Spheros in the Classroom - learn71.ca€¦ · Sphero. • Roll - Sphero is controlled by a person...

Spheros in the Classroom

Lessons and Activities compiled by Doug David, Robert Douglas and Robert Russell-Atkinson, sd71 Comox Valley

June

201

6 w

ww

.cur

ricul

um.g

ov.b

c.ca

©

Pro

vinc

e of

Brit

ish

Col

umbi

a

Are

a of

Lea

rnin

g: A

PPL

IED

DE

SIG

N, S

KIL

LS,

AN

D T

EC

HN

OL

OG

IES

Kin

derg

arte

n–G

rade

3

BIG

IDEA

S D

esig

ns g

row

out

of

natu

ral c

urio

sity

. Sk

ills c

an b

e de

velo

ped

thro

ugh

play

. Te

chno

logi

es a

re to

ols

that

ex

tend

hum

an c

apab

ilitie

s.

Lea

rnin

g St

anda

rds

Cur

ricu

lar

Com

pete

ncie

sC

onte

nt

Stu

dent

s ar

e ex

pect

ed to

be

able

to d

o th

e fo

llow

ing:

App

lied

Des

ign

Idea

ting

•Id

entif

y ne

eds

and

oppo

rtuni

ties

for d

esig

ning

, thr

ough

exp

lora

tion

•G

ener

ate

idea

s fro

m th

eir e

xper

ienc

es a

nd in

tere

sts

•Ad

d to

oth

ers’

idea

s•

Cho

ose

an id

ea to

pur

sue

Mak

ing

•C

hoos

e to

ols

and

mat

eria

ls•

Mak

e a

prod

uct u

sing

kno

wn

proc

edur

es o

r thr

ough

mod

ellin

g of

oth

ers

•U

se tr

ial a

nd e

rror t

o m

ake

chan

ges,

sol

ve p

robl

ems,

or i

ncor

pora

te n

ew id

eas

from

sel

f or o

ther

s

Shar

ing

•D

ecid

e on

how

and

with

who

m to

sha

re th

eir p

rodu

ct•

Dem

onst

rate

thei

r pro

duct

, tel

l the

sto

ry o

f des

igni

ng a

nd m

akin

g th

eir p

rodu

ct, a

nd e

xpla

in h

owth

eir p

rodu

ct c

ontri

bute

s to

the

indi

vidu

al, f

amily

, com

mun

ity, a

nd/o

r env

ironm

ent

•U

se p

erso

nal p

refe

renc

es to

eva

luat

e th

e su

cces

s of

thei

r des

ign

solu

tions

•R

efle

ct o

n th

eir a

bilit

y to

wor

k ef

fect

ivel

y bo

th a

s in

divi

dual

s an

d co

llabo

rativ

ely

in a

gro

up

App

lied

Skill

s •

Use

mat

eria

ls, t

ools

, and

tech

nolo

gies

in a

saf

e m

anne

r in

both

phy

sica

l and

dig

ital e

nviro

nmen

ts•

Dev

elop

thei

r ski

lls a

nd a

dd n

ew o

nes

thro

ugh

play

and

col

labo

rativ

e w

ork

App

lied

Tech

nolo

gies

•

Expl

ore

the

use

of s

impl

e, a

vaila

ble

tool

s an

d te

chno

logi

es to

ext

end

thei

r cap

abilit

ies

Stu

dent

s ar

e ex

pect

ed to

use

the

lear

ning

sta

ndar

ds

for C

urric

ular

Com

pete

ncie

s fro

m A

pplie

d D

esig

n,

Ski

lls, a

nd T

echn

olog

ies

K–3

in c

ombi

natio

n w

ith

grad

e-le

vel c

onte

nt fr

om o

ther

are

as o

f lea

rnin

g in

cr

oss-

curr

icul

ar a

ctiv

ities

to d

evel

op fo

unda

tiona

l m

inds

ets

and

skill

s in

des

ign

thin

king

and

mak

ing.

