Introduction to Computer

Science

Unit 4:
Conditionals

Educator guide
makecode.microbit.org
 Table of Contents
Overview....................................................................................................................................................... 3
Unit summary............................................................................................................................................. 3
Lessons....................................................................................................................................................... 3
Learning goals............................................................................................................................................ 3
CSTA K-12 computer science standards..................................................................................................... 3
Required educator preparation...................................................................................................................... 4
Preparing to lead the unit........................................................................................................................... 4
Required skills............................................................................................................................................ 4
Recommended resources........................................................................................................................... 4
Lesson A: Conditionals in daily life................................................................................................................. 5
Lesson plan................................................................................................................................................ 5
Outline........................................................................................................................................................ 5
Before the lesson........................................................................................................................................ 5
Lesson details............................................................................................................................................. 6
Section 1: Introduction to conditionals.................................................................................................... 6
Section 2: Understanding conditionals.................................................................................................... 7
Section 3: Wrap-up.................................................................................................................................. 9
After the lesson........................................................................................................................................ 10
Lesson A assessments.............................................................................................................................. 10
Lesson B: Rock, paper, scissors................................................................................................................... 11
Lesson plan.............................................................................................................................................. 11
Outline...................................................................................................................................................... 11
Before the lesson...................................................................................................................................... 11
Lesson details........................................................................................................................................... 12
Section 1: Introduction.......................................................................................................................... 12
Section 2: Code with conditionals.......................................................................................................... 12
Section 3: Wrap-up................................................................................................................................ 15
After the lesson........................................................................................................................................ 15
Lesson B assessments.............................................................................................................................. 16
Lesson C: Code a board game..................................................................................................................... 17
Lesson plan.............................................................................................................................................. 17
Outline...................................................................................................................................................... 17
Before the lesson...................................................................................................................................... 17
Lesson details........................................................................................................................................ 18
Section 1: Introduction.......................................................................................................................... 18
Section 2: Make a micro:bit board game............................................................................................... 18
Section 3: Wrap-up................................................................................................................................ 26
After the lesson........................................................................................................................................ 27
Lesson C assessments.............................................................................................................................. 27

Overview
Unit summary
Introduction to Computer Science Unit 4: Conditionals | 2
This unit introduces the Logic blocks, such as ‘If…then’
and ‘If…then…else’. Students practice skills of creativity,
problem solving, and collaboration. Students will learn
what conditional statements are, and why and when to
use them in a program. In the unplugged activity,
students experience conditionals through acting them
out in real life. Then they code a game of “Rock, paper, Once-a-week timeframe
scissors” with the micro:bit via the programmable
buttons and the LED screen. In the final project, students If your class meets only once a week,
design, build, and code their own unique micro:bit-based this unit may take four weeks to
board game using conditionals. complete.

Week 1: Lesson A: Conditionals in

Lessons daily life

Each of the following lessons is intended to be broken Week 2: Lesson B: Rock, paper,
into as many class sessions as needed to complete the scissors
activities.
Weeks 3–5: Lesson C: Code a board
Lesson A: Conditionals in daily life (approx. 45-60 min) game
Lesson B: Rock, paper, scissors (approx. 60-75 min)
Lesson C: Code a board game (approx. 60-120 min)

Learning goals
During this unit, students will:

 Understand what conditional statements are and why and when to use them in a program.
 Learn how to use the Logic blocks ‘If…then’ and ‘If…then…else’.
 Practice using the Logic blocks so different conditions yield specified outcomes.
 Demonstrate understanding and apply skill by collaborating with classmates to create a game that
uses a micro:bit and a program that correctly and effectively uses conditionals.

CSTA K-12 computer science standards

Targeted standards for this unit:

1B-AP-10 Create programs that include sequences, events, loops, and conditionals.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms.
2-AP-12 Design and iteratively develop programs that combine control structures, including nested loops
and compound conditionals.

Introduction to Computer Science Unit 4: Conditionals | 3

Required educator preparation
Preparing to lead the unit
The following 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.

 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 content.
 Practice all activities and check your programming against the solution link provided with the
coding activities.

Required skills
To lead the activities in this unit successfully, you need to be able to:

 Explain and use the following:

 Conditional statements
 Logic blocks

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 Logic blocks at makecode.microbit.org/blocks/logic

 Learn more about the Basic blocks at makecode.microbit.org/reference/basic
 Review micro:bit safety advice at microbit.org/guide/safety-advice
 Search the micro:bit support knowledge base at support.microbit.org/support/home

Introduction to Computer Science Unit 4: Conditionals |4

Lesson A: Conditionals in daily life
Lesson plan
1. Introduce the concept of conditionals.
2. Lead the “Red light, green light” unplugged activity.

