The Arizona STEM �Acceleration Project
May 23, 2025
A Kindergarten Sphero Obstacle Course Challenge
by: Luz Maria Van Daam
May 23, 2025
Kindergarten students will integrate technology and math concepts by programming Sphero robots to navigate an obstacle course made from cardboard boxes, using measurement and estimation skills.
Luz Maria Van Daam
The Arizona STEM Acceleration Project
List of Materials
Materials
Notes for Teachers
Standards
Mathematics:
K.CC.1: Count to 100 by ones and tens.
K.MD.1: Describe and compare measurable attributes.
K.OA.1: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Technology:
K.TD.1: Use technology tools to enhance learning.
K.TD.3: Use digital tools to create and share information.
STEM:
K.S.1: Use scientific practices to explore the natural world.
Objective:
Today students will integrate technology and math concepts by programming Sphero robots to navigate an obstacle course made from cardboard boxes, using measurement and estimation skills.
Agenda
2 sessions (45 minutes each)
Introduction (10 minutes)
Discuss the Challenge (10 minutes)
Planning (25 minutes)
Building the Obstacle Course (20 minutes)
Programming Sphero (15 minutes)
Testing and Timing (10 minutes)
Reflection (5 minutes)
Intro/Driving Question/Opening
Question: "If you could design a robot to help you do anything, what would it be and why?" How would use a box to help your robot?
Gather Responses: Start by asking students to think about their answers and share them with a partner. After a minute, invite a few students to share their ideas with the whole class.
Connect to the Lesson: Explain that today they will be working with a robot, Sphero, that can navigate an obstacle course using robots and cardboard boxes. Just like in their ideas, they will be programming Sphero to do specific tasks, using math and technology to make it happen!
Not A Box by Antoinette Porstis
Hands-on Activity Instructions
Session 1: Introduction and Planning
Introduction (10 minutes)
Gather students and introduce the concepts of technology (Sphero robots) and math (measuring distances).
Show a video or demo of a Sphero navigating an obstacle course.
Discussion: Ask students to share any stories or experiences they have with robots or obstacle courses.
Discuss the Challenge (10 minutes)
Explain that students will create an obstacle course using cardboard boxes and program Sphero to navigate through it.
Discuss various obstacles they might include (e.g., tunnels, ramps).
Math Connection: Highlight the need to measure distances for the course.
Planning (25 minutes)
In small groups, students will brainstorm and design their obstacle course on paper.
Encourage them to measure the distance between obstacles using rulers or measuring tape, fostering estimation skills.
Math Discussion: Ask students how they can ensure Sphero can fit through their designed obstacles.
Hands-on Activity Instructions
Session 2: Building and Testing
Building the Obstacle Course (20 minutes)
Using the Makedo cardboard construction system, students will construct their obstacle course with the cardboard boxes they prepared.
Teacher circulates to assist and encourage teamwork.
Programming Sphero (15 minutes)
Once the course is built, each group will take turns programming their Sphero using a simple coding app (e.g., Sphero Edu).
Teach them basic commands to move forward, backward, and turn.
Technology Connection: Discuss how coding is a form of communication.
Testing and Timing (10 minutes)
Each group will take turns having their Sphero navigate the obstacle course.
Use a stopwatch to time how long it takes for Sphero to complete the course.
Math Discussion: Encourage students to compare times and discuss strategies that worked and didn’t.
Assessment
Observe student participation during group activities and discussions.
Review their designs and programming attempts to ensure understanding of mathematical concepts and technology use.
Assessment Cont.
Assessment Activity:
After completing the obstacle course challenge, have each group present:
Their obstacle course design plan, highlighting how they used measurement and estimation.
A brief demonstration of their Sphero robot navigating the course.
A reflection answering:
What math skills did you use?
How did you program your robot to move?
What worked well and what would you improve?
Assessment Cont.
Teacher Observations:
Note student participation in group planning and building.
Observe understanding in measuring and estimating distances.
Evaluate ability to program basic commands and troubleshoot.
Listen to reflections for insight into math and technology connections.
Rubric Grading
Rubric Cont.
Differentiation
Extension/Enrichment
Teach students about more advanced coding functions, such as loops and conditionals, to help Sphero navigate the course more efficiently.
Create a New Challenge: Ask students to redesign their obstacle course with additional challenges that require Sphero to perform specific actions (e.g., stopping at certain points, changing direction based on sensors).
Introduce more complex coding commands if students grasp the basics.
Allow students to redesign their obstacle course based on their experiences and observations during the testing phase.
Objective: Deepen students' understanding of programming by introducing more complex coding commands and concepts.
Differentiation
Remediation
Activity: Simplified Navigation
Objective: Support students who may struggle with the basic coding concepts and obstacle course design.
Description:
Use Visual Aids: Provide students with visual coding cards that represent basic commands (e.g., move forward, turn left). This will help them better understand the programming process.
Step-by-Step Guidance: Pair students with a buddy who can assist them in programming Sphero to navigate a simplified version of the obstacle course.
Mini Challenges: Create mini-challenges where students can practice just one or two commands at a time (e.g., getting Sphero to go straight for 5 seconds) before combining them for the full course.