INTRODUCTION TO COMPUTER SCIENCE

UNIT 1: MAKING WITH MICRO:BIT

Educator guide

makecode.microbit.org
CONTENTS
Overview................................................................................................................................................................................................................................ 2
Unit summary.................................................................................................................................................................................................................. 2
Lessons.............................................................................................................................................................................................................................. 2
Learning goals................................................................................................................................................................................................................ 2
CSTA K-12 computer science standards............................................................................................................................................................... 2
Required educator preparation.................................................................................................................................................................................... 3
Preparing to lead the unit.......................................................................................................................................................................................... 3
Required skills................................................................................................................................................................................................................. 3
Recommended resources........................................................................................................................................................................................... 3
Lesson A: The micro:bit is for making......................................................................................................................................................................... 4
Lesson plan...................................................................................................................................................................................................................... 4
Outline............................................................................................................................................................................................................................... 4
Before the lesson........................................................................................................................................................................................................... 4
Lesson details.................................................................................................................................................................................................................. 4
After the lesson............................................................................................................................................................................................................ 10
Lesson A assessments................................................................................................................................................................................................ 10
Lesson B: Introduction to MakeCode....................................................................................................................................................................... 11
Lesson plan.................................................................................................................................................................................................................... 11
Outline............................................................................................................................................................................................................................. 11
Before the lesson......................................................................................................................................................................................................... 11
Lesson details............................................................................................................................................................................................................... 12
After the lesson............................................................................................................................................................................................................ 20
Lesson B assessments................................................................................................................................................................................................ 20
Lesson C: micro:pet project.......................................................................................................................................................................................... 22
Lesson plan.................................................................................................................................................................................................................... 22
Outline............................................................................................................................................................................................................................. 22
Before the lesson......................................................................................................................................................................................................... 22
Lesson details............................................................................................................................................................................................................... 23
After the lesson............................................................................................................................................................................................................ 30
Lesson C assessments................................................................................................................................................................................................ 30

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OVERVIEW
Unit summary
This unit introduces the micro:bit and explains how it can be used. The focus is on incorporating the physical micro:bit
into a basic making activity. Students will be introduced to the MakeCode programing environment and learn the process
for importing a program and downloading it onto the micro:bit. In the unplugged activity, students will learn about
design thinking and prototyping by interviewing each other about an ideal, imaginary pet. In the final project, students
will use what they discovered in their interviewing and prototyping to craft a micro:pet to their partner’s specifications
with the micro:bit.

Lessons
Each of the following lessons are intended to be broken into as many class sessions as needed to complete the activities.
Lesson A: The micro:bit is for making (approximately 45-60 minutes)
Lesson B: Introduction to MakeCode (approximately 60-75 minutes)
Lesson C: micro:pet project (approximately 60-120 minutes)

Learning goals
During this unit, students will:
 Exercise creativity, engineering and resourcefulness by coming up with ideas for using simple household
or classroom materials to accommodate the micro:bit’s size and weight as part of their micro:pet project.
 Test and iterate using different materials and sizes in order to create an optimal design to house the
micro:bit and battery pack.
 Become familiar with the MakeCode programming environment.
 Learn how to download programs from the computer to the micro:bit.
 Exercise communication and collaboration and apply the design thinking process to develop an
understanding of a problem or user need, and iteratively design an optimal solution.
 Apply their understanding of the problem in a creative way by making a “micro:pet” creature for their
partner.

CSTA K-12 computer science standards

Targeted standards for this unit:
1B-AP-13 Use an iterative process to plan the development of a program by including others' perspectives and
considering user preferences.
1B-IC-20 Seek diverse perspectives for the purpose of improving computational artifacts.
2-CS-01 Recommend improvements to the design of computing devices, based on an analysis of how users interact with
the devices.
2-AP-15 Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
3A-AP-13 Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge
and personal interests.

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3A-AP-16 Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a
societal issue by using events to initiate instructions.