Outline
Section 1: Introduction to conditionals

 Overview: Introduce the learning goals and concept of conditionals

Section 2: Understanding conditionals

 Unplugged activity: Red light, green light

Section 3: Wrap-up

 Review: Review learning goals, what the students accomplished, and preview the next lesson
 Exit ticket: Distribute and collect the exit ticket to assess learning

Before the lesson

 Print one exit ticket per student (printable versions are found in the assessment guide).
 After reviewing the unplugged activity, decide:
 If you’ll do the activity as a class, in small groups, or as a pencil and paper activity.
 Which conditional statements you’ll use—select from the examples provided and/or add your
own ideas.

Introduction to Computer Science Unit 4: Conditionals |5

Lesson details

Section 1: Introduction to conditionals

Educator notes

1. Write the “Do now” on the board for students to think about as they arrive:
Think of examples to fill in the blanks of this sentence: If __________, then __________.
Answer: Responses will vary
2. Introduce the lesson, learning goals, and discuss their responses to the “Do now.”
3. Introduce the concept of conditionals.

Computer programs are instructions telling the computer how to process input and deliver output. An
important part of programming is telling the computer WHEN to perform a certain task. For this, we use
something called conditionals. Conditionals get their name because a certain condition or rule must be met
in order for an action to be carried out.

Students are all already familiar with the concept of conditionals in their daily lives!

Have they ever heard their parents say:

 “If you clean your room, you can go out with your friends.”
 “If your homework is done, you can play video games.”
 “If you do your chores all week, you get your allowance, else you are grounded.”

These are all conditionals! Conditionals follow the format of IF this, THEN that.

IF (condition is met), THEN (action performed)

Have the students share a few conditionals from their own lives with the class or within small groups.

Then have them add the ELSE portion of a conditional.

IF (condition is met), THEN (action performed), ELSE (different action performed)

Introduction to Computer Science Unit 4: Conditionals |6

Example

IF it is snowing, THEN wear boots, ELSE wear shoes.

The ELSE portion makes sure that a different action is

performed in either case. Without the ELSE action, your
students might be barefoot!

Tell the students that they will be acting out some

conditionals as though the whole class is a computer
program for a game. Each student will perform a
described action if the indicated condition is met.

Section 2: Understanding conditionals

Educator notes

1. Follow the instructions to lead the unplugged activity.

2. The activity can be done as a class or in smaller groups, or as a pencil and paper activity.

What is an “unplugged” activity?

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

Optional materials

Pencils and lined paper (if doing this activity seated). Students can advance across the paper instead
of the room with an one-inch line equal to one step.

Introduction to Computer Science Unit 4: Conditionals |7

 Tips
 Pencils SAFETY FIRST! Students, especially younger ones, can get quite silly with this, and while it
is meant to be fun and even funny, safety first!

 Student conditionals need to apply to at least two people in the class.

 Students should monitor each other for cheating—responding incorrectly to a conditional or taking
too many/too big of steps.

Unplugged activity: Red light, green light

Objective

To reinforce the programming of basic conditionals by

having students experience conditionals through acting
them out in real life.

Overview

Students will line up at one end of the classroom with the

goal of reaching the other side of the classroom. The
educator, and then the students themselves, will call out
conditionals and all the students will advance or not
depending on the specific conditional statement.

Note: As the educator you will need to keep an eye out for
any “errors” that occur during the running of the program.

Process
1. Have the students line up at one side of the room.
2. Explain the rules:

 The object of the game is to get across the room first.

 For if...then conditionals: If the condition called out is true for you, then perform the action described
in the then. If the condition called out is false for you, then do nothing.

 For if...then...else conditionals, listen carefully to the whole condition as the “else” may apply to you.
3. After the students get the idea of the game, allow them to make up and call out conditionals (that
meet educator approval). They will need to be observant, as a conditional that moves them forward will
also move their competition forward!

Introduction to Computer Science Unit 4: Conditionals |8

Example conditional statements

The conditionals you use will depend on your individual class. Here are examples:

 If you are wearing something green, then take a step forward.

 If you have the letter ‘e’ in your first name, then take two giant steps forward.
 If you are wearing sneakers, then take one step forward, else take 2 steps backwards.
 If your birthday is this month, then take a giant hop forward, else say “Happy Birthday!”.

Discussion
 How did it go?
 Were there any “runtime errors?”
 Did anyone miss a conditional being met or fail to correctly carry out the THEN or ELSE action?
 Were there some conditions that could be evaluated as something other than true or false (maybe,
sometimes)?