June

201

6 w

ww

.cur

ricul

um.g

ov.b

c.ca

©

Pro

vinc

e of

Brit

ish

Col

umbi

a

Are

a of

Lea

rnin

g: A

PPL

IED

DE

SIG

N, S

KIL

LS,

AN

D T

EC

HN

OL

OG

IES

Gra

des 4

–5

BIG

IDEA

S D

esig

ns c

an b

e im

prov

ed

with

pro

toty

ping

and

test

ing.

Sk

ills a

re d

evel

oped

thro

ugh

prac

tice,

effo

rt, a

nd a

ctio

n.

The

choi

ce o

f tec

hnol

ogy

and

tool

s de

pend

s on

the

task

.

Lea

rnin

g St

anda

rds

Cur

ricu

lar

Com

pete

ncie

sC

onte

nt

Stu

dent

s ar

e ex

pect

ed to

be

able

to d

o th

e fo

llow

ing:

App

lied

Des

ign

Und

erst

andi

ng c

onte

xt

•G

athe

r inf

orm

atio

n ab

out o

r fro

m p

oten

tial u

sers

Def

inin

g •

Cho

ose

a de

sign

opp

ortu

nity

•Id

entif

y ke

y fe

atur

es o

r use

r req

uire

men

ts•

Iden

tify

the

mai

n ob

ject

ive

for t

he d

esig

n an

d an

y co

nstr

aint

sId

eatin

g •

Gen

erat

e po

tent

ial i

deas

and

add

to o

ther

s’ id

eas

•Sc

reen

idea

s ag

ains

t the

obj

ectiv

e an

d co

nstra

ints

•C

hoos

e an

idea

to p

ursu

e

Prot

otyp

ing

•O

utlin

e a

gene

ral p

lan,

iden

tifyi

ng to

ols

and

mat

eria

ls•

Con

stru

ct a

firs

t ver

sion

of t

he p

rodu

ct, m

akin

g ch

ange

s to

tool

s, m

ater

ials

, and

proc

edur

es a

s ne

eded

•R

ecor

d ite

ratio

ns o

f pro

toty

ping

Test

ing

•Te

st th

e pr

oduc

t•

Gat

her p

eer f

eedb

ack

and

insp

iratio

n•

Mak

e ch

ange

s an

d te

st a

gain

, rep

eatin

g un

til s

atis

fied

with

the

prod

uct

Stu

dent

s ar

e ex

pect

ed to

use

the

lear

ning

sta

ndar

ds fo

r C

urric

ular

Com

pete

ncie

s fro

m A

pplie

d D

esig

n, S

kills

, and

Te

chno

logi

es 4

–5 in

com

bina

tion

with

gra

de-le

vel c

onte

nt

from

oth

er a

reas

of l

earn

ing

in c

ross

-cur

ricul

ar a

ctiv

ities

to

deve

lop

foun

datio

nal m

inds

ets

and

skill

s in

des

ign

thin

king

an

d m

akin

g.

June

201

6 w

ww

.cur

ricul

um.g

ov.b

c.ca

©

Pro

vinc

e of

Brit

ish

Col

umbi

a

Are

a of

Lea

rnin

g: A

PPL

IED

DE

SIG

N, S

KIL

LS,

AN

D T

EC

HN

OL

OG

IES

Gra

des 4

–5

Lea

rnin

g St

anda

rds (

cont

inue

d)