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REQUIRED EDUCATOR PREPARATION
Preparing to lead the unit
In addition to completing the preparation tasks in the course overview guide, complete the following tasks:
 Watch the correlating unit quick-start video for a brief, high-level introduction to the activities and project.
 Review all materials thoroughly and become confident with the content.
 Practice all demonstrations and activities.
 Decide if you’ll distribute the student workbooks for this, and all units, electronically or as printed copies.
Note: The above tasks are relevant to all lessons in the unit. For lesson-specific preparation tasks and any additional
materials, see the Before the lesson section of each lesson.

Required skills
To lead the activities in this unit successfully, you need to be able to:
 Connect micro:bit to a computer via a micro-USB cable, and to the battery pack.
 Provide an overview of how to use Microsoft MakeCode, including:
 The Simulator, Toolbox, and Workspace.
 Starting a new project, importing a project, naming, saving, and publishing a project.
 Downloading a project to the micro:bit

Recommended resources
If you would like additional support to master the concepts and skills covered in this unit, review the following resources.
 Learn more about downloading programs to the micro:bit and troubleshooting at
makecode.microbit.org/device/usb.
 Review micro:bit safety advice at microbit.org/guide/safety-advice/.
 Search the micro:bit support knowledge base at support.microbit.org/support/home.

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LESSON A: THE MICRO:BIT IS FOR MAKING
Lesson plan
1. Introduce the concept of making and coding.
2. Lead the design thinking unplugged activity.

Outline
Section 1: Introduction to making

Overview Introduce the course and learning goals

Section 2: Understanding design thinking

Unplugged activity Design thinking

Knowledge check Check for understanding

Section 3: Wrap-up

Review Review learning goals, what the students accomplished, and preview next lesson

Exit ticket Distribute and collect the exit ticket to assess learning

Before the lesson

 Collect markers and colored pencils for students to draw prototypes.
 Although the student workbooks have space for note taking and drawing, consider having extra paper available, in
case any students need more designing space.
 Decide how you’ll pair students in the unplugged activity or whether you’ll let students self-select.
 Print one exit ticket per student (printable versions are found in the assessment guide).

Lesson details
Section 1: Introduction to making
Slides 1-3

Educator notes

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 1. Write the “Do now” on the board for students to think about as they arrive:
 If you could design and create a perfect pet, what would it be? Answer: Responses will vary.
2. Introduce the course and learning goals.
3. Discuss their responses to the “Do now.”

Overview: Making with micro:bit

Who likes to make and create things? Did you know that coding (or computer programming) is all about making,
designing, and creating? All computer programs are created to solve a problem or serve a purpose. The problem may be
local or global, and the purpose may be anything from helping doctors treat patients to pure entertainment. A program,
which can be called code or sometimes a script, tells a computer what to do. A program can be instructions for any kind of
computer—like a laptop, smart phone, robot, and more—to accomplish something useful for people and society.
In this course we’re going to learn about coding and computer science by making different projects. You’ll see what
knowing how to code allows you to build and create! It’s all about making, building, crafting, and construction.
We’ll use different supplies and materials, but the two main tools are:
 A micro:bit, which is a microcontroller board. You can think of it as a type of small computer. It can be
used for all sorts of cool creations, from robots to musical instruments—the possibilities are endless.
 Microsoft MakeCode, which is an easy and powerful coding environment which allows you to give the
micro:bit instructions. Just like humans speak different languages, computers do too. In MakeCode, you can code
in blocks or JavaScript. It’s easiest to learn to code with the block-based language so we’ll use that in the course,
but feel free to experiment with JavaScript.
Today’s goals are to:
 Learn about design thinking or coding by design—the first step in building something useful is to
understand the need or purpose.
 Collaborate with a fellow student to imagine an ideal pet—it doesn’t have to be a real animal so use your
imagination.
 Create a definition statement and draw prototypes of those ideal pets—these will just be stick figures and
diagrams, nothing fancy.

