Micro:bit Data Messages

Overview

Students are introduced to micro:bits as digital systems that receive input, process information and produce output. They investigate how data can be represented as numbers or symbols, how devices connect in a network, and how a message is transmitted between micro:bits through a practical sender-and-receiver challenge.

Learning intentions

Students will:

• identify the input, process and output parts of a micro:bit system
• explain that digital systems represent information using coded data
• describe how connected devices form a network and transmit messages
• create and test a simple micro:bit communication program
• use digital technologies safely and responsibly.

Success criteria

• I can identify an input, processor and output in a micro:bit system.
• I can explain how a letter, number or icon can be represented as digital data.
• I can describe how a message travels from one micro:bit to another.
• I can test my program and explain one improvement.

Curriculum links

• Stage 3 Digital Technologies: investigating how digital systems represent, store and transmit data.
• Stage 3 Digital Technologies: designing and producing a digital solution using a micro:bit.
• Stage 3 Digital Technologies: explaining how digital systems connect and communicate as networks.
• Safe, responsible and respectful use of digital technologies and data.

Lesson structure (60 minutes)

1. 0–5 min · Hook and prior knowledge. Open with the hook and learning intention slides and display the question, “How can a tiny computer send a message without a screen or keyboard?” Students predict how a micro:bit might receive, process and display information, then share one idea with a partner.

2. 5–15 min · Teach digital systems. Use the digital systems and networks slides to introduce the system model: input, process, output and storage. Demonstrate that pressing a button is input, the micro:bit’s processor follows instructions, and the LED display is output. Students label these parts on the micro:bit data investigation worksheet and suggest one example from a familiar device.

3. 15–23 min · Representing and transmitting data. Explain that computers represent letters, numbers, sounds and images as coded digital data. Use a simple example: the message “A” is changed into a code that a computer can store and transmit, then changed back into a recognisable symbol. Show two micro:bits as networked devices and model the pathway “sender input → coded data → transmission → receiver output”. Students complete the data pathway diagram on the micro:bit data investigation worksheet and explain it to a partner.

4. 23–40 min · Build a sender and receiver. Organise 25 students into pairs or groups of three, with one micro:bit set per group where possible. Open the programming instructions and test prompt. Students create a sender program that transmits a short number or symbol when a button is pressed and a receiver program that displays the message. The teacher checks that groups use the correct radio group or communication setting, test one device at a time, and do not share personal information in messages.

5. 40–52 min · Test the network challenge. Groups test whether their receiver displays the sender’s message accurately. They change one input, such as a different button or number, and predict the output before testing. Students record the input, coded message, receiver output and result on the micro:bit data investigation worksheet. Pause for a quick troubleshooting discussion: “Was the problem in the input, program, connection or output?”

6. 52–60 min · Share and assess. Use the plenary and exit-question slides. Invite two or three groups to demonstrate their communication system. Students complete the final worksheet questions: “What data was transmitted?”, “How did the micro:bits form a network?” and “What would you improve?” Collect worksheets as evidence of understanding.

Resources

• Micro:bits, batteries and USB cables; ideally one set per pair or group
• Computers or tablets with an approved micro:bit coding environment
• the micro:bit data and network slide deck
• the micro:bit data investigation worksheet
• Projector or interactive display
• Headphones if needed for focused programming
• Teacher demonstration micro:bit and computer
• Charging and cable storage tray

Assessment

• During discussion, check whether students can distinguish input, processing and output and use the terms data, network and transmission accurately.
• Observe programs and ask groups to explain what happens between pressing the button and the receiver displaying the message.
• Use the completed worksheet and final responses to assess whether students understand data representation, the direction of transmission and the role of testing.

Differentiation

• Provide a labelled input–process–output diagram, a word bank and sentence starters such as “The sender receives…” and “The message travels through…”.
• Pair students strategically and provide a partially completed program or teacher-created starter file for students who need additional coding support.
• Allow students to communicate a single number or icon before progressing to a short message; provide frequent checkpoints for groups sharing one device.
• Challenge confident students to transmit two different messages using separate buttons, add an acknowledgement from the receiver, or explain why two nearby networks need different communication settings.
• Explicitly teach safe handling of equipment, avoid collecting personal data, and provide enlarged instructions or a peer scribe where required.