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Introduction
Introduction
The aim of this scheme of work is to introduce primary schools to the BBC micro:bit, a fantastic little device for teaching the physical computing elements of the computing programmes of study, STE(A)M subjects and a great deal more besides.
The aim of this scheme of work is to introduce primary schools to the BBC micro:bit, a fantastic little device for teaching the physical computing elements of the computing programmes of study, STE(A)M subjects and a great deal more besides.
Click this link for advice on stting up the micro:bit for teaching
Background information
Background information
No technical knowledge is needed, the micro:bit has been cleverly designed to make it extremely child (and teacher) friendly.
No technical knowledge is needed, the micro:bit has been cleverly designed to make it extremely child (and teacher) friendly.
For many children this will be the first time they have touched a BBC micro:bit. When you hand them out, point out to the children that they are a delicate electronic device and must be handled safely and with care.
For many children this will be the first time they have touched a BBC micro:bit. When you hand them out, point out to the children that they are a delicate electronic device and must be handled safely and with care.
The micro:bit is an open circuit board with all the electrical parts on display. It’s been specifically designed this way but this does mean there is a small risk that the parts can be damaged and even overheat. However, a little bit of care and caution will ensure you and your micro:bit will stay fit and healthy. At £14, they are reasonably cheap and easily replaced. Follow the link below to find out more.
The micro:bit is an open circuit board with all the electrical parts on display. It’s been specifically designed this way but this does mean there is a small risk that the parts can be damaged and even overheat. However, a little bit of care and caution will ensure you and your micro:bit will stay fit and healthy. At £14, they are reasonably cheap and easily replaced. Follow the link below to find out more.
The MakeCode programming environment
The MakeCode programming environment
Open the MakeCode editor in a browser at: https://makecode.microbit.org/.
Open the MakeCode editor in a browser at: https://makecode.microbit.org/.
Or download and use the Windows 10 MakeCode app.
Or download and use the Windows 10 MakeCode app.
MakeCode Projects
MakeCode Projects
The scripts created by the MakeCode editor are known as ‘projects’ and can be saved. The editor produces a special type of file known as a .hex file. It is a good idea to name each project as you create it. Click on the save icon to the right of the project name to save it.
The scripts created by the MakeCode editor are known as ‘projects’ and can be saved. The editor produces a special type of file known as a .hex file. It is a good idea to name each project as you create it. Click on the save icon to the right of the project name to save it.
Once saved, projects can be uploaded to work on via the MakeCode Home screen. Follow the link below to find out more.
Once saved, projects can be uploaded to work on via the MakeCode Home screen. Follow the link below to find out more.
Using this scheme of work
Using this scheme of work
The resources you will need are available to download free of charge from the primary resources section of the Computing At School website.
The resources you will need are available to download free of charge from the primary resources section of the Computing At School website.
Computing at School - Resources (Click the link and then scroll down to Download and check the box next to 'I have read the licence agreement .....'). Red download links will appear on the resource files.
Computing at School - Resources (Click the link and then scroll down to Download and check the box next to 'I have read the licence agreement .....'). Red download links will appear on the resource files.
My advice is to spend a bit of time playing with a micro:bit using the online MakeCode editor and simulator. Take one , home with you over a weekend or Half term. Once you have the hang of it give the device to some of your more technically minded pupils to experiment with. Perhaps run a lunch time or after school club for a term and allow the children to work through the activities in this scheme of work as a trial. This will familiarise you with the activities and some of the common bugs that crop up. The children who have benefitted from this early introduction could be your classroom mentors when you finally try out some whole class activities with the micro:bits. They will enjoy helping their classmates to create and debug scripts and will take some of the pressure of you. Having three or four mentors to hand out equipment and to assist the children when they are unsure what to do makes a big difference to the smooth running of practical sessions.
My advice is to spend a bit of time playing with a micro:bit using the online MakeCode editor and simulator. Take one , home with you over a weekend or Half term. Once you have the hang of it give the device to some of your more technically minded pupils to experiment with. Perhaps run a lunch time or after school club for a term and allow the children to work through the activities in this scheme of work as a trial. This will familiarise you with the activities and some of the common bugs that crop up. The children who have benefitted from this early introduction could be your classroom mentors when you finally try out some whole class activities with the micro:bits. They will enjoy helping their classmates to create and debug scripts and will take some of the pressure of you. Having three or four mentors to hand out equipment and to assist the children when they are unsure what to do makes a big difference to the smooth running of practical sessions.