Section 2: Introduction to design thinking

Slides 4-7

Educator notes
1. Follow the instructions to lead the unplugged activity.
4. After the activity, use the knowledge check questions on the slide to check understanding.

What is an “unplugged” activity?

An unplugged activity is an activity that takes place away from the computer—in other words, “unplugged” from

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 technology. This introduces new concepts in a fun way that gets students up and moving, often reacting and interacting
with other students face-to-face while playing a game or completing a challenge. Unplugged activities allow students to
practice concepts away from devices so that when they move to coding activities, they have already walked through and
thought about the concepts on their own.

Knowledge check questions

1. What is design thinking? Answer: A framework for identifying problems, designing solutions, testing and refining.
5. What’s the first step in coding by design? Answer: Understanding a need or purpose.

Unplugged activity: Design Thinking

Objective
To introduce a process of design that starts with
talking to one another. Whatever you build with
code should serve a purpose or fill a need.
Sometimes what you build will make the world more
beautiful, or help somebody else. Our design
process, based on a process called design thinking,
provides a specific framework for thinking
purposefully about design.
The design thinking process includes five steps:
1. Empathize – by learning more about your target audience (your partner)
2. Define – understand and identify your audience’s problems or needs (what qualities of a pet are important for your
partner)
3. Ideate – brainstorm several possible creative solutions (ideas for different pets)
4. Prototype – construct rough drafts or sketches of your ideas
5. Test – test your prototype solutions, and refine until you come up with the final version

Overview
In this activity, you’ll interview each other about your ideal pet. Be sure to take notes in your workbooks. The first step in
coding by design involves understanding someone else’s need. Then, you can create prototypes that get you closer and
closer to the best solution. Our prototypes will be simple drawings.

Process
Getting started: You’ll work in pairs, with one of you being Student A, the other is Student B. The goal of this activity is to
gather information from your partner that will help you to design a micro:bit pet for your partner.
~5 minutes: Student A interviews Student B. The goal is to find out what Student B considers to be their ideal pet. Student
A should mostly listen, and ask questions to keep Student B talking for the entire time.
Here are some questions to start with:
 Do you have a pet?
 If yes, what is it? What do you like about your pet? What do you dislike?
 If you don’t have a pet, what kind of pet would you like to have? Why?
 Is there anything you wish your pet could do? Why?
 What kind of activities would you do with your pet?
 How would you care for it? Where would it live?
 Tell me about your ideal pet.
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The goal is to find out more about your partner by asking questions. Try to ask “Why?” as much as possible. Your partner
will tell you about his or her ideal pet, but you are really finding out more about your partner’s likes and dislikes. When we
design, we create real things for real people. So we need to start with understanding them first.
~5 minutes: Switch roles so Student B interviews Student A, as above.
~5-10 minutes: Now review your notes, and circle anything that seems as if it will be important to understanding how to
create the ideal pet for your partner. Circle ideas, advice, anything that could be helpful when you start building. Then, use
what you’ve discovered about your partner to fill in the blanks in your workbook:
“My partner needs a __________________ because __________________.”
This definition statement should draw some conclusions about your partner’s need based on the conversation you
had with that person.
~10-15 minutes: The next step is to draw at least five prototypes. These are just sketches of pet ideas that would meet
your partner’s needs. Stick figures and diagrams are okay. At this point, quantity is more important than quality. The
purpose of prototyping is to gather more feedback to help you in your final design (“I like this part from Idea A, and I like
this part from Idea B…”). Remember, you’re not limited to real animals; unicorns and mashups are totally fine!
Keep any extra notes or sketches with your workbook. You’ll use them in a building project later in the unit.

Examples

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Introduction to Computer Science 1: Making with micro:bit | 9
Knowledge check: Assess understanding
Discuss the knowledge check questions and answers with students.

Section 3: Wrap-up
Slides 8-9

Educator notes
1. Review learning goals with students, what they accomplished, and preview the next lesson.
2. Distribute and collect the exit ticket.

