Micro:bit

🎯 Wisconsin ITL Standards

• ID1.c.d (Systematic Testing): At the Developing level, students use the micro:bit to perform systematic testing. If a "step counter" program isn't recording movement accurately, students analyze the accelerometer data, adjust the sensitivity threshold in their code, and explain the reason for the revision.
• ID1.c.i (Optimize Performance): At the Implementing level, students use the micro:bit to "optimize the performance of a prototype." They might refine a remote-controlled car's logic to handle sharper turns or more complex sensor inputs.
• ID1.d.i (Demonstrate Resilience): Programming hardware involves frequent setbacks (e.g., loose wires, logic errors). Students must persist through these challenges and reflect on their process to find a functional solution.

• IA1.a.d (Investigate Emerging Technologies): Students investigate the micro:bit’s sensors and "analyze their potential advantages" for solving specific problems, such as using the radio feature for local communication.
• IA1.b.i (Customize Learning Environment): Students independently evaluate and select expansion boards (like a motor driver or a weather station kit) to adapt the micro:bit to their specific engineering goals.
• IA3.a.i (Synthesize Information): Students use the micro:bit to collect real-world data (like soil moisture levels over time) and "synthesize" that information to form a conclusion about plant health.

• DC2.b.e (Impact of Automation): Students identify the micro:bit as an example of how machines "assist people in simple ways," such as an automated night-light that saves energy.
• DC2.b.i (Ethical Implications): At the Implementing level, students use the micro:bit to discuss the ethical implications of "Always-on" sensors and how automated data collection affects individual privacy.

• GC1.b.d (Contribute Constructively): Students "contribute and commit to team goals" by working on multi-part projects (e.g., one student programs the "sender" micro:bit and another programs the "receiver").
• GC2.b.i (Investigate Solutions): Teams use micro:bits to "collaboratively investigate solutions" to school-wide issues, such as creating a shared system to monitor noise levels in the hallway.

• EC.1.a.e (Purpose of Communication): Students use the LED display to "state the main message"—whether it is a simple icon, a scrolling alert, or a sensor reading.
• EC.3.b.d (Evaluate and Revise): Students analyze feedback from peers on their micro:bit user interface. If a user cannot understand the icons displayed on the LED grid, the student proposes specific revisions to make the visual communication clearer.