Cur

ricu

lar

Com

pete

ncie

sC

onte

nt

Mak

ing

•C

onst

ruct

the

final

pro

duct

, inc

orpo

ratin

g pl

anne

d ch

ange

s

Shar

ing

•D

ecid

e on

how

and

with

who

m to

sha

re th

eir p

rodu

ct•

Dem

onst

rate

thei

r pro

duct

and

des

crib

e th

eir p

roce

ss•

Det

erm

ine

whe

ther

thei

r pro

duct

mee

ts th

e ob

ject

ive

and

cont

ribut

es to

the

indi

vidu

al,

fam

ily, c

omm

unity

, and

/or e

nviro

nmen

t•

Ref

lect

on

thei

r des

ign

thin

king

and

pro

cess

es, a

nd th

eir a

bilit

y to

wor

k ef

fect

ivel

y bo

th a

sin

divi

dual

s an

d co

llabo

rativ

ely

in a

gro

up, i

nclu

ding

thei

r abi

lity

to s

hare

and

mai

ntai

n a

co-o

pera

tive

wor

k sp

ace

•Id

entif

y ne

w d

esig

n is

sues

App

lied

Skill

s •

Use

mat

eria

ls, t

ools

, and

tech

nolo

gies

in a

saf

e m

anne

r, an

d w

ith a

n aw

aren

ess

of th

esa

fety

of o

ther

s, in

bot

h ph

ysic

al a

nd d

igita

l env

ironm

ents

•

Iden

tify

the

skills

requ

ired

for a

task

and

dev

elop

thos

e sk

ills a

s ne

eded

App

lied

Tech

nolo

gies

•

Use

fam

iliar t

ools

and

tech

nolo

gies

to e

xten

d th

eir c

apab

ilitie

s w

hen

com

plet

ing

a ta

sk•

Cho

ose

appr

opria

te te

chno

logi

es to

use

for s

peci

fic ta

sks

•D

emon

stra

te a

willi

ngne

ss to

lear

n ne

w te

chno

logi

es a

s ne

eded

June

201

6 w

ww

.cur

ricul

um.g

ov.b

c.ca

©

Pro

vinc

e of

Brit

ish

Col

umbi

a

Are

a of

Lea

rnin

g: A

PPL

IED

DE

SIG

N, S

KIL

LS,

AN

D T

EC

HN

OL

OG

IES

Gra

des 6

–7

BIG

IDEA

S D

esig

n ca

n be

resp

onsi

ve to

id

entif

ied

need

s.

Com

plex

task

s re

quire

the

acqu

isiti

on o

f add

ition

al s

kills

. C

ompl

ex ta

sks

may

requ

ire m

ultip

le

tool

s an

d te

chno

logi

es.

Lea

rnin

g St

anda

rds

Cur

ricu

lar

Com

pete

ncie

sC

onte

nt

Stu

dent

s ar

e ex

pect

ed to

be

able

to d

o th

e fo

llow

ing:

