Physical computing is an attractive topic in computer science classes from elementary school on. With the right tools, children and teenagers actively design, create and program their own interactive objects as tangible products of learning. In physical computing, students acquire basic competences in hardware/software co-design. The focus of computer science (CS) classes is no longer on pure programming activities but shifts towards topics such as the structure and properties of embedded systems, the objectives, requirements and challenges in the design of hardware/software systems and related practices. With physical computing, it is possible to integrate such topics into constructionist and creative learning environments in a very vivid and motivating way. The purpose of this chapter is to provide an overview of what can be understood by the term physical computing from the perspective of computer science education research. In addition, it will be summarized what can be learnt from earlier research about incorporating this topic into teaching and the implications for lesson planning. Guidelines that can contribute to the success of lessons are presented, and their application is illustrated by means of tested, evaluated and revised teaching materials developed for secondary schools. Finally, with ‘My Interactive Garden’ and ‘LEGO Smart City’, two exemplary lesson series are described that incorporate the ideas presented in this chapter.