Sphero Connections

Overview

Students explore Sphero robots safely and learn basic operation to drive, stop and navigate simple classroom challenges. The lesson builds familiarity with engineering technology processes by planning actions, testing movement, and evaluating outcomes.

Learning intentions

• Students will demonstrate safe work practices when using Sphero robots and charging cables.
• Students will recognise key features and parts of a Sphero system (robot body, controller/connection, and power).
• Students will use basic controls to make Sphero move as intended.
• Students will communicate what worked, what didn’t, and how they will improve.

Success criteria

• I can follow safety steps for robots, cables, and classroom movement.
• I can show at least two ways to control my Sphero (drive/stop/turn).
• I can describe one test result using simple engineering language (worked, didn’t work, changed plan).
• I can share an idea respectfully during group discussion.

Curriculum links

• EGTLS-SAF-01: Students demonstrate safe work practices in engineering contexts.
• EGTLS-SMC-01: Students identify features of structures, mechanisms or control systems (Sphero as a controlled system).
• EGTLS-PRD-01: Students participate in producing structures, mechanisms or control systems (basic “production” of working movement routines).
• EGTLS-COM-01: Students communicate ideas and information for engineering practice.

Lesson structure (60 minutes)

1. 0–5 min · Hook and set-up. Teacher displays the introduction slides and asks: “What do you think a robot needs to work—power, a plan, or both?” Students share quick answers with a partner, then return to whole class.
2. 5–10 min · Safety introduction. Teacher points to safety icons on the introduction slides and models “look, listen, wait”: cables stay on benches, robots stay on the floor, and hands only touch when teacher says. Students repeat the safety steps and practise the “stop” signal using quiet hands.
3. 10–20 min · Meet the Sphero and parts. Teacher shows the Sphero and any required charging/connection method; students identify features as teacher asks: “Where is the power? Where do we control it?” Students complete quick think-write on the Sphero parts and safety worksheet: name 1 part/feature and one safety rule.
4. 20–28 min · Basic operation demo (teacher-led). Teacher uses the introduction slides to demonstrate: start/connect, drive forward, turn, stop. Students watch and track “Do/Did” predictions: “If I press ___, I expect ___.”
5. 28–42 min · Guided practice stations. In groups of 3–4, students complete three short tasks on the floor track (set up before lesson):

• Task A: “Make it go” (drive forward then stop).
• Task B: “Make it turn” (turn left/right and stop).
• Task C: “Maze run” (follow a simple line/card path once, then try again). Teacher circulates and prompts: “What did you try? What happened?” Students record one result for each task on the Sphero parts and safety worksheet (worked / didn’t work / changed something).

6. 42–52 min · Test and improve discussion. Teacher returns to the class using the introduction slides and uses sentence starters: “We changed ___ because ___.” Each group shares one test result and one improvement idea (e.g., slower speed, different turn, keep robot away from edges).
7. 52–57 min · Whole-class reflection. Teacher summarises safe behaviour and control ideas, referring back to the introduction slides. Students do a quick “Safety thumbs” check: thumb up if they can name a safety rule, thumb to the side if they’re unsure, thumb down if they need help.
8. 57–60 min · Exit ticket (rapid). Students complete a 10-second final check on the Sphero parts and safety worksheet: draw a simple arrow showing “go/turn/stop” and add one word: worked / try again.

Resources

• the introduction slides
• the Sphero parts and safety worksheet
• 6–8 Sphero robots (enough for group rotation)
• Power and charging cables (handled only by teacher or designated adults)
• Floor track mats or taped lines (simple paths)
• Coloured cards or cones to mark start/stop and turns
• Lidded battery/charging safety area (out of student reach)
• Class signal (e.g., “robot stop” visual card)

Assessment

• Teacher observation checklist during station work: safety compliance, correct start/stop, ability to turn and stop as directed.
• Worksheet evidence: students’ “worked/didn’t work” notes and one improvement statement (simple language accepted).
• Exit ticket: students demonstrate understanding of control steps through arrow sketch plus one word.

Differentiation

• Support: provide sentence starters and a word bank on the board (go, stop, turn, left, right, safety, cables).
• Support: pre-teach turn directions with large body movements before robot use.
• Challenge: for Task C, add a “start/stop timing” challenge (“make it stop exactly at the finish card”).
• EAL/SEN: allow oral responses recorded by teacher, and use pictorial symbols on the Sphero parts and safety worksheet.
• Grouping: mix learners so each group has at least one “controller” and one “recorder” to share roles.