Sphero Invent a Game
About this lesson
This lesson idea was created by Celia Coffa.
Year band: 7-8Curriculum Links Assessment
Links with Digital Technologies Curriculum Area
Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- Teachers could collect evidence of learning and progression, eg. plans, evidence of the design process
- Ability to teach game to another group and respond to questions from the group
- Self- and peer-assessment
|Quantity of knowledge||Quality of understanding|
|No visual program written within app interface.||Algorithm only shows a limited number of instructions but do not allow Sphero to progress or connect.||Algorithm has enough instructions to complete the task but not well linked to Sphero||Algorithm has instructions linked in the correct sequence to achieve the task – Sphero can follow a path/behaviour in the game as designed.||Algorithm brings in prior learning and/or independent learning beyond the task and possibly includes additional blocks and features, or new functions Full use of Programming interface is evident.|
|Design||No game design used.||Basic game design with no features identified, Sphero not well utilised.||Basic/good game design with some features identified, Sphero adequately utilised.||Detailed game design with numerous features identifies, Sphero well utilised.||Detailed game design that brings in prior and/or independent learning beyond the task and possibly includes requirements, specifications, constraint factors. Sphero utilised extremely well throughout.|
|Poor description and demonstration of game.||Fair description of game missing clear instructions.||Reasonably good description of game with only a few instructions missing.||Good, clear description of the game, including demonstrations, with no missing instructions.||Excellent description, clear instructions and useful demonstrations, explains every required element of the game with little ambiguity.|
|Vocabulary||No specific / technical terms used.||The terms program or code may be used as a general description.||The terms program or code are used as a general description. The terms analogue and digital are known and used correctly.||Specific terms such as program, loop, debug are used confidently with specific reference to learner’s work. Code is commented in specific places.||Understanding of specific terms such as constant, function, parameter, and variable.|
- Sphero or Sphero Sprk+ robot
- Sphero Curriculum available online
- Introductory video of the Sphero and Meet Sphero
- Building and construction materials such as Knex or Lego, cardboard, bottle tops, tape, plastic cups, scissors, tape, straws, pipe cleaners etc (general construction materials)
- Sphero Apps including
- Sphero Macrolab by Orbotix Inc.
- SPRK Lightning Lab ¬ Programming for Sphero Robots by Orbotix Inc.
- Examples of adaptations to Sphero ¬ eg Chariot races, Sprk Examples on Pinterest
Prior Student Learning
Students have been exposed to Sphero using playbased learning, and are able to create simple algorithms using Lightning Lab. They are familiar with the coding aspects to enable basic control of a sphero eg move in a square.
What makes a good game?
Present some examples of good games that could include the Sphero. For example, in PacMan, the Sphero can play the role of monsters.
What elements are essential? Optional?
How can we use Sphero to create a game that requires programming to play (not simply using the Drive tool)?
Ask the students to think about tasks that are repetitive or complex in the game: for example, if the game is a pong¬like game, the Sphero would need to move for a while in one direction, then move into another, etc this type of behaviour is a good candidate for using functions.
Introduce the students to the concept of functions, showing how functions dramatically reduce the number of lines of code we have to write.
For each algorithm, students work in groups to identify the basic building blocks for achieving the task:
- How many building blocks can students identify?
- What are the advantages/disadvantages of using each of them?
Introduce the concept of function parameters and how these are used within functions.
Learning map and outcomes
- Revisit previous knowledge of Sphero
- Introduce and attempt challenge of creating a game:
- Game Play
- Winning condition
- Integration of Sphero in the game play
- Team teach game to another group, self¬ and peer¬assess
- Challenge: students program the Sphero following the game rules
- Students write the pseudocode for your algorithm, identifying building blocks that could be used as functions
- Is the Sphero doing something repeatedly?
- Is the Sphero doing something where some key parameters change?
- Students identify the key building blocks for the algorithm
- For example, if a Sphero is playing the role of a monster moving in a maze, like in the game PacMan, the key building block could be:
- roll in a straight line for a while, corresponding to x meters (x is a parameter)
- make a turn if a variable is set
- The algorithm would then see the repetition of this building block a number of times, with different parameter values.
- This building block is called a function, say move
- Students write the algorithm using repeated calls to move:
- Students write the SPRK program and test the program in groups
- Students write the code for the Sphero and load the code on it.
- Students test and debug the code in pairs.
Revisit the coding and use of Sphero What is possible?
Discuss elements of a good game What is the aim of the game? Rules, instructions, variations
Discuss why/how Sphero may be a good addition to a game
Students are now asked to design a game using Sphero that matches the elements of a ‘good game’ discussed earlier. The choice of game is up to the students, however must be playable by a small groups (2¬4 players). A variety of materials will be provided to provoke thoughts and ideas. Students work in small groups.
Demonstrate examples of Sphero games (photos, videos) such as the ones below. Be aware that showing examples may lead to ‘copying’ without thought. Copying with variations will be acceptable.
Groups must then combine and team¬teach their game to another group. Students must self¬assess and peer assess their own game and someone elses’ based on the following criteria:
- Ease to understand
- Fun factor
- Use of Sphero
- Was the game a mix of challenge and fun?
- What sort of features can students think of to enhance the game?
- What was difficult about creating this game?
- What are the challenges about coding this game for the Sphero
- What are the benefits of using functions in this case?
- Was this game easy to test/debug?
- What were the challenges when designing the functions?
- What were some of the advantages?
- What other things do you need to consider when writing a program with functions?
- Was it difficult to program the Sphero using functions?
- What are the advantages and disadvantages of using functions?
- What was challenging about using functions?
- Download entire lesson plan: PDF version.
- Download entire lesson plan: Microsoft Word version.
- Computer Science Education Research Group (CSER)
- This lesson plan corresponds to professional learning in the following CSER Digital Technologies MOOCs:
- F-6 Digital Technologies: Extended
- Unit 1 - Fundamental thinking skills
- Year 7-8 Next Steps
- Unit 3 - Data & Visualisation: Problem Definition and Design
- Unit 2 - Next Steps 7 & 8 - Functions
- F-6 Digital Technologies: Extended
There are many Sphero apps now available to explore with your students on the iPad, more being added over time. Only a few are currently compatible with Sphero SPRK+. Here are some of the ones you might explore with your student: