Sphero Play Safety

Overview

Students are introduced to Sphero robots and practise safe handling, switching on and off, and basic driving through structured play. The lesson builds understanding of simple engineering design thinking by testing what happens when they change the robot’s actions.

Learning intentions

• Students will learn safe ways to handle and use Sphero robots.
• Students will demonstrate how to turn a Sphero on and off correctly.
• Students will drive Sphero using simple commands (forward, stop, turn, reverse).
• Students will explore how Sphero moves and responds through play-based challenges.
• Students will share observations using simple science/technology talk (what changed, what happened).

Success criteria

• I can follow safety rules when using my Sphero and charging it.
• I can turn the Sphero on and off using the correct steps.
• I can make the Sphero move (drive/stop/turn) to complete at least one challenge.
• I can explain one observation: “When we changed ___, the Sphero did ___.”

Curriculum links

• Engineering project technology learning: demonstrate safe work practices in engineering contexts (EGTLS-SAF-01).
• Engineering project technology learning: communicate ideas and information for engineering practice (EGTLS-COM-01).
• Engineering project technology learning: participate in producing and testing parts of an engineering task (EGTLS-PRD-01; EGTLS-SAF-01 with testing routines).
• Stage 1 technology focus: learn to plan, make and test simple solutions safely, and talk about results.

Lesson structure (60 minutes)

1. 0–5 min · Hook (Sphero surprises). Teacher shows the introduction slides and asks: “What do you think a Sphero can do if we give it small instructions?” Students turn-and-talk, then share one idea.

2. 5–12 min · Safe handling and charging rules. Teacher uses the introduction slides to model “safe hands” (no throwing, gentle carry, keep away from faces, cables only where teacher says, do not open any parts). Students repeat the class safety checklist and practise the “stop-look-listen” routine.

3. 12–18 min · Turn on/off model. Teacher demonstrates the exact on/off routine while students watch, then students practise with “dry runs” (hands on desk, robot held still, then turn on, then turn off). Teacher uses the introduction slides for the step order. Students follow along with their own Sphero.

4. 18–28 min · First driving: ‘Find the red spot’. Teacher places floor markers (red spot start + finish) and shows controls briefly on the introduction slides (forward, stop, gentle turn). Students work in pairs: one is “Driver”, one is “Helper/Checker” who confirms safety and calls out: “Ready / Move / Stop”.

5. 28–36 min · Challenge 2: ‘Stop exactly’. Teacher adds a “stop line” and asks students to drive forward and stop before the line. Teacher prompts using the introduction slides: “How do you know you stopped in the right place?” Students run 2–3 attempts, then swap roles.

6. 36–46 min · Exploration through play: ‘Turn test’. Students receive a simple play card taped to the floor (e.g., “Make a 1/4 turn and drive forward”). Teacher uses the introduction slides to guide observation questions: “What changed when you turned more/less?” Students explore freely for a short time while staying within the safe play zone.

7. 46–55 min · Share observations (communication). Teacher reopens the introduction slides to a whole-class discussion prompt. Each pair shares one sentence starter: “When we changed ___, the Sphero ___.” Teacher records answers on the board (e.g., “turning changed direction”, “stopping control mattered”).

8. 55–60 min · Wrap-up and quick check. Teacher directs students to switch off safely and return robots to the charging/holding area. Students complete a quick oral exit: “One safety rule + one thing I can control on my Sphero.” Teacher confirms everyone followed turn-off and safe storage.

Resources

• the introduction slides for hook, safety model, on/off steps, driving prompts, and discussion prompts
• the Sphero challenge worksheet (simple recording sheet for observations and success criteria)
• Sphero robots (enough for pairs or small groups)
• Charging station / charging leads and teacher-only access point
• Floor mat or taped safe play zone with start/finish markers and stop line
• Driver/Helper role cards or simple wristbands
• Optional: tablet/phone/computer with the Sphero control app loaded (teacher pre-set)
• Printed challenge cards or tape labels for “Find the red spot”, “Stop exactly”, “Turn test”

Assessment

• Observation checklist: safety behaviours (gentle handling, waits for teacher instructions, correct turn-off).
• Skills check: can students drive forward/stop/turn to meet at least one target area.
• Communication check: listening to pair share statements using sentence starters from the Sphero challenge worksheet.
• Quick exit confirmation at the end (oral or teacher notes).

Differentiation

• Support: pair students so one role is scaffolded (Helper/Checker uses the posted sentence starter); use a “small steps” routine on the introduction slides for turn on/off and stop.
• EAL: keep instructions short and visual (icons on slides, role cards, consistent phrasing).
• SEN: provide a practice “no-robot” dry-run before using Sphero; allow extra attempts for stopping accuracy.
• Extension: challenge students to complete “Stop exactly + turn” in one sequence (still within the safe zone) and record what helped them.