Sphero Spark

Overview

Students will explore Spheros as programmable robots, practising simple movement “code” and applying safe handling routines. The lesson builds basic engineering and testing skills through a short movement challenge and reflection using evidence from what the robots do.

Learning intentions

• Students will recognise key parts of a Sphero and demonstrate safe ways to use it.
• Students will use basic sequencing to program a Sphero to move.
• Students will test, observe, and describe how changes in instructions affect movement.
• Students will communicate their ideas using simple robot commands and reasons.

Success criteria

• I can follow safety rules when handling Spheros and charging/placing them.
• I can give a short, correct sequence of instructions (e.g., forward, turn, time/distance).
• I can test a movement plan and explain what happened using at least one observation word (faster/slower/left/right/straight).
• I can improve my plan after testing by changing one thing at a time.

Curriculum links

• EGTLS-SAF-01: Students demonstrate safe work practices in engineering contexts (using Spheros safely during tasks).
• EGTLS-PRD-01: Students participate in producing structures, mechanisms or control systems (creating and running a simple Sphero control sequence).
• EGTLS-SMC-01: Students identify features of structures, mechanisms or control systems (recognising inputs/behaviour: instructions and movement outcomes).
• EGTLS-COM-01: Students communicate ideas and information for engineering practice (sharing plans, observations, and improvements).

Lesson structure (60 minutes)

1. 0–7 min · Hook and safety set-up. Teacher shows the Sphero spark slides and asks: “If I want Sphero to reach the cone, what must I tell it to do first?” Teacher introduces the “Stop–Listen–Check” routine and demonstrates safe handling (carry from the base, don’t throw, keep away from liquids, hands clear of wheels when placing). Students gather on the floor, observe the demo, and repeat 2–3 safety rules using teacher prompts.

2. 7–14 min · Quick demo: parts and basic coding idea. Teacher uses the Sphero spark slides to show Sphero parts (shell/body, light, underside sensor points if visible) and explains coding as “a step-by-step plan.” Teacher models one simple sequence live (e.g., move forward briefly, then turn). Students turn-and-talk: “Which command do you think came first?” and write or say one word about the movement they see.

3. 14–20 min · Teacher-guided movement vocabulary. Teacher continues with the Sphero spark slides to introduce command language students will use (forward, turn left, turn right, stop, repeat/time). Teacher demonstrates a “change one thing” mindset: same start, change only the turn. Students practise with motions on the spot (step forward, pivot left/right, freeze) to build readiness for programming.

4. 20–35 min · Main hands-on: “Reach the cone” trial. Teacher distributes the Sphero movement planning worksheet and returns to the Sphero spark slides for the instructions: “Your task is to write a 3-step sequence to move from Start to Cone A. Test it, record what happens, then improve once.” Teacher allocates roles in groups of 3–5: Driver (controls), Tester (runs robot), Recorder (writes), Safety Officer (checks rules). Students complete worksheet rows: plan → run → observe → adjust. They test at least twice, changing only one part of their sequence each time.

5. 35–45 min · Mid-lesson check: code-to-result discussion. Teacher pauses groups and projects the Sphero spark slides “Talk moves” prompts: “What did you change?” “What stayed the same?” “How do you know?” Teacher selects one or two quick examples (successful and not successful). Students share in small groups, then vote (thumbs) on which change improved the robot’s accuracy and why.

6. 45–55 min · Reflection and feature identification. Teacher prompts using the Sphero spark slides reflection questions tied to features of control systems: “What was your input (instructions)?” “What was the output (movement)?” Teacher circulates to ensure recordings are clear. Students complete the final reflection box on the Sphero movement planning worksheet: one observation sentence and one improvement sentence.

7. 55–60 min · Plenary: safety and next steps. Teacher calls students in, uses the Sphero spark slides for a closing “Exit check” question: “Name one safety rule and one coding step you used today.” Teacher collects the Sphero movement planning worksheet before dismissal. Students answer verbally; teacher notes who meets the criteria and who needs further support.

Resources

• the Sphero spark slides
• the Sphero movement planning worksheet
• 1 Sphero per group (or shared kit) with charging cables as per school routine
• Cones or markers for Start, Cone A (and Cone B for confident groups)
• Flooring tape for Start/target zones (clear boundaries)
• Group role cards (Driver/Tester/Recorder/Safety Officer)
• Display timer for turn-taking during testing

Assessment

• Formative observation: teacher checks safety behaviours during setup and running (EGTLS-SAF-01).
• Formative listening: teacher listens for correct sequencing language and “change one thing” explanations (EGTLS-PRD-01, EGTLS-SMC-01).
• Worksheet evidence: planned steps, at least one test observation, and one improvement statement (EGTLS-COM-01).

Differentiation

• Support: provide sentence starters on the Sphero movement planning worksheet (e.g., “We changed ____. It worked because ____.”).
• Support: for students needing more structure, give a pre-filled 3-step template (forward → turn → forward) with blank boxes for timing/choice.
• Extension: if finished early, challenge students to reach Cone B by changing only the turning step (record both their original and improved plan).
• EAL/SEN: allow oral recording of observations (teacher or peer scribe) and use consistent command vocabulary posters visible at benches.