App

lied

Des

ign

Und

erst

andi

ng c

onte

xt

•Em

path

ize

with

pot

entia

l use

rs to

find

issu

es a

nd u

ncov

er n

eeds

and

pote

ntia

l des

ign

oppo

rtuni

ties

Def

inin

g •

Cho

ose

a de

sign

opp

ortu

nity

•Id

entif

y ke

y fe

atur

es o

r pot

entia

l use

rs a

nd th

eir r

equi

rem

ents

•Id

entif

y cr

iteria

for s

ucce

ss a

nd a

ny c

onst

rain

tsId

eatin

g •

Gen

erat

e po

tent

ial i

deas

and

add

to o

ther

s’ id

eas

•Sc

reen

idea

s ag

ains

t crit

eria

and

con

stra

ints

•Ev

alua

te p

erso

nal,

soci

al, a

nd e

nviro

nmen

tal i

mpa

cts

and

ethi

cal

cons

ider

atio

ns•

Cho

ose

an id

ea to

pur

sue

Prot

otyp

ing

•Id

entif

y an

d us

e so

urce

s of

info

rmat

ion

•D

evel

op a

pla

n th

at id

entif

ies

key

stag

es a

nd re

sour

ces

•Ex

plor

e an

d te

st a

var

iety

of m

ater

ials

for e

ffect

ive

use

•C

onst

ruct

a fi

rst v

ersi

on o

f the

pro

duct

or a

pro

toty

pe, a

s ap

prop

riate

,m

akin

g ch

ange

s to

tool

s, m

ater

ials

, and

pro

cedu

res

as n

eede

d•

Rec

ord

itera

tions

of p

roto

typi

ng

Stu

dent

s w

ill e

xper

ienc

e a

min

imum

of t

hree

mod

ules

of A

pplie

d D

esig

n,

Ski

lls, a

nd T

echn

olog

ies

6–7

in e

ach

of G

rade

s 6

and

7. S

choo

ls m

ay

choo

se fr

om a

mon

g th

e m

odul

es li

sted

bel

ow o

r dev

elop

new

mod

ules

that

us

e th

e C

urric

ular

Com

pete

ncie

s of

App

lied

Des

ign,

Ski

lls, a

nd T

echn

olog

ies

6–7

with

loca

lly d

evel

oped

con

tent

. Loc

ally

dev

elop

ed m

odul

es c

an b

e of

fere

d in

add

ition

to, o

r ins

tead

of,

the

mod

ules

in th

e pr

ovin

cial

cur

ricul

um.

Com

puta

tiona

l Thi

nkin

g S

tude

nts

are

expe

cted

to k

now

the

follo

win

g:

•si

mpl

e al

gorit

hms

that

refle

ct c

ompu

tatio

nal t

hink

ing

•vi

sual

repr

esen

tatio

ns o

f pro

blem

s an

d da

ta•

evol

utio

n of

pro

gram

min

g la

ngua

ges

•vi

sual

pro

gram

min

g

Com

pute

rs a

nd C

omm

unic

atio

ns D

evic

es

Stu

dent

s ar

e ex

pect

ed to

kno

w th

e fo

llow

ing:

•

com

pute

r sys

tem

arc

hite

ctur

e, in

clud

ing

hard

war

e an

d so

ftwar

e,ne

twor

k in

frast

ruct

ure

(loca

l), in

trane

t/Int

erne

t, an

d pe

rson

al

com

mun

icat

ion

devi

ces

•st

rate

gies

for i

dent

ifyin

g an

d tro

uble

shoo

ting

sim

ple

hard

war

e an

dso

ftwar

e pr

oble

ms

•fu

nctio

n of

inpu

t and

out

put d

evic

es, i

nclu

ding

3D

prin

ting

and

adap

tive

tech

nolo

gies

for t

hose

with

spe

cial

nee

ds

•er

gono

mic

s in

use

of c

ompu

ters

and

com

putin

g de

vice

s•

effe

ctiv

e an

d ef

ficie

nt k

eybo

ardi

ng te

chni

ques

June

201

6 w

ww

.cur

ricul

um.g

ov.b

c.ca

©

Pro

vinc

e of

Brit

ish

Col

umbi

a

Are

a of

Lea

rnin

g: A

PPL

IED

DE

SIG

N, S

KIL

LS,

AN

D T

EC

HN

OL

OG

IES

Gra

des 6

–7

Lea

rnin

g St

anda

rds (

cont

inue

d)