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After the lesson
Assessment
 Review the exit ticket responses.

Reflection
 Consider if there were any concepts of the lesson or exit ticket students struggled with that you might want to
reinforce or reteach at the beginning of the next lesson.
 Consider what aspects of the lesson students found engaging and how you might emphasize those in the next lesson.
 Follow up on any questions that arose during the lesson that require additional research on your part.

Lesson A assessments
“Do now”
Format: Written on the board at the start of the lesson.
 If you could design and create a perfect pet, what would it be? Answer: Responses will vary.

Knowledge check questions and answers

Format: Q&A discussions during the lesson.

Questions (slide 7) Answers

What is design thinking? A framework for identifying problems, designing
solutions, testing and refining.
What’s the first step in coding by design? Understanding a need or purpose.

Exit ticket
Format: Printed half-page handout for students to complete and turn in as they leave class. (Printer-friendly versions are
found in the assessment guide.)

Questions Answers
1. A computer program is: f. A and C only.
a. Created to solve a problem or serve a purpose.
b. An TV program about computer science.
c. A set of instructions that tells a computer what
to do.
d. All of the above.
e. A and B only.
f. A and C only.
2. Why is it important to ask why during the design Responses will vary, e.g., to find out your partners
process? likes and dislikes, so you understand what the need
is, so you create real things for real people, to build
code that serves a purpose or fills a need.

LESSON B: INTRODUCTION TO MAKECODE

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Lesson plan
1. Lead the Introduction to MakeCode activity.
2. Assess learning with the unit quiz.

Outline
Section 1: Introduce the lesson

Overview Introduce the learning goals

Section 2: Introduction to Microsoft MakeCode

Activity Introduction to MakeCode

Knowledge check Unit quiz

Section 3: Wrap-up

Review Review learning goals, what the students accomplished, and preview next lesson

Before the lesson

 Ensure you have the needed hardware for each student (or pair):
 Computer, laptop, or tablet
 micro:bit
 Micro-USB cable
 Battery pack (with two AAA batteries)
Note: It’s recommended that you wait to distribute the micro:bit, micro-USB cable, and battery pack until students will
use them in the Downloading a MakeCode program to the micro:bit section.
 If you will be using the MakeCode for micro:bit app, it’s recommended that you download the app (found at
aka.ms/microbitapp) on each device in advance. Alternatively, you could lead the students in doing this at the
beginning of the Open Microsoft MakeCode and upload a program section.
 Review the instructions for transferring MakeCode programs to different browsers on Windows and Mac computers at
makecode.microbit.org/device/usb, and modify the download instructions as needed in the Downloading a MakeCode
program to the micro:bit section.
 Print one quiz per student (See the assessment guide for a printable format).

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Lesson details
Section 1: Introduce the lesson
Slides 10-11

Educator notes
1. Write the “Do now” question on the board for students to think about as they arrive:
 What is a computer program? Answer: A set of instructions that tell a computer what to do.
6. Introduce the lesson and learning goals.
7. Discuss their responses to the “Do now.”

Section 2: Introduction to Microsoft MakeCode

Slides 12-16

Educator notes
1. Discuss the established equipment safety procedures with students and reference the safety guidelines.
3. Follow the instructions to lead the birdhouse activity. Do the activity on your device while connected to the
projector or presentation screen, and have students follow along as you complete each step. If you don’t have a
projector or screen, move throughout the room between steps to check for understanding and help facilitate
the activity.
2. Pause after each step to check for understanding and take questions as needed.
3. After the activity, distribute the quiz (see the assessment guide for a printable format).
4. If you have time during class, consider reviewing the quiz answers as a group activity.

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 What is a “birdhouse” activity?
Each unit contains a micro:bit activity, which we informally refer to as a “birdhouse” activity, after the innumerable
wooden birdhouses so many of us made in wood shop as a way to master basic skills. The activity is an example that
walks students step-by-step through building a project that demonstrates that unit’s topic. By the time students finish
the activity, they will have written code that they can use in a different project of their own design.