Extensions/variations
 Add AND, OR, AND/OR statements to the conditionals. Example: If you have brown hair AND brown
eyes, then…

 Create nested IF’s. Example: If you are wearing sneakers, then… if you are also wearing white socks,
take three steps forward.

 Let students create their own conditionals for future program runs with the class. (A very popular
activity, though all conditionals should be run by the educator first for approval.)

 Relate this activity to a system and have the students create the conditionals that would end in a
product of some kind or the completion of some task, like writing a sentence or setting a table or
constructing a simple structure.

Section 3: Wrap-up

Educator notes

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

Introduction to Computer Science Unit 4: Conditionals |9

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 re-teach 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.

 Think of examples to fill in the blanks of this sentence: If __________, then __________.
Answer: Responses will vary.

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.)

Question Answers

Write down a conditional statement Responses will vary

that relates to this class.

Introduction to Computer Science Unit 4: Conditionals | 10

Lesson B: Rock, paper, scissors
Lesson plan
1. Lead the “Rock, paper, scissors” coding activity.
2. Assess learning with the unit quiz.

Outline
Section 1: Introduction

 Overview: Introduce the learning goals

Section 2: Code with conditionals

 Coding activity: Rock, paper, scissors

 Knowledge check: Unit quiz

Section 3: Wrap-up

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

Before the lesson

 Print one quiz per student (see the assessment guide for a printable format).
 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)

 Decide how you’ll pair students or if you’ll let them self-select.

Introduction to Computer Science Unit 4: Conditionals | 11

Lesson details

Section 1: Introduction

Educator notes

1. Review Write the “Do now” on the board for students to think about as they arrive:
What’s the purpose of conditionals in coding?
Answer: It tells a program WHEN to perform a certain task
(An alternative correct answer could be: It tests to see if a certain condition, criteria, or rule is
met before performing an action)
2. Introduce the lesson and learning goals.
3. Discuss their responses to the “Do now.”

Section 2: Code with conditionals

Educator notes

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.
2. Follow the instructions to lead the birdhouse activity. Do the activity on your device 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.
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.

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 Woodshop 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 lesson’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.

Introduction to Computer Science Unit 4: Conditionals | 12

 Tips
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!)

Coding activity: Rock, paper, scissors

Objective

This micro:bit activity guides the students to

create a Rock, Paper, Scissor game program
with conditionals. For this activity, each
student will need a micro:bit. Everyone will
create the same program.

Note: In Unit 3: Variables students coded their

micro:bit to keep score when playing Rock,
paper, scissors with a partner, whereas in this
unit they will code to play the game with the
micro:bit.

Introduce the activity

Have students recall the classic “Rock, paper, scissors” game that they played in Unit 3: Variables.

 What are the rules of the game?

 What are the conditionals?

Example: If Player A gets rock, and Player B gets scissors, then Player A wins.

Have students write the pseudocode for how to play the game on the micro:bit.

Example pseudocode:

On shake, choose a random number from 1-3.

 If random number = 1, then display a paper icon.

 Else if random number = 2, then display a rock icon.
 Else display a scissors icon.

Point out that because there are only three possibilities, we don’t need to do a separate check to see if it’s
a random number; we just need to use an else.

Introduction to Computer Science Unit 4: Conditionals | 13

Coding

Working from the pseudocode specifications, have students work in pairs to try to code a Rock, paper,
scissors game on their own.

If students get stuck, there is a Rock, paper, scissors tutorial on the MakeCode home page under the
category of games that leads students step-by-step through the process of coding a working Rock, paper,
scissors game for their micro:bit.

Let them play the game against their program.

Ideas for mods

 Add a way to keep score
 Mod the game to use different images or to add more options like Rock, paper, scissors, lizard,
Spock.
Here’s an example mod:

Solution link: makecode.microbit.org/_D2DCDoJbEYat

Introduction to Computer Science Unit 4: Conditionals | 14

Section 3: Wrap-up

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 re-teach 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.

Introduction to Computer Science Unit 4: Conditionals | 15

Lesson B assessments

“Do now”

Format: Written on the board at the start of the lesson.

 What’s the purpose of conditionals in coding?

Answer: It tells a program WHEN to perform a certain task (an alternative correct answer could be: It
tests to see if a certain condition, criteria, or rule is met before performing a task)

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. What’s an example of an “If…then” statement? Responses will vary and need to follow
the format: If _____, (then) _____

2. What’s an example of an “If…then…else” statement? Responses will vary and need to follow
the format: If _____, (then) _____, else
_____

3. In coding, conditionals tell a computer to do which of

c. When to do it
the following?
a. How to do it
b. To do it faster
c. When to do it
d. Where to do it

4. Write an example of pseudocode for your micro:bit Responses will vary and need to follow
using conditionals. the format: On shake: choose random
number from 1-3, If random number =
1, then display paper icon, Else if
random number = 2, then display rock
icon, Else display scissors icon.