Cur

ricu

lar

Com

pete

ncie

sC

onte

nt

Test

ing

•Te

st th

e fir

st v

ersi

on o

f the

pro

duct

or t

he p

roto

type

•G

athe

r pee

r and

/or u

ser a

nd/o

r exp

ert f

eedb

ack

and

insp

iratio

n•

Mak

e ch

ange

s, tr

oubl

esho

ot, a

nd te

st a

gain

Mak

ing

•Id

entif

y an

d us

e ap

prop

riate

tool

s, te

chno

logi

es, a

nd m

ater

ials

for p

rodu

ctio

n •

Mak

e a

plan

for p

rodu

ctio

n th

at in

clud

es k

ey s

tage

s, a

nd c

arry

it o

ut,

mak

ing

chan

ges

as n

eede

d •

Use

mat

eria

ls in

way

s th

at m

inim

ize

was

te

Shar

ing

•D

ecid

e on

how

and

with

who

m to

sha

re th

eir p

rodu

ct•

Dem

onst

rate

thei

r pro

duct

and

des

crib

e th

eir p

roce

ss, u

sing

appr

opria

te te

rmin

olog

y an

d pr

ovid

ing

reas

ons

for t

heir

sele

cted

solu

tion

and

mod

ifica

tions

•Ev

alua

te th

eir p

rodu

ct a

gain

st th

eir c

riter

ia a

nd e

xpla

in h

ow it

cont

ribut

es to

the

indi

vidu

al, f

amily

, com

mun

ity, a

nd/o

r env

ironm

ent

•R

efle

ct o

n th

eir d

esig

n th

inki

ng a

nd p

roce

sses

, and

eva

luat

e th

eir

abilit

y to

wor

k ef

fect

ivel

y bo

th a

s in

divi

dual

s an

d co

llabo

rativ

ely

ina

grou

p, in

clud

ing

thei

r abi

lity

to s

hare

and

mai

ntai

n an

effi

cien

tco

-ope

rativ

e w

ork

spac

e•

Iden

tify

new

des

ign

issu

es

App

lied

Skill

s •

Dem

onst

rate

an

awar

enes

s of

pre

caut

iona

ry a

nd e

mer

genc

y sa

fety

proc

edur

es in

bot

h ph

ysic

al a

nd d

igita

l env

ironm

ents

•

Iden

tify

and

eval

uate

the

skills

and

ski

ll le

vels

nee

ded,

indi

vidu

ally

or a

s a

grou

p, in

rela

tion

to a

spe

cific

task

, and

dev

elop

them

as

need

ed

Dig

ital L

itera

cy

Stu

dent

s ar

e ex

pect

ed to

kno

w th

e fo

llow

ing:

•

Inte

rnet

saf

ety

•di

gita

l sel

f-im

age,

citi

zens

hip,

rela

tions

hips

, and

com

mun

icat

ion

•le

gal a

nd e

thic

al c

onsi

dera

tions

, inc

ludi

ng c

reat

ive

cred

it an

d co

pyrig

ht, a

ndcy

berb

ully

ing

•m

etho

ds fo

r per

sona

l med

ia m

anag

emen

t•

sear

ch te

chni

ques

, how

sea

rch

resu

lts a

re s

elec

ted

and

rank

ed, a

nd c

riter

iafo

r eva

luat

ing

sear

ch re

sults

•st

rate

gies

to id

entif

y pe

rson

al le

arni

ng n

etw

orks

Dra

fting

S

tude

nts

are

expe

cted

to k

now

the

follo

win

g:

•te

chni

cal d

raw

ing,

incl

udin

g sk

etch

ing

tech

niqu

es a

nd m

anua

l dra

fting

tech

niqu

es

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Quick video clips inspire Wonder

What is Design Thinking? (1:50)

https://www.youtube.com/watch?v=a7sEoEvT8l8

What is STEM? (1:06, stop at :34) https://www.youtube.com/watch?v=8yog11u8HTc

Why STEM? (1:00) funny https://www.youtube.com/watch?v=8V8EjEzIpkg

What is a MakerSpace? (1:02)

https://www.youtube.com/watch?v=NLEJLOB6fDw

7 Things That Happen When Students Own Their Learning (1:40)

https://www.youtube.com/watch?v=N7S9kyk-odA

What is Genius Hour? (1:42)

https://www.youtube.com/watch?v=2n7EelMbzG0



https://www.youtube.com/watch?v=8yog11u8HTc


https://www.youtube.com/watch?v=8V8EjEzIpkg




















A Suggested Lesson Sequence

Week 1 - Guided Discovery: Discover and explore with Sphero Learning through play, students work in teams to discover and explore the unique functions of Sphero.

• Roll - Sphero is controlled by a person using a smartphone or tablet to manipulate Sphero'smotor controls (the technology within) to play a game such as racing.

• Colour Change - you can change Sphero's colour! Sphero contains a unique RGB LED thatallows thousands of possible colour changes. This comes in handy when you've got five ormore Spheros playing simultaneously.

• Physical Detection - Sphero can detect objects in its path. Set up an obstacle course andexplore this function.

