Sphero Shape

Overview

Students use Spheros to explore how code controls movement, then plan and create an on-screen and real-world path-mission using simple sequencing. They will write and revise a short informative set of instructions for a class audience.

Learning intentions

• Students will plan a clear, step-by-step movement sequence for a Sphero using shapes and timing.
• Students will create and run a Sphero program to follow their plan accurately.
• Students will use sentence-level punctuation and word-level language to write instructions for an audience.
• Students will monitor and revise their instructions and program after testing.

Success criteria

• I can describe my movement sequence using numbered steps.
• I can include key details (what to do, in what order, and what to check).
• I can use clear punctuation (full stops and commas in my lists) and appropriate words (turn, drive, check).
• I can improve my plan after testing (what worked / what I changed).

Curriculum links

• English: EN2-CWT-02 — students plan, create and revise written texts for informative purposes using text features, sentence-level grammar, punctuation and word-level language for a target audience.
• English: sentence-level grammar and punctuation in informative writing (full stops, commas for lists, clear instructions).
• Technology (Stage 2): designing processes that involve planning, creating, testing and improving solutions (using digital/robotic systems).
• English: planning, monitoring and revising during creation and revision of written texts.

Teaching Phases

Explicit Teaching

In this phase, the teacher models and explains the tasks clearly to students, introducing key concepts and vocabulary related to programming with Sphero. The objective is to build foundational understanding and set clear expectations.

Guided Teaching

During guided teaching, students practice the skills with teacher support. They work collaboratively to draft instructions and test their programs, receiving feedback and assistance to refine their understanding and approach.

Independent Teaching

Students apply their skills independently by revising instructions, testing their programs, and sharing results with peers. This phase encourages autonomy, critical thinking, and application of learned concepts in a practical context.

Lesson structure (60 minutes)

This lesson will be delivered through three phases: explicit teaching, where the teacher models and explains the tasks; guided teaching, where students practice with teacher support; and independent teaching, where students apply their skills independently.

1. 0–8 min · Hook (movement mystery). Teacher shows a short demo with the Sphero hook and mission deck: “How can you make Sphero draw a square only using commands you choose?” Teacher pauses before revealing the final motion and asks what the steps might be. Students think-pair-share possible steps (e.g., drive, turn, drive, turn…).

2. 8–15 min · Direct teach (mission + vocabulary). Teacher uses the Sphero hook and mission deck to model how programming relates to instruction words: start, drive, turn, count/length, check. Teacher explains today’s mission: create a “Shape Path” program that makes Sphero draw a recognisable square or triangle on the floor. Students repeat key terms chorally and identify the order of actions.

3. 15–25 min · Plan writing (informative instructions). Teacher distributes the Sphero instructions planning worksheet and displays the same planning prompts in the Sphero hook and mission deck. Students work in pairs to draft numbered instructions for their mission:

• Step 1: what Sphero does first
• Steps 2–4: turns and drives (include counts or timing)
• Last step: how they will check success (e.g., “Look for a clear shape with four equal sides”). Teacher circulates, focusing on clarity, sentence endings, and precise instruction language.

4. 25–40 min · Create and test with Spheros. Teacher revisits the Sphero hook and mission deck for the testing routine: run → observe → record result → revise. Students load their plan into the Sphero app/program (or build using the class’s coding method) and test on the floor area. They record quick notes on the Sphero instructions planning worksheet: “It worked / change needed” and one specific change (e.g., “We turned too early; we will increase drive time by 1 count”).

5. 40–52 min · Revise instructions (improve accuracy). Teacher leads a brief whole-class check using the Sphero hook and mission deck: “What sentence feature makes instructions easier to follow?” Students revise their instructions on the Sphero instructions planning worksheet using the outcomes from testing. Teacher targets punctuation and sentence clarity: each step begins with a verb, ends with a full stop, and uses commas in lists where helpful (e.g., “Drive forward 2 counts, then turn right.”).

6. 52–58 min · Share and compare (audience awareness). Teacher groups pairs to do a quick “reader” test: one pair reads their steps while another pair follows them using a simplified set of commands (or re-checks the program). Teacher uses prompts from the Sphero hook and mission deck: “What did the reader do well?” and “What instruction was confusing and why?”

7. 58–60 min · Exit ticket. Teacher reads out two options shown in the Sphero hook and mission deck and students respond briefly on the Sphero instructions planning worksheet last line:

• “One thing I changed after testing was…”
• “One punctuation/sentence tip I used was…”

Resources

• the Sphero hook and mission deck
• the Sphero instructions planning worksheet
• Spheros (enough for pairs/groups of 2–3), chargers, and charging cables
• Floor markers/tape for a “testing zone” and clear start line
• Device/tablet or laptop with the Sphero coding app ready
• Printed quick reference of “drive/turn/check” (teacher-made or app icons)
• Projector/speaker for whole-class demo
• Clipboards or pencil cases for recording notes

Assessment

• Formative during planning: teacher checks that student steps are numbered, start with action verbs, and include a check for success.
• Formative during testing: teacher observes whether students connect outcomes (“what we saw”) to changes (“what we revised”).
• Exit ticket: students state one revision and one sentence/punctuation strategy used.

Differentiation

• Provide sentence starters on the Sphero instructions planning worksheet (e.g., “First, Sphero…”, “Then, turn…” “To check, look for…”).
• Offer a “basic path” version (shorter instructions, fewer steps) and a “challenge” version (more precise timing/side lengths) within the same worksheet.
• For EAL learners, allow use of key action words (drive/turn/check) and visuals; teacher can confirm understanding with gestures during sharing.
• For students needing extension, ask them to add one “error correction” instruction (e.g., “If the shape is crooked, increase drive time slightly.”).