Sphero Safari

Overview

Today students are introduced to Spheros and explore how simple programming commands can control movement. They will use a hands-on model (or app) to plan, test, and adjust sequences to achieve a goal.

Learning intentions

• Students will learn what Spheros are and why they are used in learning and STEM.
• Students will create and test short sequences that make a Sphero move predictably.
• Students will follow safety guidelines when using Spheros and equipment.
• Students will explain how changing a command affects the Sphero’s motion.

Success criteria

• I can describe what a Sphero is and give one use.
• I can write (or record) a 3–5 step movement sequence and test it.
• I can predict what will happen when I change one command.
• I can explain at least one cause-and-effect relationship between my code and the Sphero’s movement.

Curriculum links

• Science — working scientifically: planning and conducting investigations using appropriate methods, then comparing results with predictions.
• Science — using evidence to explain relationships between variables (what I change in my code vs what happens to movement).
• STEM capability: using digital systems safely and effectively; testing and refining solutions.

Lesson structure (45 minutes)

1. 0–5 min · Hook + connect to STEM. Teacher shows the introduction slides and asks, “How could we make a robot do the same thing every time?” Students share quick ideas about repeating actions in science and technology.

2. 5–10 min · Mini-introduction to Spheros. Teacher explains what Spheros are (small programmable robots) and common uses (learning coding, testing ideas, building challenges) using the introduction slides. Students turn and talk: “Where might you see this kind of robot used?”

3. 10–15 min · Safety and equipment check. Teacher leads through safety rules shown on the introduction slides (battery/charging awareness, no throwing, careful handling, clear floor space, device handling, respectful sharing). Students repeat the top safety rules and confirm their group roles (runner, controller, recorder, safety checker).

4. 15–20 min · Direct teaching: movement commands. Teacher demonstrates a short example sequence on the teacher device (e.g., move forward, then turn, then stop) while students watch the introduction slides prompts. Students identify the cause-and-effect: “When we changed TURN, the direction changed.”

5. 20–31 min · Hands-on task 1: “Follow the path”. Teacher sets up the goal using the introduction slides: groups program their Sphero to follow a simple marked route on the floor (straight, one turn, stop) and record what they tried. Students use the app/block coding to enter a 3–5 step sequence, test it, and adjust one command if it misses the path.

6. 31–38 min · Hands-on task 2: “Make it predictable”. Teacher asks groups to refine their code for consistency, referencing the introduction slides success criteria (same result after two runs). Students run the sequence twice, note differences, and adjust only one change at a time (e.g., distance/time, turn angle, order).

7. 38–43 min · Share and explain. Teacher facilitates a brief whole-class discussion using prompts on the introduction slides: “What command caused the change?” and “What did you do when it didn’t work?” Students share one successful sequence and one debugging step.

8. 43–45 min · Quick assessment exit ticket. Teacher collects the Sphero movement and explanation worksheet and asks students to complete the final explanation sentence. Students submit answers demonstrating they can link code changes to movement outcomes.

Resources

• the introduction slides
• the Sphero movement and explanation worksheet
• Spheros (enough for groups of 2–3) with charged batteries or charging leads ready
• Group iPads/tablets or laptops with the Sphero programming app (or pre-set block interface)
• Floor markers: tape to create a simple path (straight segment + turn + stop zone)
• Clipboards or group record space for jotting sequences
• Cleaning wipes for shared devices (optional)
• Teacher device to model a sequence

Assessment

• Formative during task: teacher circulates to check groups can (1) run a sequence, (2) adjust one command, and (3) describe cause-and-effect.
• Formative discussion: observe student explanations in the share time.
• Exit check via the Sphero movement and explanation worksheet: sequence recording and one short explanation of how a code change affected movement.

Differentiation

• Support: provide sentence starters on the Sphero movement and explanation worksheet (e.g., “I changed ____. This made the Sphero ____. ”) and a “starter sequence” card for the first run.
• Support for readiness: allow students to start with fewer blocks (2–3 steps) and add steps only when consistent.
• Extension: challenge groups to add a second turn or timing condition, and justify why the order of commands matters.
• SEN/EAL: offer visual prompt cards showing icons for “move forward,” “turn,” “stop”; allow verbal responses to be recorded by a buddy if needed; keep instructions short and repeat key steps from the introduction slides.