (teacher observes during building): students place commands in order and can describe what changed after testing.
• Teacher listens for ST1-PQU-01 evidence: student questions reference observations and use cause/effect language.
• Exit ticket (from the coding cause-and-effect worksheet): one recorded change and one cause/effect noticed.

Differentiation

• Support for scaffolding:
• Provide visual command cards (e.g., Forward, Turn, Pause) and allow students to copy a 3–step template onto the worksheet.
• Sentence starters: “Because I changed…, the Sphero…”, “I wonder what happens if…”, “I noticed that it… so…”
• Reduce constraint for some pairs: allow 3 steps with one turn; they can extend to 5–6 steps after success.
• Extension:
• Challenge: add a “pause” or an extra turn and predict the new effect before testing.
• Students attempt to improve efficiency (fewer steps) while still reaching Finish.
• EAL/SEN considerations:
• Offer image-based prompts and allow pointing/choosing options from the command cards before writing.
• Keep device handling steps highly structured with one demonstrator and clear “stop and look” signals.

Closing reflection

Teacher prompts students to look back at what the Sphero did and ask cause-and-effect questions: “What change did you make? What effect did you see? What question would you test next?” Students respond with a partner question using the worksheet starters, then share one whole-class example.