Spheros Sparks

Overview

Students are introduced to Spheros, small robotic “coding buddies”, and learn how to give them simple instructions to move and avoid obstacles. The lesson builds basic coding and robotics skills through short, guided challenges and a brief reflection, aligned to Stage 2 science understandings and safe, collaborative work.

Learning intentions

• Students will explain how energy (from batteries/charging and motors) helps a robot move in familiar contexts.
• Students will follow and create simple sequences of commands for Spheros.
• Students will participate safely in a robotics activity by using a set of steps and roles.
• Students will solve a “move to a goal” problem by proposing a solution and testing it.

Success criteria

• I can give Spheros a clear sequence of commands to reach a target.
• I can explain (in words or pictures) how the robot uses energy to move.
• I can work respectfully with my partner and keep the area safe while testing code.
• I can improve my plan after seeing what happens.

Curriculum links

• Science — Students describe the use of energy in familiar contexts.
• Science/Technology — Students identify problem-solving strategies and propose solutions.
• Science/Technology — Students plan safe and valid investigations.
• Science/Technology — Students safely participate in an investigation by following a sequence.

Lesson structure (60 minutes)

1. 0–5 min · Hook (look & predict). Teacher shows a short clip or live demo idea with the introduction slides and asks: “What do you think a robot needs to do something on purpose—what might it use to move?” Students turn-and-talk, then share one prediction.

2. 5–12 min · Introduce Spheros & energy link. Teacher uses the introduction slides to show parts of Spheros (body, wheels, buttons/app connection, charger/battery) and models: “Energy helps the motors move the robot.” Students complete a quick “Energy sentence” on the board: “Spheros uses energy to ____.”

3. 12–20 min · Safety and sequencing routine. Teacher sets class expectations and demonstrates the investigation sequence using the introduction slides: (1) choose goal, (2) plan commands, (3) test, (4) observe results, (5) adjust, (6) tidy and reset. Students practise the routine with “Stop, look, set, go” gestures.

4. 20–35 min · Hands-on Part A: “Make it move.” Teacher distributes the robotics challenge worksheet and sets up floor obstacles/targets (cones, paper gates). Students work in pairs to:

• Write/draw a 3-step command sequence that moves Spheros forward and stops at a marked line.
• Test, observe, and record what worked (or didn’t) using a simple results box. Teacher circulates, checking sequences and encouraging students to adjust one step at a time.

5. 35–48 min · Hands-on Part B: “Find the target.” Teacher revisits the introduction slides for the next challenge: “Move to the coloured target while staying inside the track.” Students:

• Use a clear plan (Step 1 turn/Step 2 move/Step 3 turn or similar).
• Test once, then change one part if it fails.
• Record the improved plan on the robotics challenge worksheet. Teacher prompts problem-solving language: “What will you try next, and why?”

6. 48–55 min · Share & refine (focus control). Teacher uses the introduction slides to run a fast “Gallery Share”: two pairs show their working sequence while the class listens for “plan → test → improve.” For chatty/low-engagement students: teacher assigns “Observer jobs” (timer, safety checker, recorder) and uses a quiet call-and-response (“Show me sequence” with fingers 1–2–3). Students give one sentence feedback: “Your robot did ____ because ____.”

7. 55–60 min · Plenary & exit check. Teacher shows the final slide on the introduction slides: “Energy + commands = movement.” Students complete an oral exit: “One thing I changed after testing was…” or a quick written check on the back of the robotics challenge worksheet.

Resources

• the introduction slides
• the robotics challenge worksheet
• Spheros robots (enough for pairs or small groups)
• Charging/connecting equipment (as required by your system)
• Floor track mats, cones, and obstacle items
• Coloured targets and masking tape
• Storage bins and reset area labels
• Timer (phone/visual)
• Sentence starters and visual sequence cards (e.g., Plan → Test → Improve)
• Safety rules poster (stays visible during activity)

Assessment

• Teacher checks during circulation: are students creating clear 3-step sequences and adjusting after test results?
• Review the robotics challenge worksheet for evidence of “plan → test → improve” and simple energy explanation.
• Quick plenary/exit response: students can link energy to movement and name one change they made.

Differentiation

• For EAL/D students (3 students):
• Provide visual sequence cards (Plan/Test/Improve) and sentence starters on the robotics challenge worksheet (e.g., “I changed ____ because ____.”).
• Pre-teach key words with pictures: energy, move, turn, stop, test, change.
• Allow pointing/drawing responses if writing is limited.
• For low-engagement students:
• Assign a role first (Observer, Safety Checker, Recorder) and rotate roles every challenge.
• Use a “two-turn rule”: if they can’t start, they must either pick a command or read one step from the sequence card.
• For chatty students:
• Use proximity control and a “volume expectation” (stage 1 voices during testing).
• Give a one-question focus prompt at the moment of testing (“What will you try next?”).
• Extension support for faster pairs:
• Ask them to create a 4-step sequence and explain which step caused the improvement.