Tips
 It’s recommended that you wait to distribute the micro:bit, micro-USB cable, and battery pack until
students will actually start using them. Otherwise students can become preoccupied with the devices as you’re
giving them a tour of MakeCode.
 Some students will finish the activity more quickly than others. Those students can then be a helpful
resource for their classmates, or they can challenge themselves by modifying, or “modding” the activity to do
something different. We have provided examples and suggestions at the end of many of these activities, and
feel free to suggest your own (or encourage your students to come up with their own ideas!)

Activity: Introduction to MakeCode

Objective
Learn more about the MakeCode interface, and how to import and download programs to the micro:bit.

Overview
Students will import a simple program in Microsoft MakeCode and download it to their micro:bit using a USB cable.

Open Microsoft MakeCode and upload a program

On the computer, laptop, or tablet, open a browser window to makecode.microbit.org.
Note: If you and your students have devices with the Windows 10 operating system, you can install the MakeCode for
micro:bit Windows 10 app from aka.ms/microbitapp, which makes downloading programs to the micro:bit a bit easier.
This is the MakeCode home page:

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The My Projects area lets you start a new project or select an existing project. Or you can import a program, which we’ll
do now.

Select the Import button on the right side of the screen, under the banner.
In the Import window, select Import URL…

Copy or type the smile animation project URL in the field: https://makecode.microbit.org/_amDYa3KdqU5w, and select Go
ahead! The link is case sensitive and you need to include the underscore. Note: While the easiest way to open a project
from a sharing link is to click/select the link, the purpose of this activity is to show students the import function.

This opens the imported project in a preview page. Select to open it in the MakeCode editor.

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Tour of Microsoft MakeCode
There are three main areas of the MakeCode editor:
 Simulator - on the left side of the screen, you will see a virtual micro:bit that will show what your program
will look like running on a micro:bit. This is helpful for debugging, and instant feedback on program execution.
 Toolbox - in the middle of the screen, there are a number of different categories or Toolbox drawers,
each containing a collection of different blocks that can be dragged into the Workspace on the right.
 Workspace - on the right side of the screen is the programming or coding Workspace where you will
create your program. Programs are constructed by snapping blocks together in this area, like the program just
uploaded. The color of the blocks identifies their category. All of the blocks that make up the program above
come from the Basic Toolbox category, which is light blue.
Explain each of the call outs:

Name, save and publish a MakeCode project

Name your MakeCode project
It’s good coding practice to name your coding programs, which can be done a couple of ways:
 When you open a new project, the default project name is: Untitled and shows in the name field (along
the bottom of the editor to the right of the purple Download button). Enter the desired name.
 Alternatively, you can name the program when you exit a project. Select the Home button, then enter the
desired name, and select Done.

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  When you’ve imported a program, it will default to the published name, i.e., Smiley in the above image.
You can change the name as desired.
You will then see the project listed in the My Projects area of the home page to access at another time. A named or
Untitled project is saved according to the login of whatever browser is being used. When you clear the cache of the
browser, the projects will be lost, unless you’ve saved them as a .hex file or published the project to get the URL.
Save a project as a .hex file
When you’re in an open project and select the Save button, the program will download as a .hex file to your computer, to
the location your browser is set to save downloads. This .hex file can then be shared with others, who can import the .hex
file into MakeCode.
Publish a project to get a sharing link
When you’re in an open project, select the Share button (in the top task bar to the right of the Home button). In the Share
Project window, select the purple Publish project button.

You can then copy the sharing link. Only people with that link will be able open the published version. There is also an
option to get Embed code instead.

Important:
 The sharing link is case sensitive.
 Be sure to save or write down the link in a safe place (there is space in the student workbook), as it’s
not searchable to find later.
 If you lose the sharing link, you can publish the project again from the MakeCode editor to get a new
sharing link of the same program.

