Make It Light Up

Overview

Students are introduced to the BBC micro:bit as a small programmable computer. They identify its inputs and outputs, connect it safely, use Microsoft MakeCode, and create, test and debug a program that displays an image or message on the LED matrix. This practical lesson builds on students’ prior experience using computers, following instructions and recognising that code gives a device precise steps to follow.

Prior knowledge: Students should know how to log in, use a mouse or trackpad, open a browser or application, and save or name work. No previous coding experience is required.

WALT: We Are Learning To use a micro:bit and block-based code to create, test and debug a simple output.

Learning intentions

Students will:

• identify common micro:bit inputs and outputs
• connect a micro:bit safely to a computer
• create a simple block-based program in Microsoft MakeCode
• test and debug a program using a logical process

Success criteria

• I can identify the LED matrix, buttons, USB connection and movement sensor.
• I can connect and handle the micro:bit safely.
• I can create a program that displays an image or message on the LED matrix.
• I can find and fix one problem by checking my blocks, connection or testing steps.

Curriculum links

• NSW Stage 3 Digital Technologies: designing, producing and evaluating a digital solution for a purpose and audience.
• NSW Stage 3 computational thinking: sequencing, testing, identifying errors and debugging.
• English: creating and revising explanations using precise vocabulary and digital technologies suited to purpose.
• The micro:bit is a classroom implementation used to develop these syllabus-aligned digital technologies and computational thinking skills.

Lesson structure (60 minutes)

1. 0–5 min · Hook and purpose. Teacher displays a micro:bit and asks, “How could a computer with no screen show us a message?” Open with the hook and learning intention slides and share the WALT and success criteria. Students make a prediction, then turn and talk about devices that receive inputs and produce outputs.

2. 5–15 min · Identify and model safe use. Teacher uses a real micro:bit and the labelled micro:bit diagram to model the LED matrix, buttons, USB connection, processor, movement sensor and edge pins; explain that buttons and movement are inputs, while the LED matrix is an output. Students point to or name each part on the micro:bit identification and coding worksheet. Teacher demonstrates dry hands, gentle handling, checking the cable, keeping liquids away, and never forcing a connector.

3. 15–25 min · Explicit MakeCode modelling. Teacher projects the MakeCode modelling slides and models opening MakeCode, creating a new project, choosing blocks, placing a “show icon” or “show string” block in the start sequence, and downloading the program. Think aloud: “I predict the LEDs will show this image; now I will test it.” Students watch, identify the order of the blocks, and suggest what will happen before the program is run.

4. 25–38 min · Pair-based guided practice. Teacher places students in pairs, assigns Driver and Navigator roles, and distributes one micro:bit and computer per pair. Students use the guided coding steps to connect the board, open MakeCode, create an image or short message, download it, and observe the LED matrix. Teacher circulates and checks: “Which block is the instruction? What is the output? What evidence tells you it worked?” Pairs swap roles halfway through.

5. 38–52 min · Independent/paired challenge and debugging. Teacher introduces the challenge through the challenge and debugging slides: create a program that shows a chosen image or message, then add a second output or change the display when button A is pressed. Students test at least twice and record one problem and its solution on the worksheet. If a program fails, students follow: check the cable, check the correct device, check block order, download again, and ask a partner before asking the teacher.

6. 52–60 min · Share, assess and exit ticket. Teacher invites two pairs to demonstrate and explain an input, output and debugging decision. Students complete the retrieval practice exit ticket slips with: “One input is…”, “One output is…”, and “One problem I fixed was…”. Teacher revisits the success criteria and collects the slips.

Vocabulary

• micro:bit — a small programmable computer
• input — information sent to a computer
• output — information produced by a computer
• LED matrix — the grid of lights used to show images and words
• program — instructions that tell a computer what to do
• block-based coding — coding by joining visual instruction blocks
• sequence — the order in which instructions run
• debug — find and fix a problem in a program
• download — send a program from the computer to the micro:bit

Resources

• 25 students: 12–13 pairs
• BBC micro:bits, one per pair
• USB data cables, one per pair
• Computers or tablets with Microsoft MakeCode available
• Projector or interactive display
• the micro:bit introduction and activity deck
• the micro:bit identification and coding worksheet
• the retrieval practice exit ticket slips
• Spare cables, charging access and a teacher demonstration micro:bit

Assessment

• During identification, check whether students can distinguish inputs from outputs and correctly name key parts.
• During guided practice, observe safe handling, role-sharing, block sequencing and whether students can predict and test an output.
• Use the exit ticket to assess vocabulary, understanding of inputs and outputs, and the ability to describe a debugging action.

Differentiation

• Support: Provide a pre-opened MakeCode page, a visual step checklist, a partially completed program and a small choice of icons or short messages. Pair students strategically and keep Driver/Navigator roles clear.
• Diverse learners: Use large, uncluttered visuals, short instructions, spoken directions and teacher modelling before each task. Offer dyslexia-friendly access through a clear sans-serif font, generous spacing, reduced text, coloured block screenshots, text-to-speech and the option to answer orally or by drawing.
• EAL/D: Rehearse vocabulary with gestures and the input/output sentence frame: “The ___ is an input/output because ___.” Allow home-language discussion before sharing.
• Extension: Add button B or an A+B event, create a changing animation, or design a simple reaction program using the movement sensor. Students explain their sequence and test one deliberate error before correcting it.

Classroom management and safety

Keep micro:bits on tables and cables untangled. Students carry boards with two hands, connect only when instructed, and stop immediately if a cable or board becomes hot, damaged or difficult to connect. Use a quiet help routine: check the four debugging steps, ask a partner, then raise a hand. Keep pairs seated at their assigned device and use the Driver/Navigator roles to ensure equitable participation.

Follow-up lesson

Students design a digital name badge or simple mood indicator using button inputs, an LED animation and a short written explanation of their design choices and testing results.