What is a Sphero?

Introduction to Sphero

Getting Started with Sphero

Sphero Teacher Guide

Sphero- Some Ideas for the Classroom

A Few More Ideas for the Classroom

Install the SpheroEDU app on your phone or use a provided iPad. The app is for Apple or android products.

Create a maze with different straight lines and angles using painter's tape (the green tape) on the floor.

Open the SpheroEDU app on your phone or tablet and connect to a Sphero. The one that lights up is now connected (connecting one at a time or away from others spheros will help, or label all the spheros with thier unique identifier).

Using block based coding, try to code your sphero through the maze you created.

OR

Try this possible lesson for Grade 9 Math

OR

Try this possible lesson for Grade 4 Math

Examples of project descriptions for Spheros

Example 1

For grade 6 math, have students code the sphero to move along a number line. Students will be able to see the Sphero moving to left for negative numbers and to the right for positives. Using multiple Spheros, students can compare the two integers and see which of the two is smaller (or bigger). The outcome addressed is comparing integers. Later in the patterns unit, students can program the LED lights to make a linear pattern, and their partner/group can describe the relationship with a visual, table, equation, etc. Students can solve problems based on the linear relationship.

For grade 6 science and in particular the space unit. Different information is compiled into the class solar system chart, and can include the sequence of planets from the sun. Using the Spheros students can show this sequence. Spheros can also be used to show which planets move the slowest (and fastest) around the sun. Spheros can be used to show the relative distance of the inner and outer planets to the sun.

For ELA, students are expected to create texts using a wide variety of forms for a range of audiences and purposes. The students can use Spheros and coffee cups to create a play. The cups would fit loosely over the spheros and they can dress up their cups and will have to move about the stage in order to perform their play.

Example 2

SPHERO AND MATH

Measurement: Students will use code Sphero to move in specific directions for a time frame around the classroom. The students will then have to determine which measurement referent would be used to measure the distance the Sphero has traveled.

Students will also code the Sphero in groups to follow a certain path. The path, including turns, will be documented by another group and the total measurement and proper referents will be documented. For 2D Geometry: Students will code the Sphero to create different types of turns (angles: 45/90/180/360 degrees).

SPHERO AND LANGUAGE

Writing a Fictional Story and 3D Geometry: Students will code Sphero to write numerous forms of stories. It may be a story about a fictional robot that time travels and encounters many various characters and challenges along the way. The options are endless with the Sphero/story writing connection.

SPHERO AND ART

Students can create different types of coverings or costumes for the sphero, made out of different mediums. Students may even want to draw on the Sphero using washable markers, allowing them to personalize the Sphero (Some may draw the Sphero as a Tiger and write a story about a Tiger travelling through the jungle).

SPHERO AND SCIENCE

This is a great opportunity for the students to combine the Sphero with the green screen. Grade 6 students have to understand the earth’s rotation in comparison with the day/night cycle. This is a great opportunity to code the Sphero to spin in front of a green screen, while students stand next to it and explain exactly what happens while the Earth spins in relation to day/night.

Example 3

Spheros can be used cross circularly in a variety of subjects in the K-6 curriculum. Specifically, in my grade 5 Math and Science classes I could utilize the Spheros in many ways once students are comfortable with coding. For instance in math, while completing the Measurement and Motion Geometry units, I would instruct students to code their Spheros to create a variety of shapes given different measurements. Once they are successful they can then create their own shapes in a selected area to determine the perimeter and/or area of their shapes. Students could then take their knowledge of measurement and coding and use it their Science classes during the Forces and Simple Machines unit. For example, students could investigate the effects of friction on the movement of the Sphero over a number of surfaces. In addition, students will have to create an obstacle course which their classmates would solve by coding their Sphero to complete the course successfully.

Example 4

For Spheros in Grade 6 math, students will apply their understanding of geometry by collaboratively creating a maze that includes right angles, acute angles, obtuse angles, parallel lines, and intersecting lines. Then students will program Sphero to travel the maze. Students will need to measure or use critical thinking skills to program the correct degrees for the angles they created. Students will also have an opportunity to try to program another team’s maze.

For grade 5 science Students should investigate and describe the effect of increasing and decreasing the amount of mechanical force applied to an object. Using Spheros, they should devise and carry out procedures to qualitatively vary the force applied (e.g., push harder, pull more gently), observe the effect on the object, and record relevant observations. Students should carry out these investigations in small collaborative groups to encourage student development of communication and listening skills.

Students will construct simple Lego™ cars, and, by attaching them to Spheros, investigate how increasing and decreasing the amount of force applied affects them. Students can program varying speeds in order to increase and decrease the force. They may also try pushing and pulling different objects. Students should collaboratively select the surfaces they wish to test (e.g., asphalt, cardboard, carpet, cotton towel, crushed stone, grass, sandpaper, tile floor, wood) and decide how different surfaces affect the amount of force needed to keep Sphero in motion, and predict which surfaces will require the most and least force and provide explanations for the prediction. Collaboratively, students would devise a procedure, identify required materials and measuring instruments to fairly test each surface, and carry out their procedure to ensure a fair test, while taking repeated measurements of the force needed to move the Sphero. Students record measurements in a table, compare results, and provide explanations for any patterns or discrepancies noted; and draw a conclusion, ordering the surfaces from least to greatest according to the amount of force required to move the Spheros at a constant rate of motion. Students should relate their findings to the effect of friction.

Example 5

Students would become familiar with the functions of the Sphero during our coding club. Once familiar, we plan to bring the Sphero into our grade 6 math classroom in the measurement and 2D shape unit. Students will create 2D shapes and angles using the Sphero to meet the following curriculum outcomes. Ex. create a given angle, create their own angle, classify them, create various triangles, classify them, etc.