How to Plan a STEM Unit With Sphero and littleBits Together

Quick answer

Plan a STEM unit that combines Sphero and littleBits by choosing one driving question, mapping Sphero lessons to coding and control and littleBits lessons to circuits and sensors, then alternating hands-on builds with reflection. Start with a shared design challenge, stock the Bits and storage you will actually use, and build in a checkpoint after each phase so you can adjust before the next one.

Teachers often ask how to combine Sphero robots and littleBits in one unit without turning it into two separate projects. The trick is to treat Sphero as the moving, programmable part of a system and littleBits as the circuit that senses or controls it. That gives students a reason to use both, not just a schedule that happens to include both.

This guide walks through an ordered planning process you can run before the unit starts and adjust week by week. Each step includes a checkpoint or a common mistake, so you can catch problems early instead of discovering them on the first day of the build.

Start with one driving question, not two tool lists

The most common planning mistake is starting with a list of Sphero activities and a list of littleBits activities, then trying to fit them into the same weeks. Instead, write one question students will answer with a build, such as “How can a circuit trigger a robot to react to its environment?” That question needs both tools: a sensor or input from littleBits, and movement or output from Sphero.

Once the question is set, decide what evidence students will produce. A short demo, a labeled circuit diagram, and a reflection paragraph are enough for most grade bands. This keeps the unit focused on learning rather than on collecting finished gadgets.

• Checkpoint: if you cannot explain in one sentence why the unit needs both Sphero and littleBits, revise the question before you plan lessons.

Map Sphero and littleBits to different roles in the unit

Give each tool a clear job. Sphero can handle movement, timing, and code-driven behavior. littleBits can handle inputs like light sensing and power distribution, plus physical outputs that are not about driving. When students see the split, they stop treating the two systems as competing toys.

A practical example: use the littleBits i13 light sensor to trigger a response, then have Sphero carry out the movement. The sensor does the sensing; the robot does the acting. That division also makes assessment easier because you can check the circuit and the code separately.

• Common mistake: assigning both tools to the same job, such as using littleBits only to decorate a Sphero build. That usually means one tool is not actually needed.

Sequence the unit in phases with a checkpoint after each

A workable sequence is: introduce the driving question, teach the minimum Sphero coding needed for movement, teach the minimum littleBits circuit needed for the input or output, then combine them in a design challenge. Keep each phase short enough that students can finish a visible piece of work before moving on.

Do not wait until the end to test the combination. After the first combined attempt, run a five-minute checkpoint where each group shows what works and what does not. You will catch wiring and pairing problems while there is still time to fix them.

• Checkpoint: if more than a third of groups cannot get a basic combined response working in one class period, simplify the challenge before adding more features.

Stock and organize the Bits you will actually use

Nothing slows a unit down like hunting for a missing power Bit or a tangled split. Decide which Bits are essential for your driving question and keep only those at each station. The littleBits Storage Bin is designed for classrooms and makerspaces with six compartments, so you can sort by function rather than dumping everything together.

If your collection is growing, a wall-mounted option can keep frequently used Bits visible and accessible. littleBits Wall Storage is a wall-mounted solution for organizing a collection so you always know where your Bits belong. That matters most when multiple classes share the same materials.

• Common mistake: storing every Bit in one bin. Students then spend build time sorting instead of designing.

Build in a simple assessment that works for both tools

Use one rubric with two columns: circuit function and code function. In the circuit column, look for a working input or output path. In the code column, look for a sequence that responds to the circuit or controls the robot as intended. A short verbal explanation from each group closes the loop.

Keep the rubric to three or four criteria so it stays usable during class. If you are planning across a grade team, agree on the rubric before the unit starts so students hear the same expectations in every classroom.

• Checkpoint: if your rubric cannot be scored in under two minutes per group, it is too detailed for a build day.

Planning steps with checkpoints

1. Step 1: Write the driving question: Draft one question that requires both a circuit response and a robot action, then share it with students before any tool instruction begins. Checkpoint: if the question can be answered with only Sphero or only littleBits, rewrite it.
2. Step 2: Assign roles to each tool: Decide which parts of the build are sensing or circuit logic and which parts are movement or code. Write this on the unit plan so it is visible to co-teachers. Common mistake: letting both tools do the same job, which makes one of them optional.
3. Step 3: Sequence phases and set a mid-unit checkpoint: Plan an introduction, a Sphero skills phase, a littleBits skills phase, and a combined challenge. Schedule a short review after the first combined attempt. Checkpoint: if most groups are stuck at the same point, simplify the challenge before moving on.
4. Step 4: Prepare and organize materials by station: Sort the Bits each station needs into labeled compartments, and confirm power supplies and cables are available before the first build day. Common mistake: assuming the power Bit includes a battery or cable. It does not.
5. Step 5: Finalize a two-column assessment: Score circuit function and code function separately, and ask each group for a brief explanation of how the two connect. Checkpoint: if you cannot score a group in two minutes, trim the rubric.

Product facts that help with unit planning

• littleBits Storage Bin: Designed for classrooms, makerspaces, and home, this durable bin helps organize Bits, accessories, and project materials with six compartments while maintaining a clutter-free workspace. Six compartments let you separate power, input, and output Bits so students spend less time searching and more time building.
• littleBits i13 light sensor: Use this Bit to control your circuits with light. The amount of light shining on the sensor will change how your circuit behaves. It's a great way to activate your circuit without hands, and is perfect for alarms! A light sensor gives you a hands-free input that pairs naturally with a Sphero movement task, which is exactly the kind of split role a combined unit needs.
• littleBits w19 split: The split lets you connect a single Bit to 2 others. If you place an input before the split, it will control the 2 outputs at once, like a single light sensor controlling 2 motors (to spin car wheels!). When one input needs to drive two outputs, the split keeps the circuit simple instead of forcing students to duplicate the input.
• littleBits p4 power: Every circuit starts with power. It uses a 9 volt battery to provide the electricity that makes your Bits spin, buzz, blink, and shine. This p4 power Bit does not include a battery and cable. Plan for batteries and cables separately, because the power Bit itself does not include them and a missing battery will stop a station cold.

A combined Sphero and littleBits unit works best when one driving question forces the two tools to depend on each other. Plan the roles, sequence the phases, and check your materials before the first build day. Then let the mid-unit checkpoint tell you what to adjust.