The activities work best with children working in pairs, sharing a kit of components. For the inexperienced teacher, from a class management point of view, try to limit the number of pairs you have to support. As a complete beginner, perhaps give half the class research activities or project work on related topics such as, the Internet of Things, physical computing, robotics, control systems, micro:bit projects etc. and have 8 pairs of children working on the current practical lesson. Alternatively, seek the support of a teaching assistant to provide a second pair of hands to help children to fault find and correct errors.
The activities work best with children working in pairs, sharing a kit of components. For the inexperienced teacher, from a class management point of view, try to limit the number of pairs you have to support. As a complete beginner, perhaps give half the class research activities or project work on related topics such as, the Internet of Things, physical computing, robotics, control systems, micro:bit projects etc. and have 8 pairs of children working on the current practical lesson. Alternatively, seek the support of a teaching assistant to provide a second pair of hands to help children to fault find and correct errors.
It is essential to understand and to explain to the children that when creating physical computing systems, much of the learning stems from the mistakes that are made and the skills developed to identify and correct them. The children should not expect to get everything right first time but with resilience and perseverance they will get there in the end.
It is essential to understand and to explain to the children that when creating physical computing systems, much of the learning stems from the mistakes that are made and the skills developed to identify and correct them. The children should not expect to get everything right first time but with resilience and perseverance they will get there in the end.
A complete presentation of slides for the teacher to use when explaining the work is available in bot Smart and PowerPoint formats.
A complete presentation of slides for the teacher to use when explaining the work is available in bot Smart and PowerPoint formats.
The lessons in the scheme of work are self contained and the scripts are quick and easy to create so there is little need for the children to save their code unless they have not completed a complex task and will need to come back to it later.
The lessons in the scheme of work are self contained and the scripts are quick and easy to create so there is little need for the children to save their code unless they have not completed a complex task and will need to come back to it later.
The script is automatically saved to the browser’s local storage every time it is downloaded, whether the children choose to save it or not. If they don’t save it as a named project, it stays in local storage as an “Untitled” project.
The script is automatically saved to the browser’s local storage every time it is downloaded, whether the children choose to save it or not. If they don’t save it as a named project, it stays in local storage as an “Untitled” project.
If there is a 'bug' in a script, on downloading it, the micro:bit will display an error message. This is worth noting as it will help to debug the script.
If there is a 'bug' in a script, on downloading it, the micro:bit will display an error message. This is worth noting as it will help to debug the script.
Something the children need to remember is that if they make a change to a script after downloading they will have to download the newly amended script for the changes to take effect.
Something the children need to remember is that if they make a change to a script after downloading they will have to download the newly amended script for the changes to take effect.
Study the scripts for each lesson and try to understand them. Some flowcharts have been included to help the teacher and the children to interpret the blocks of code. It is not in reality necessary for the teacher or the children to be able to read and understand the scripts to complete these seven lessons. We are only concerned with raising awareness of the micro:bit and its capabilities. It is enough to be able to recreate the scripts by following the examples given. However, an understanding of a script is a great help with debugging if the children accidentally introduce errors.
Study the scripts for each lesson and try to understand them. Some flowcharts have been included to help the teacher and the children to interpret the blocks of code. It is not in reality necessary for the teacher or the children to be able to read and understand the scripts to complete these seven lessons. We are only concerned with raising awareness of the micro:bit and its capabilities. It is enough to be able to recreate the scripts by following the examples given. However, an understanding of a script is a great help with debugging if the children accidentally introduce errors.
Some links to helpful CPD resources and suggestions for follow up activities are been provided below.
Some links to helpful CPD resources and suggestions for follow up activities are been provided below.
Micro:bit website - Teach https://microbit.org/teach/
Micro:bit website - Teach https://microbit.org/teach/
Hardware and electrical components
Hardware and electrical components
A great strength of the micro:bit is the ease with which it can be used to teach the physical computing aspects of the computing programme of study.
A great strength of the micro:bit is the ease with which it can be used to teach the physical computing aspects of the computing programme of study.
