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L2 Lesson Plan - Basketball Throw Strength

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12 views5 pages

L2 Lesson Plan - Basketball Throw Strength

Uploaded by

22pereirag
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Transition- Year 7 – Programming with the micro:bit Lesson plan

Lesson 2

Lesson 2: Basketball throw


strength
Introduction
Learners will continue with a sports theme and look at using a program on the
micro:bit to capture data and determine the strength of their throw with a
basketball. Learners will be introduced to functions and how they help a
programs efficiency.

Learning objectives
 Discuss how the game basketball is played and how movement is used
 Define a function
 Modify a program to gather data and visualise the data
 Create a program to gather the strength of a throw in basketball

Key vocabulary
function, efficiency, data logging, visualisation

Preparation
Subject knowledge:
An understanding of the makecode programming environment will aid the lesson
and completion of the KS2 transition lessons will allow progression from concepts
covered. Students will be able to access the learning without the previous
lessons but an advantage will be had by any that have undertaken the previous
activities and lessons.

Prior knowledge for accessing this lesson is an understanding of block based


programming and how more than one input can be used in a program. Learners
will also need to know how to download the program to the micro:bit.

Pedagogy:
PRIMM – The lesson has a structure to allow understanding to be developed
throughout the lesson to enable all to access the activities.

You will need:


● Access to makecode (https://makecode.microbit.org/ ) via a web browser
● 1 x micro:bit, battery pack and USB cable per pair
● Activity worksheet

Page 1 Last updated: 13/06/2024


Transition- Year 7 – Programming with the micro:bit Lesson plan
Lesson 1 – basketball throw strength

● Basketball – enough for groups to try their throwing strength, basketball


hoop or something to aim for
● Something to attach the micro:bit with battery to the arm of the learner.

Assessment opportunities
Through questioning linked with the activities the learners will be able to
demonstrate their understanding.

The worksheet allows activity notes to be made and observing learners in their
pairs will aid assessment of understanding.

Please note that the slide deck labels the activities in the top right-hand corner
to help you navigate the lesson.

*Timings are rough guides


Starter Slide 2 - What do you know about the game of basketball?
activity (think/pair/share)
(Slide 2-3)
Ask learners to think, pair, share. Learners can share anything about
5 mins the game that they know at this point. Make sure they realise that it
is a male and female sport.

Slide 3 – Questions around how a basket is achieved

Ask learners to discuss the game further in specifics about getting


the basketball into the hoop.

The aim is they understand that the person playing the game needs
to throw a basketball from a location towards the hoop / basket to
get a point. The different distances require a force from the person
playing to get it into the hoop.

Activity 1 Functions
(Slides 5–
8) Slide 5 – Introduce learners to a function and how they are used in
block based programming. Introduce key words – function,
15 mins efficiency, called. The image is of the program they will look at on
the next slide.

Slide 6 - Ask learners to open


https://makecode.microbit.org/_R6CfsaFja0he also shared on the
activity worksheet. They will need to use the worksheet to document
their predictions.

Run the program and discuss how the function is created to the side
of the main program but can be called multiply times by using the
call basket block. This program has only two inputs but more could
be added. The program acts as a celebration for a basket being
achieved. This could be improved by adding in a variable score to

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Transition- Year 7 – Programming with the micro:bit Lesson plan
Lesson 1 – basketball throw strength

count how many baskets have been achieved by the team.

Slide 7 – Ask learners to use the same program to now edit it to add
in a text display to say a basket has been achieved. Stretch
learners to add a variable with a score adding up too.

Discuss how adding the text output to the function means it updates
in all locations that it is used, saving time and making the program
efficient.

Slide 8 – Discuss the benefits of functions on the slide and reiterate


the keyword efficiency.

Activity 2 Data Logging


(Slides 9–
14) Slide 9 – Explain to learners that in sport, an athlete is always
looking for ways to improve or identify what works. This means
15 mins gathering data.

Slide 10 – Ask learners to use the activity worksheet to look at the


program and discuss with a partner what is happening in the
program.

Slide 11 – Explain to learners


● The program is using the accelerometer = movement sensor
● A variable called logging is set to False at the start = the
data logging does not start straight away
● The A button will change the variable to True and the data
logger will start
● Once activated, every 100ms (milliseconds) the datalogger
will capture the strength of the throw
● https://makecode.microbit.org/_ccTgXbE7uHrD

Slide 12 - Demonstrate how to add a function in makecode. The


instructions on the slide are also in the activity worksheet to help
learners complete the task. Highlight the naming convention and
how we have the same rules that are followed when naming
variables.

Slide 13 – Continue to move all the blocks into the function and just
call the function in the main program on start block. Again,
instructions on the slide are also in the worksheet.

Slide 14 – Explain to learners that there is also another bit of code


on the canvas to clear the log. Can they identify how the log is
cleared?

Explain that the program means that both the A and B button needs
to be pressed at the same time as the touch sensor. (if you have not
got version 2 micro:bits amend this to be shake or take the if out
and just have the a and b buttons used). This is to make it a little

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Transition- Year 7 – Programming with the micro:bit Lesson plan
Lesson 1 – basketball throw strength

harder to clear and won’t be done by mistake.

Activity 3 Testing and Visualising


(Slide 15–
17) Slide 15 – Learners will now need time to download the program to
the micro:bit and attach it their arm. This could be done with a
15 mins wristband or hair band or a sock with the end cut off. The aim is to
allow the micro:bit to be on the throwing arm so you can throw the
ball without the micro:bit falling off. Allow 5 minutes to capture data.
Remember to press the A button when ready to start logging data. It
will work when a tick is visible on the micro:bit display.
Slide 16 – Demonstrate how to see the data gathered and how to
visualise the data in a graph.
● Connect the micro:bit back to the computer
● Open File explorer and locate the micro:bit drive area
● Double click the MY_DATA
● This will open in a web browser
● Click Visual preview to see a graph
● X axis = time
● Y axis = acceleration
● The higher the point on the Y axis the stronger the throw

Instructions on the slide are also in the activity worksheet.

Slide 17 – Ask learners to now look at their data and see the graph
created. Answer the questions on the worksheet to see what the
data shows them about their throwing.

Activity 5 Plenary
(Slide 18)
Slide 18 – This task reinforces the visualisation aspect of the lesson
5 mins and looks at the graph created and asks who had the strongest
throw – player 1 or 2. It is close but player 1 had a slightly stronger
throw and can be seen in the higher spike.

Summary Review the summary slide.


(Slide 19)

2 mins

Homewor There is no homework set for this lesson.


k

Resources are updated regularly — the latest version is available at: ncce.io/tcc.

Attribution statement
This resource was created by STEM Learning for the National Centre for Computing Education.
The contents of this resource are available for use under the Open Government License (OGL v3)
meaning you can copy, adapt, distribute and publish the information. You must acknowledge the
source of the Information in your product or application, by attributing Raspberry Pi Foundation and
STEM Learning as stated here and are asked to provide a link to the OGL v3.

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Transition- Year 7 – Programming with the micro:bit Lesson plan
Lesson 1 – basketball throw strength

If the resource has been updated the original version can be made available on request via
[email protected].

Page 5 Last updated: 13/06/2024

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