Spheros

💡 How It Works

Physical Movement

• Sphero robots are ball-shaped and move by rolling in different directions.

• They are controlled via Bluetooth from a tablet, smartphone, or computer.

Programming

• Students can program Sphero using block-based coding (drag-and-drop blocks) in the Sphero Edu app, similar to Scratch.

• Advanced learners can use JavaScript to write text-based code for more complex projects.

• Commands can include movement, speed, color changes, sounds, and sensor-based actions.

Interactivity

• Sphero robots can follow mazes, navigate obstacle courses, or interact with other Sphero robots.

• Sensors allow them to detect obstacles, follow lines, or respond to light and color signals.

🎯 Wisconsin ITL Standards

• ID1.c.e (Develop, Test, and Refine): At the Exploring level, students construct and revise a simple code sequence (prototype) based on whether the Sphero successfully navigates a short path.
• ID1.c.d (Systematic Testing): At the Developing level, students use systematic testing to analyze why a Sphero might have missed a turn (e.g., floor friction or heading errors) and clearly communicate how they fixed the code.
• ID1.d.i (Demonstrate Resilience): At the Implementing level, students engage with complex, open-ended problems—such as programming a Sphero to act as an autonomous "rescue bot" in a variable environment—persisting through setbacks and refining solutions based on data.

• IA1.a.e (Investigate Technologies): Students identify the Sphero as a tool and describe its purpose—using internal sensors like the gyroscope and accelerometer—to follow programmed commands.
• IA1.b.d (Customize Environment): Students select and adapt tools by choosing between the Sphero Edu app's "Draw," "Block," or "Text" canvases based on the specific goal of their project.
• IA3.b.e (Create Artifacts): Students use the Sphero to create a simple "artifact," such as a light-painting image created through long-exposure photography of the robot’s movement.

• DC2.b.e (Impact of Automation): Students identify the Sphero as an example of automation and describe how its programmed routines assist in tasks like mapping or simulation.
• DC1.a.i (Ethical Implications): At the Implementing level, students analyze the ethical implications of using autonomous technology and apply responsible practices when robots are used to collect or interact with data.

• Collaborative Problem Solving: Students participate in a variety of roles within a team—such as the "Navigator" (path planner) and the "Coder" (inputting the sequence)—to build a "learning network" through shared challenges.
• Refining Solutions: Teams work together to understand issues, such as why two Spheros collided, and recommend collective solutions through iterative testing.

• EC.1.a.e (Purpose of Communication): Students use the Sphero's LED lights and sounds to "message" its intent—for example, flashing red to indicate an "error" or playing a specific sound when it hits a wall.
• Analyzing Feedback: Students examine the physical feedback of the robot’s movement to determine if their "message" (the code) was accurately received and executed by the machine.

🎓 Educational Benefits

Computational Thinking

• Students learn sequencing, loops, conditionals, and debugging.

• Encourages problem-solving and trial-and-error learning.

Creativity & Design

• Students can design mazes, games, or story-based coding projects.

• They can customize programs with lights, sounds, and movements.

Cross-Curricular Learning

• Math: Measuring speed, angles, and distance.

• Science: Exploring motion, force, and sensors.

Art & Storytelling: Coding choreographed movements or narratives.

Collaboration & Communication

• Small-group activities foster teamwork and collaborative problem-solving.

• Students explain their coding decisions and iterate based on peer feedback.

Engagement & Motivation

• Immediate, visible results make coding tangible and fun.

• Supports both screen-based programming and hands-on interactive learning.