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Download a MakeCode program to the micro:bit
Note: It’s recommended that you distribute the micro:bit, USB cable,
and battery pack to students now and discuss your established
equipment safety procedures, including:
 Always ground/earth yourself to discharge any
static electricity by touching a metal object briefly before
touching the micro:bit.
 Always have dry hands and only touch the edges of
the micro:bit.
 Don’t place any metal objects across the printed circuits on the micro:bit. Doing so can cause a short
circuit and damage the micro:bit.
To download the file to your micro:bit, you must connect it to your computer’s USB port using a micro-USB cable. The
micro:bit will draw power from your computer through the USB connection, or you can connect an optional battery pack
so it can function even after it is unplugged from the computer. Once plugged in, the micro:bit shows up on your
computer like a USB flash drive.
Use the micro-USB cable to connect the micro:bit to your device.

Click the purple Download button in the lower left of the MakeCode screen.
 Depending on your browser, the downloaded .hex file will either be in the
Downloads folder, or the browser will prompt you to save the file to a specific
location.
 If you’re using the MakeCode for micro:bit Windows 10 app, the file will automatically copy to the
micro:bit upon clicking the purple Download button.
To move the program to your micro:bit, drag the downloaded .hex file to the MICROBIT drive,
as if you were copying a file to a flash drive.

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The program will copy over, and it will begin running on the micro:bit immediately. It should look like this, showing a
series of faces:

The micro:bit will hold one program at a time. It is not necessary to delete files off the micro:bit before you copy another
onto the micro:bit; a new file will just replace the old one.

Connect the micro:bit to the battery pack

To prepare for the project in the next lesson, you’ll attach the battery pack to the micro:bit using the white connector. That
way you can build the micro:bit into your project design without having to connect it to the computer.

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Knowledge check: Unit Quiz
Distribute the quiz (printable versions are found in the assessment guide). If you have time during class, consider
reviewing the quiz answers as a group activity.

Section 3: Wrap-up
Slides 17-18

Educator notes
1. Review the learning goals with students, what they accomplished, and preview the next lesson.
2. Use your established equipment safety procedures for collecting and storing the hardware.

After the lesson

Assessment
 Review and grade the quiz (unless you reviewed with your students in class).

Reflection
 Consider if there were any concepts of the lesson or quiz students struggled with that you might want to reinforce or
reteach at the beginning of the next lesson.
 Consider what aspects of the lesson students found engaging and how you might emphasize those in the next lesson.
 Follow up on any questions that arose during the lesson that require additional research on your part.

Lesson B assessments
“Do now”
Format: Written on the board at the start of the lesson.
 What is a computer program? Answer: A set of instructions that tell a computer what to do.

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Quiz
Format: Printed full-page handout for students to complete during class. (Please see the assessment guide for printer-
friendly versions to distribute to students.)

Questions Answers
1. True or false: Code, or a program, gives instructions to a True
computer to tell it what to do.
8. From the MakeCode home page, how do you get to the d. All of the above
programming workspace?
a. Start a new project
b. Open an existing project
c. Import a program
d. All of the above
e. None of the above
9. What are two ways to power the micro:bit? Connecting it to a computer with the micro-USB
cable or to the battery pack
10. How do you get a program on the micro:bit? a. Connecting the micro:bit to a computer with
a. Connecting the micro:bit to a computer with the the micro-USB cable and selecting the Download
micro-USB cable and selecting the Download button in a MakeCode project
button in a MakeCode project
b. Connecting the micro:bit to the battery pack and
selecting the Download button in a MakeCode
project
c. Wirelessly using Bluetooth
d. None of the above
11. What is the simulator? c. The area of a MakeCode project that shows
a. The area of a MakeCode project where you build a how a program looks when run on the micro:bit
program
b. The face of the micro:bit
c. The area of a MakeCode project that shows how a
program looks when run on the micro:bit
d. The buttons that allow you to switch between
Blocks and JavaScript in a MakeCode project
12. How many programs will a micro:bit hold at one time? One program

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LESSON C: MICRO:PET PROJECT
Lesson plan
1. Introduce and facilitate the project.