• Gesture - Correctly match the colours on your screen by moving Sphero in the right direction.

• The Input function runs similarly to Gesture. Let Sphero be the game controller andmanipulate orientation for certain types of game play.

• With the Macro function, commands become the main source of Sphero's game play; theygenerate movement, accomplishing your goal. Blox is the perfect example of this function.Drag and drop command "blox" into a timeline to program Sphero to work autonomously.

source: http://blog.sphero.com/blog/sphero-functions/

Use the following Sphero Lightning Lab Cheat Sheet to explore a checklist of different actions and tools - http://scottpantall.com/wp-content/uploads/2016/06/LightningLabCheatSheet.pdf (Students could check off a list of actions and tools as they explore them.)

Week 2 - Guided Practice: Discover and explore drawing and coding with Sphero Suggested lessons and activities can be found at Sphero Edu: https://edu.sphero.com/cwists/category

Students work in teams to: • explore the draw canvas to draw shapes that represent code.• write letters and spell words with Sphero, and navigate around obstacles to explore the

surrounding space.• draw different shapes and calculate the perimeter of each one: square, rectangle, and triangle.

http://blog.sphero.com/blog/sphero-functions/

http://scottpantall.com/wp-content/uploads/2016/06/LightningLabCheatSheet.pdf

https://edu.sphero.com/cwists/category

• learn how to create programs using block coding, and gain an understanding of loops andoperators.

• learn a new use for the lights on Sphero.• explore the different variables of movement, direction, and speed with one bar of code.• explore writing chains of code (writing a series of actions rather than one at a time).

Week 3 - Guided Practice - Explore coding and design challenges with Sphero Suggested activities can be found at Sphero Edu: https://edu.sphero.com/cwists/category

Students work in teams to explore a design challenge: • create a Mini Golf course which then can be played by coding a Sphero from the Tee to the

Green. (Grades K-8). • learn about speed, distance, velocity, as well as "if/and" statements and basic rules to the sport

of Curling. (Grades K - 12+). • design, construct and test vehicles powered by Spheros. (Grades K - 7).• engineer Sphero drawn chariots and write code to compete in chariot races. (Grades 4 - 6).

Weeks 4-6 - Guided Application- Apply learning to a new context Students work in teams to plan, design and learn from their own design challenges or games, and then share their design challenges or games for other students to try.

• brainstorm design possibilities; generate potential ideas and choose an idea to pursue• outline a general plan; identify tools and materials• construct a first version of the design• test the design, gather feedback and make changes• construct the final design• share with others - demonstrate and describe the process

Ideas to consider: Learners capture and document their own learning process (using the devices they already have in their hands to operate the Sphero).

Student self assessment: What did you learn today? What worked? What was difficult? What will you try next time? What do you wonder? What are you curious about now?


Drawing with Sphero

An introduction to the draw canvas and drawing shapes that represent code. Grades 1 - 3.

https://edu.sphero.com/cwists/preview/6872x

Spell letters and words with Sphero and then navigate around an obstacle to learn about the space around you. Grades 1 - 3.


Draw three different shapes and calculate the perimeter of each one: square, rectangle, and triangle. Grades 1- 3.





Block Coding with Sphero

Students can follow these steps to get an overview of the Sphero Edu app, learn how to create programs using block coding, and gain an understanding of loops and operators. Grades 3 - 8.


Students will learn about the "if/then, else" condition by building a fun game where they toss Sphero and guess animal sounds. Grades 1-6.


Students will learn a new use for the lights on the Sphero. In this activity, students will build a spinning top program where the gyroscopic spin rate will control the main LED's, and will use the concepts of normalization and absolute value. Grades 1 - 6.


Students will explore variables to build a hot potato game powered by Sphero. They will also learn about ‘loop until’, and ‘randomness’ within bounds to bring this classic game to life. Grades 2 - 11.






Sphero Mini Golf: In this activity students collaborate to create a Mini Golf course which then can be played by coding a Sphero from the Tee to the Green. Grades K-8.