Physical computing means building interactive, physical systems through a combination of software and additional hardware such as electrical components that can sense and respond to the real world.
Physical computing means building interactive, physical systems through a combination of software and additional hardware such as electrical components that can sense and respond to the real world.
Follow this link to learn how to connect components to the micro:bit.
To complete the practical lessons in this scheme of work, for each pair of children, you will need :
To complete the practical lessons in this scheme of work, for each pair of children, you will need :
x1 micro:bit, USB download cable with 3 volt power pack and batteries
x1 micro:bit, USB download cable with 3 volt power pack and batteries
x3 LEDs with wire attached (red, yellow & green)
x3 LEDs with wire attached (red, yellow & green)
x1 buzzer
x1 buzzer
x5 insulated croc clip to croc clip leads
x5 insulated croc clip to croc clip leads
x2 15cm lengths of insulated wire
x2 15cm lengths of insulated wire
N.B. In addition to the hardware listed above, the children will need internet connected computers, laptops or chromebooks to access the MakeCode editor for programming their micro:bits.
N.B. In addition to the hardware listed above, the children will need internet connected computers, laptops or chromebooks to access the MakeCode editor for programming their micro:bits.
Scheme of work outline:
Scheme of work outline:
This introductory scheme of work consists of ten, one hour practical lessons and two optional assessment lessons. It can be used as a complete and self contained physical computing course or as an introduction to physical computing to be extended and developed into exciting STE(A)M projects.
This introductory scheme of work consists of ten, one hour practical lessons and two optional assessment lessons. It can be used as a complete and self contained physical computing course or as an introduction to physical computing to be extended and developed into exciting STE(A)M projects.
The lesson plans provide some background information and a full set of instructions for each activity. They have been designed for teachers with no science or technical background or prior experience of the micro:bit. The lessons are not intended to make use of the full capabilities of the micro:bit, they have been designed to introduce teachers to the device as a teaching resource and to give them an insight into its potential for the teaching of simple physical systems, STE(A)M projects and other micro:bit applications. There is a wealth of additional ideas on the micro:bit website and elsewhere.
The lesson plans provide some background information and a full set of instructions for each activity. They have been designed for teachers with no science or technical background or prior experience of the micro:bit. The lessons are not intended to make use of the full capabilities of the micro:bit, they have been designed to introduce teachers to the device as a teaching resource and to give them an insight into its potential for the teaching of simple physical systems, STE(A)M projects and other micro:bit applications. There is a wealth of additional ideas on the micro:bit website and elsewhere.
All of the activities have been piloted with classes of children and have proven to engage the learners and to be straightforward to teach. By teaching these lessons, the physical computing aspects of the Computing programmes of study will have been amply covered. They also represent a valuable introduction to physical computing which can be built on at Key Stage 3.
All of the activities have been piloted with classes of children and have proven to engage the learners and to be straightforward to teach. By teaching these lessons, the physical computing aspects of the Computing programmes of study will have been amply covered. They also represent a valuable introduction to physical computing which can be built on at Key Stage 3.
The lessons are each designed to take 50 to 60 minutes to cover. If time is shorter, lessons can be broken into two, 30 minute sessions. If curriculum time is limited it is not essential to complete all ten lessons, simply select the ones you like best.
The lessons are each designed to take 50 to 60 minutes to cover. If time is shorter, lessons can be broken into two, 30 minute sessions. If curriculum time is limited it is not essential to complete all ten lessons, simply select the ones you like best.
Each Lesson page on this website contains a link to the lesson plan. The resources you will need to teach the lesson are listed. You can project scripts on the screen for children to copy or print these out for the children. Some flowcharts have been included as algorithms to help you and the children to read the code. It is not necessary to use or explain these.
Each Lesson page on this website contains a link to the lesson plan. The resources you will need to teach the lesson are listed. You can project scripts on the screen for children to copy or print these out for the children. Some flowcharts have been included as algorithms to help you and the children to read the code. It is not necessary to use or explain these.
The resources have been cross referenced with the lesson plans as follows L = lesson number, A = activity number, R = number of resource for each activity, e.g. L2A3R1.
The resources have been cross referenced with the lesson plans as follows L = lesson number, A = activity number, R = number of resource for each activity, e.g. L2A3R1.
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