5. True or false: A conditional statement must have all False. Only if and then need to be
the following: If, then, else included in a conditional statement, else
is optional

Introduction to Computer Science Unit 4: Conditionals | 16

Lesson C: Code a board game
Lesson plan
1. Introduce and facilitate the project.

Outline
Section 1: Introduction

 Overview: Introduce the learning goals

Section 2: Make a micro:bit board game

 Coding project: Board game

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.
 Although the student workbooks have space for note-taking and drawing, consider having extra
paper available, in case any students need more designing space.
 View the optional videos in the Introduction and decide which ones you’ll show to your students.
 Decide how you’ll pair students or if you’ll let them self-select.
 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)
 Ensure the arts and crafts supplies are restocked, e.g.:
 Pizza boxes/scrap  Scissors  String
cardboard
 Pipe cleaners  Colored markers/pencils
 Colored construction
paper  Stickers/adhesives  Glue
 Colored duct tape  Feathers, beads, etc.  Tape

Introduction to Computer Science Unit 4: Conditionals | 17

  Copper tape
 Foil
Lesson details

Section 1: Introduction

Educator notes

1. Write the “Do now” on the board for students to think about as they arrive:
What is an example of each type of conditional statement: “If…then” and “If…then…else” ?
Answer: Responses will vary and need to follow the following formats:
a. If ______, then ______
b. If ______, then ______, else _______
2. Introduce the lesson, learning goals, and discuss responses to the “Do Now.”
3. 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:bit board game

Educator notes

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.
2. Follow the instructions to explain the expectations for their project, provide ideas, examples, and
the scoring rubric, which are 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 with 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 is 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.

Introduction to Computer Science Unit 4: Conditionals | 18

Activity: Board game
This is an assignment for students to create a board game. It should take two to three class periods.

Once students have finished the first version of their games, schedule time for students to play each
other’s games. Ideally, give them some time to give and gather feedback, then revise their games
accordingly.

Introduction

Many board games use an electronic toy to signal moves or provide clues. There are some funny examples
online if you search for “electronic board game”. Below are some examples:

 Dark Tower (featuring Orson Welles) at youtu.be/cxrY7MWEkwE (0:32): This is an example of a

circular board game in which the pieces start on the edges and move in toward the middle.

 Electronic Dream Phone Board Game Commercial – 1992 at youtu.be/pqYsQgDqlmg (0:30): This
board game is really a logic puzzle. There are printed clues that illustrate relationships and the
phone provides clues that help you to narrow down possibilities by a process of elimination.

 Stop Thief Electronic Board Game commercial –1979 at youtu.be/q3wpPRdDy4E (0:30): This board
game uses a device to give audio clues that help you to figure out what to do on the game board.
It’s a good example of how you might use sound as a clue.

Assignment

Students should work in pairs to create an original board game project in which micro:bit is a central
feature, and the rules of their board game should use Conditionals.

Students will need to work together to come up with:

 A set of written rules (how to play)

 A gameboard
 A program for the micro:bit
 Photo documentation of the different
game pieces, cards, or other components
of the game with the micro:bit included
as well as a screenshot of your micro:bit
code. Each photo must have a caption
that describes what the photo is
documenting.

 Reflection: A diary entry describing your

team’s game making process and each
teammate’s part in the creation of the
game from brainstorming ideas, through
construction, programming, and testing.

The micro:bit needs to work in conjunction with

the gameboard and/or game pieces and should
be a central feature of the game. Ideally, it should be more than a simple substitute for a six-sided die.

The micro:bit might:

Introduction to Computer Science Unit 4: Conditionals | 19

  Simulate the results of a battle between two pieces
 Randomly point in a different direction of travel
 Generate a result based on its current incline
 Point randomly at players and kill them
 Display a dynamic score
 Let your imaginations run wild!

Ideally, students should be writing their own versions of micro:bit programs to do something original.

Project examples
1. Battle pieces

In this example, pieces start out at full strength and

lose points based on random events on the board.

Rules: When two pieces meet on the same space, they

battle.

 Press A to enter the strength of piece A.

 Then press B to enter the strength of piece B.
 Shake the micro:bit to determine the winner of
the battle, which is proportionately random to
the strength of each piece.