Olympic Curling with Sphero: Students learn about speed, distance, velocity, as well as "if/and" statements and basic rules to the sport of Curling. Grades K - 12+.


This challenge, called Project Vahana, suggests using recyclable materials (cardboard, tape, skewers, cups, rubber bands, Pringles tubes, toothpicks) to design chariots. Grades K - 12+.


Suggested Activities and Design Challenges

Discover all kinds of amazing lesson ideas and design challenges at Sphero Edu. Choose from a list of categories or explore the possibilities found on this page:


Here are some design challenges we have discovered and are eager to explore with learners:











K’nex Chariot Challenge: A design challenge where learners engineer Sphero drawn chariots and write code to compete in chariot races. Grades 4 - 6.


Crazy Robot Cars In this activity students learn how to collaborate with others to design, construct and test vehicles powered by Spheros. Grades K - 7.


Lunar Maze Challenge - NASA has asked your team to navigate a rover in search of ice on the Moon for future human colonies! Program your rover to autonomously navigate the lunar maze. Grades 6 - 8.


Alien Pop Students are given a cup and various building materials to create a way for the Sphero to drive the cup and pop balloons taped to a wall. Grades 4 - 12+.










The Strolling Dead Can Sphero navigate through a sea of meandering zombies to the hospital for much needed medical supplies? Can he then make it safely to the protection of camp without becoming infected? The survivors behind the gates won't wait for long and fresh supplies are your ticket in! Test your driving and coding skills in this multi-phase mission. Grades 5 - 12+.


Spheros in the Classroom shares Sphero lesson ideas involving mathematics, art, design and coding. Grades K - 3.

https://elenikyritsis.com/2016/08/20/spheros-in-the-classroom/

On Point for Kids shares a collection of visuals and ideas to inspire Sphero engineering and design challenges such as obstacle courses, chariot and competition ideas, and art ideas. Grades K - 6.

https://onpointforkids.com/2016/05/25/sphero-ideas-for-teachers/

Check out these websites for more activities and design challenge ideas:













Books to explore

With this book, students learn the art of

innovation through detailed explanations

and hands-on activities built to foster

creativity and problem solving. Fun,

engaging text introduces readers to new

ideas and builds on maker-related

concepts they may already know.

Additional tools, including a glossary and

an index, help students learn new

vocabulary and locate information.

Sphero is a robotic ball that can be

controlled using a tablet or

smartphone. Through simple text

written to foster creativity and

problem solving, students will

explore the art of innovation. Large,

colourful images show students how

to complete activities.

Simple, everyday cardboard can

be a powerful tool for creating

new things. Students can imagine

and design environments for their

Sphero ~ a maze, a race track, an

obstacle course…

Books to explore

This book might inspire students to

imagine designing extreme parks

for their Sphero to find its way

through ~ skate parks, water parks,

amusement parks, future parks!


imagine designing a mini-golf course for

their Sphero to find its way

through.What is the distance from the tee

to the cup for each hole? Students can

determine the length of each hole by

estimating length, expressing length

units, and using measurement tools.


imagine designing a maze for their

Sphero to find its way through.

Every maze starts with a sketch on

paper. Designers work out where to

place the edges of their mazes.

Books to explore

Curling in the Global Citizens: Olympic

Sports series explores the sport through

the lenses of History, Geography,

Civics, and Economics. Text and photos

look at the history, basic philosophies,

and geography of curling.

This book describes the history,

features, and future of Formula One

cars and might inspire students to

imagine designing a car shell for

their Sphero to wear and race.

Race car technology has come a long way

from the early days of auto racing. Todays

cars rely on sleek, aerodynamic shapes

and powerful engines to give drivers more

speed and control than ever before.

Applied Design, Skills and Technologies “I” Statements:

I identify needs and opportunities for design through exploration.

I generate ideas from experiences and interests.

I choose an idea to pursue.

I go through a process of trial and error to make changes, solve problems and incorporate new ideas.

I reflect on my ability to work effectively both as an individual and collaboratively in a group.