Outline
Section 1: Introduce the lesson

Overview Introduce the learning goals

Section 2: Make a micro:pet

Project micro:pet

Section 3: Wrap-up

Exit ticket Students complete a Reflection Diary entry for their project

Review Review the learning goals, what students accomplished, and preview next unit

Before the lesson

 If you will be reviewing the lesson B quiz, prepare to address any themes the students are struggling with.
 Email the Reflection Diary questions for the project to students or post it in a shared drive, so students can send their
responses to you electronically.
 Ensure you have arts and crafts supplies
for students to build their micro:pets,
such as:
 Pizza boxes/scrap cardboard
 Colored construction paper
 Colored duct tape
 Scissors
 Pipe cleaners
 Stickers/adhesives
 Feathers, beads, etc.
 Tongue depressors/popsicle
sticks
 Foil and copper tape
 Colored markers/pencils
 Glue
 Tape

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 Ensure you have the needed hardware for each student (or pair):
 Computer, laptop, or tablet
 micro:bit
 Micro-USB cable
 Battery pack (with two AAA batteries)
 Although the student workbooks have space for note taking and drawing, consider having extra paper available, in
case any students need more designing space.

Lesson details
Section 1: Introduce the lesson
Slides 19-20

Educator notes
1. Write the “Do now” on the board for students to think about as they arrive:
 What is the purpose of prototyping? Answer: To gather more feedback from your partner so your
design meets their need.
13. Introduce learning goals and discuss responses to the “Do Now.”
14. Review any themes that students are struggling with from the quiz results, unless you covered this at the end of the
last lesson.

Section 2: Make a micro:pet

Slides 21-23

Educator notes

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 1. Use your established equipment safety procedures for distributing and using the hardware, and ensure students are
properly set up to begin coding in MakeCode and micro:bit. If needed, remind students how to connect their
micro:bit to the battery pack, as described in the previous lesson.
2. Follow the instructions to explain the expectations for their project, provide ideas, examples, and the scoring rubric,
which is also in the student workbook.
3. Encourage students who finish early or need an extra challenge to try one or more of the mod ideas.
4. After the activity, consider having students share their projects in pairs, small groups or the rest of the class as
time allows.
5. Be sure to allow enough time for students to complete their Reflection Diary entry in the next section.

Objective of projects
Open-ended projects are opportunities to apply the concepts and skills students have developed in an original and
creative way. Students will work on their projects in a “collaboratively independent” way, which means each student is
responsible for turning in his or her own project, but are encouraged to work together and help each other while doing
so. Some form of reflection is an important part of documenting the learning that has taken place.

Activity: micro:pet project

This project is an opportunity to create a micro:pet for the partner you interviewed in the unplugged activity in Lesson A.
Review your notes in your workbook, including the design statement and diagram prototypes you drew, to remember
what your partner finds appealing in a pet. Then, you’ll use the crafting materials to create a prototype model of a pet
your partner would like.
Continue with the design thinking process to build a micro:pet that:
 Matches your partner’s needs.
 Supports the micro:bit and its battery pack.
 Allows you to easily access the micro:bit to turn it on and off.
Your design should use whatever materials are available to support the micro:bit so that its face is showing. You can be
creative and decide how to mount the board, and how to decorate your critter.

Remind students about the equipment safety procedures and include rules about the following:
 Only use tape to attach the micro:bit to project crafting materials.
 Don’t use glue or draw on the micro:bit itself.
 Don’t place any metal objects across the printed circuits on the board, as this can cause a short circuit
and damage the micro:bit.

