Sphero Starters

Overview

In this 45-minute introductory Science lesson, students explore how a Sphero Indi robot can move and respond to control. They practise basic robot operation and simple control (pressing buttons to drive and stopping safely), then complete a short exploration challenge in small groups.

Learning intentions

Students will:

• WALT identify and demonstrate basic robot operation (turn on, pair/prepare, drive, stop)
• WALT use simple control to make the robot move in predictable ways
• WALT explore and describe how changes in control affect robot movement

Success criteria

Students can:

• I can safely hold and operate a Sphero Indi and make it start and stop
• I can control Sphero Indi to move forward and turn (with adult support as needed)
• I can describe what happened using simple words (e.g. “It went”, “It turned”, “It stopped”)

Curriculum links

• SCLS-EGU-01: students describe the use of energy in familiar contexts (link the idea that robots need power to move; use class experiences such as toys/games)
• SCLS-WS-04: students safely participate in an investigation by following a sequence (use a clear start–try–observe–share routine)
• SC4-WS-03: students plan safe and valid investigations (make simple choices: what to try, what to observe, and how to keep it safe)
• Science capabilities: working scientifically through observing, using simple cause-and-effect language, and following a sequence

Lesson structure (45 minutes)

1. 0–5 min · Hook and discussion. Teacher shows the introduction slides and asks, “What do you think makes a robot move—what is it using?” Students turn-and-talk, then share one idea.
2. 5–12 min · Safety and robot basics. Teacher displays the introduction slides “Safety and start” slides: safe hands, clear floor space, walk-only pathways, and how to switch on and stop. Students watch, then practise “robot ready” motions without running.
3. 12–20 min · Guided control practice (whole class). Teacher uses the introduction slides to model a simple control sequence: start → drive forward a short distance → stop. Students take turns using one robot per group, practising only these commands with teacher prompting.
4. 20–30 min · Exploration stations (small groups). Teacher sets up a simple course area (cones or tape lanes) and shows the “Try and tell” steps on the introduction slides. In groups of 3–4, students choose one change to control: forward distance OR left turn OR right turn, then observe what happens. Students record with pictures/symbols on the spot (no writing expected).
5. 30–38 min · Problem-solving mini-investigation. Teacher revisits the introduction slides for a very simple investigation question: “How can we make Sphero Indi stop where we want?” Students discuss a plan using SC4-WS-03 language frames (teacher provides sentence starters): “First we… then we…”, “We will look for…”. Students try one plan and adjust with teacher support.
6. 38–45 min · Plenary and quick check. Teacher shows the introduction slides final “Share” slide. Each group shares one successful control and one observation (“It went…”, “It turned…”, “It stopped…”). Teacher uses a brief, age-appropriate checklist (see Assessment).

Resources

• the introduction slides (whole lesson flow, safety, modelling, station prompts, plenary prompts)
• the robot movement worksheet (simple picture response for “forward/turn/stop”)
• 1 Sphero Indi per group (or shared by two groups if needed)
• Charging/power access prepared before lesson
• Tape or cones to mark a clear “safe drive” area
• Teacher device/controller for pairing and starting (pre-paired if possible)
• Floor mats or boundary tape to prevent roaming
• Visual sentence starters for speaking (optional print or board)

Assessment

• Teacher observation checklist during turns: safe handling, starts, drives forward, stops on cue - Formative questioning: “What happened when we changed ___?” and “What control did you use?” (cause-and-effect)
• Quick completion of the robot movement worksheet: tick the pictures that match what students achieved (forward/left turn/right turn/stop)

Differentiation

• Support: give each group a small “Try card” with only 2–3 icons (start, forward, stop) and limit choices for students who need structure
• Support for speech/language: sentence starters and gesture options (pointing to icons on the board or worksheet)
• Extension (without extra complexity): students attempt two-step control (e.g. “forward then turn”) and describe the sequence
• Sensory/motor supports: use a closer starting line and larger lane spacing; one student controls while others observe and record pictures

Extension (optional)

None.