Introduction to Computer Science Unit 4: Conditionals | 20

Complete code

Solution link: makecode.microbit.org/_W7Df3m0ERPHT

Introduction to Computer Science Unit 4: Conditionals | 21

2. Space Race

How to win: Starting from Earth, your goal is to progress to

Mars. The first person to reach Mars is the winner.

Rules:

 Shake the micro:bit to randomize how far you get to

advance.

 If you land on a pink square, press B on the micro:bit

until your previous roll number appears. Then press
A and B at the same time to see whether or not you
move based upon the number on the square.

 Up to four players.

micro:bit holder
Game pieces

Introduction to Computer Science Unit 4: Conditionals | 22

Complete program

Solution link: makecode.microbit.org/_H7kPewAyifhk

Introduction to Computer Science Unit 4: Conditionals | 23

Beta testing

Give students a chance to play each other’s games. The following process works well:

 Have each pair of students set up their own project at their table.
 Leave a clipboard or a laptop on the table for taking notes.
 Rotate the students through each project, moving clockwise around the room:
 Play the game (5 min)
 Fill out a survey form (5 min)

Sample survey questions

 Did you have fun playing the game? Why or why not?
 How easy was it to figure out what to do?
 What is something about this project that works really well?
 What is something that would make this project even better?
 Any other comments or suggestions?

Many online survey tools will allow you to sort the comments by project and share them with project
creators so they can make improvements based on that feedback.

Project expectations

Follow the design thinking approach and make sure your project meets these specifications:

 All game rules should be clear and complete.

 The game board should be complete, neat, and fit the theme of the game.
 The micro:bit must be an integral part of the game and the board.
 The program correctly uses conditionals, compiles and runs as intended, and includes comments.
 Photo documentation that includes photos of game board, code, and captions.
 Provide the written Reflection Diary entry that includes your brainstorming ideas, construction,
programming, and beta testing (which we’ll talk about after you complete your project).

Introduction to Computer Science Unit 4: Conditionals | 24

Project scoring rubric

Assessment
1 2 3 4
elements

Rules Most of the game More than one A game rule is All game rules are
rules are missing game rule is missing or not clear and complete.
or it is not clear missing or not complete or not
what the rules complete or not clear.
are. clear.

Game board Game board Game board Game board Gameboard is:
meets only one meets only two of meets only three
of the conditions the conditions of the conditions  Complete
listed for a score listed for a score listed for a score  Neat
of 4. of 4. of 4.
 Fits with the theme
of the game
 micro:bit is a
central part of the
game

Photo A photo is Multiple photos Most photos Complete photo

documentation missing or of and/or captions and/or captions documentation that
poor quality or a missing or of are missing or of includes photos of
caption is poor quality. poor quality. game board and code
missing. and captions.

micro:bit program micro:bit micro:bit micro:bit micro:bit program:

program lacks program lacks program lacks
three or more of two of the one of the  Uses the micro:bit
the required required required in a way that is
elements. elements. elements. integral to the
game
 Uses conditionals
correctly
 Compiles and runs
as intended
 Uses meaningful
comments in code

Introduction to Computer Science Unit 4: Conditionals | 25

Section 3: Wrap-up

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:

 Explain how you decided, as a pair, on your particular board game idea.
 What was something that surprised you about the process of creating this game?
 Describe a difficult point in the process of designing this game and explain how you resolved it.
 What feedback did your beta testers give you? How did that help you improve your game? What
were the conditionals that you used as part of your game rules?

 Publish your MakeCode program and include the link.

Diary entry scoring rubric

Assessment
1 2 3 4
elements

Diary entry Diary entry is Diary entry is Diary entry is Diary entry
missing three or missing two of the missing one of the addresses all
more of the required elements. required elements. elements,
required elements. including:
 Brainstorming
ideas
 Construction
 Programming
 Beta testing

Introduction to Computer Science Unit 4: Conditionals | 26

After the lesson

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 an example of each type of conditional statement: “If…then” and “If…then…else” ?

Answer: Responses will vary and need to follow the following formats:

 If ______, then ______

 If ______, then ______, else _______

Reflection Diary questions

Format: Provide to students electronically. Copy and paste from below.

Unit 4 Conditionals: Reflection Diary

Write a diary entry of about 150–300 words addressing the following points:

 Explain how you decided, as a pair, on your particular board game idea.
 What was something that surprised you about the process of creating this game?
 Describe a difficult point in the process of designing this game and explain how you resolved it.
 What feedback did your beta testers give you? How did that help you improve your game? What
were the Conditionals that you used as part of your game rules?

 Publish your MakeCode program and include the link.

Introduction to Computer Science Unit 4: Conditionals | 27