Think about the following questions when you construct it:

 Will it be an animal? A plant? A robot? A bug?
 Will it have any moving parts?
 If it moves, how can you hold the micro:bit securely?
Remember the design thinking process:
1. Empathize – by learning more about your target audience (your partner)
6. Define – understand and identify your audience’s problems or needs (what qualities of a pet are important for your
partner)
7. Ideate – brainstorm several possible creative solutions (ideas for different pets)
8. Prototype – construct rough drafts or sketches of your ideas
9. Test – test your prototype solutions, and refine until you come up with the final version

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In Lesson A, you completed steps 1-4. Although you did some prototyping, you might want to sketch a few more designs
on paper first, then test those ideas with your partner to see which aspects of those designs they find most appealing.

Project examples
These examples are in the unit presentation and student workbooks.
Dog

micro:pet Fish Tank

You can see this project in action at youtube.com/watch?v=2ZCDB-a_uRY (0:04).

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Pink Piggy

Ladybug

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Caterpillar

Fox

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Robot

Ideas for mods

Mods, short for modifications, are examples of optional challenges you can do to make your project extra special.
 Find a way to make part of the animal move.
 Give your animal a natural habitat.
 Create a way to carry your animal.
 Create an animal that reacts when you pet it or move it (find a way to detect when the micro:bit is moved
or when its position changes in a certain way.)

Project expectations
Follow the design thinking approach and make sure that the micro:pet meets the required specifications:
 Program properly downloads to micro:bit
 The micro:bit is supported so the face is showing
 The micro:bit can be turned on and off without taking the critter apart
 Provide your notes on the interview process (or provide a picture)
 Provide the written Reflection Diary entry (which we’ll talk about after you complete your project)

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Project scoring rubric

Assessment elements 1 2 3 4

Project Project is missing Project is missing Project is missing Project addresses all
four or more of the two or three of the one of the required required elements.
required elements. required elements. elements.

Section 3: Wrap-up
Slides 24-26

Educator notes
1. Explain the expectations and scoring rubric for the Reflection Diary entry for their project, also in the student
workbook.
2. Review the learning goals with students, what they accomplished, and preview the next unit.
3. Use your established equipment safety procedures for collecting and storing the hardware.

Reflection Diary

Expectations
Write a reflection of about 150–300 words, addressing the following points:
 Summarize the feedback you got from your partner on your idea. How would you revise your design, if
you were to go back and create another version?
 What was it like to have someone designing a pet for you? Was it a pet you would have enjoyed? Why or
why not? What advice did you give them that might help them redesign?
 What was it like to interview your partner? What was it like to be listened to?
 What was something that was surprising to you about the process of designing the micro:pet?
 Describe a difficult point in the process of designing the micro:pet, and explain how you resolved it.
 Publish your MakeCode program and include the link.

Diary entry scoring rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is Diary entry is Diary entry is Diary entry addresses all
missing three or missing two of the missing one of the elements.
more of the required elements. required elements.
required elements.

After the lesson

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Assessment
 Review and grade the projects and diary entries. (A full page, printer-friendly version of the project scoring rubric is
available in the assessment guide.)

Reflection
 Consider if there were any concepts of the lesson, project or diary entries students struggled with that you might want
to reinforce or reteach before or at the beginning of the next unit.
 Consider what aspects of the lesson students found engaging and how you might emphasize those in the next unit.
 Follow up on any questions that arose during the lesson that require additional research on your part.

Lesson C assessments
“Do now”
Format: Written on the board at the start of the lesson:
 What is the purpose of prototyping? Answer: To gather more feedback from your partner so your design
meets their need.

Reflection Diary questions

Format: Provide to students electronically. Copy and paste from below.
Unit 1 Making with micro:bit: Reflection Diary
Write a diary entry of about 150–300 words addressing the following points:
 Summarize the feedback you got from your partner on your idea. How would you revise your design, if
you were to go back and create another version?
 What was it like to have someone designing a pet for you? Was it a pet you would have enjoyed? Why or
why not? What advice did you give them that might help them redesign?
 What was it like to interview your partner? What was it like to be listened to?
 What was something that was surprising to you about the process of designing the micro:pet?
 Describe a difficult point in the process of designing the micro:pet, and explain how you resolved it.
 Publish your MakeCode program and include the link.

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