Learning Robotics - Empathising with End-Users

Learning Robotics - Empathising with End-Users

Lesson 3 of 6 in this unit

  • Cool+
  • Primary
  • Year 5 - 6
  • English
  • Mathematics
  • Technology
  • Design and Technologies
  • Economic
  • Design Thinking
  • Systems Thinking
  • Technology
  • ...

Lesson summary

This is a STEAM lesson, which adds the Arts to STEM (Science, Technology, Engineering, and Mathematics). In this lesson, students are introduced to the concept of connecting with their end-users. They discuss the importance of empathising with end-users to developing a successful business or project and then discuss methods they can use to obtain information about the target audience for their project.

Learning intentions:

Students will...

  • investigate the knowledge and interests of others within their school community within the context of robotics.

Success criteria:

Students can...

  • identify different groups within their school community
  • develop suitable strategies to gather information from each community group
  • create resources to be used to gather information
  • schedule meetings and presentations with community members.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

Curriculum mapping

We encourage you to teach Learning Robotics both through and in-between disciplines (transdisciplinary).

The knowledge and skill developed through robotics requires the expertise of academic disciplines to be made sense of and explained in full. The best evidence from a wide range of disciplines presents the current best answers to our big questions.

Syllabus outcomes: MA3‑1WM, MA3‑3WM, ACMSP118EN3-1A, EN3-2A, EN3-8D

General capabilities: LiteracyNumeracyDigital LiteracyCritical and Creative ThinkingPersonal and Social Capability.

Cross-curriculum priority: Sustainability.

Relevant parts of Year 5 and 6 Digital Technologies Achievement Standards: Students explain how the features of technologies influence design decisions and how digital systems are connected to form networks. Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program.

Relevant parts of Year 5 Mathematics Achievement Standards: Students pose questions to gather data, and construct data displays appropriate for the data.

Relevant parts of Year 6 Mathematics Achievement Standards: Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media.

Relevant parts of Year 5 English Achievement Standards: Students listen and ask questions to clarify content. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Relevant parts of Year 6 English Achievement Standards: Students understand how the use of text structures can achieve particular effects. They listen to discussions, clarifying content and challenging others’ ideas. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Time required: 120 mins

Level of teacher scaffolding: Medium – there are a variety of elements of this lesson that students may require support with, including development of questions to suit specific stakeholder groups, development of surveys and scheduling of interviews.

Resources required

  • device capable of presenting video to class
  • device capable of running Sphero Edu App, e.g. iPad, iPod Touch (or required software for your robot), one for each robot
  • Sphero SPRK+ (or alternative programmable robot), minimum one per 3 students
  • Student Worksheet (one per student).


  • collaboration
  • communication
  • community engagement
  • creativity
  • critical thinking
  • digital literacy
  • enterprise
  • problem solving
  • social skills.

Additional info

This is an original Cool+ lesson.

lesson saved in resources




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