Applied Design, Skills and Technologies Student Self-Assessment questions:

What inspires me to come up with new ideas?

What matters to me when I think about designing something?

How did/do my ideas change over the process of designing?

How do I refine my ideas?

How do my ideas contribute - to me, to my classmates, to the community?

How do I share my curiosity?

How best do I represent my understanding? What helps me to explain/recount and reflect on my learning?

What have I learned about being a Maker?

How did the design process go? What worked? What was difficult?

Where to next? What will I do differently next time?

A core competency I demonstrated was ___________________ because

I can

iden

tify

skill

s req

uire

d fo

r a

task

and

dev

elop

thes

e sk

ills a

s nee

ded.

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mer

ging

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ving

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ro

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adj

ust t

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eed

leve

l. I c

an c

hang

e th

e co

lour

and

brig

htne

ss.

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and

cal

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te th

e Sp

hero

.

Dev

elop

ing

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ing

thro

ugh

draw

ing

I can

cre

ate

and

nam

e a

prog

ram

file

. I c

an d

raw

diff

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t sha

pes t

o in

stru

ct m

y Sp

hero

. I c

an c

hang

e th

e co

lour

and

brig

htne

ss.

I can

aim

and

cal

ibra

te th

e Sp

hero

. I c

an fi

nd a

nd u

se th

e st

art a

nd st

op b

utto

ns.

I can

use

the

undo

and

redo

arr

ows t

o m

ake

corr

ectio

ns.

Inde

pend

ent

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ing

thro

ugh

Bloc

ks

I can

cre

ate

and

nam

e a

prog

ram

file

. I c

an c

lick

and

drag

blo

cks i

nto

my

prog

ram

. I c

an d

rag

a ro

ll co

de b

lock

and

cha

nge

the

diffe

rent

var

iabl

es

of sp

eed,

dur

atio

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I can

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er 6

or m

ore

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ns ra

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ows t

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Ext

endi

ng

Des

igni

ng a

Cha

lleng

e

I can

des

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ro c

halle

nges

for o

ther

s to

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mpt

. I c

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pply

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ng sk

ills t

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plor

e ch

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cre

ated

by

othe

rs.

I can

men

tor o

ther

s to

bloc

k co

de w

ith S

pher

o.

Stud

ent S

elf-

Ref

lect

ion:

Teac

her

Feed

back

:

App

lied

Des

ign,

Ski

lls a

nd T

echn

olog

ies S

tude

nt S

elf-

Ass

essm

ent

Wha

t ins

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s me

to c

ome

up w

ith n

ew id

eas?

H

ow d

id/d

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eas c

hang

e ov

er th

e pr

oces

s of d

esig

ning

?

How

bes

t do

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re m

y cu

rios

ity?

How

do

my

idea

s con

trib

ute

- to

me,

to m

y cl

assm

ates

, to

the

com

mun

ity?

App

lied

Des

ign,

Ski

lls a

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echn

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tude

nt S

elf-

Ass

essm

ent

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t hav

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earn

ed a

bout

bei

ng a

des

ign

thin

ker?

H

ow d

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e de

sign

pro

cess

go?

Wha

t wor

ked?

W

hat w

as d

iffic

ult?

Whe

re to

nex

t? W

hat w

ill I

/ co

uld

I do

diffe

rent

ly n

ext t

ime?

A

core

com

pete

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I dem

onst

rate

d w

as

____

____

____

____

____

____

____

bec

ause

I can reflect on my learning and describe or draw how I have demonstrated or developed my competencies.

Name: Date:

Self-assessment can take many forms and may focus on one, a few, or all of the core competencies.

CORE COMPETENCIES SELF-ASSESSMENT

Adapted from School District No. 36, Surrey

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Spheros in the Classroom - learn71.ca€¦ · Sphero. • Roll - Sphero is controlled by a person...

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Transcript of Spheros in the Classroom - learn71.ca€¦ · Sphero. • Roll - Sphero is controlled by a person...