Micro:bit Data Systems

Overview

Students explore how digital systems represent data and how connected devices can transmit information. Using micro:bits as a new, hands-on context, students programme simple message sharing to show data moving through a network.

Learning intentions

• Students will explain how digital systems represent data using code and values.
• Students will describe how micro:bits connect together to form a network for data transmission.
• Students will create, test, and improve a micro:bit program that sends and receives simple data.

Success criteria

• I can describe what a micro:bit “data” value represents (e.g. number or signal).
• I can explain that networks transmit data between connected devices.
• I can build a working micro:bit pair task: one device sends, the other receives, and the receiving device shows the expected output.
• I can revise my programme after checking it against a test plan.

Curriculum links

• Technology — ST3-11DI-T: students explain how digital systems represent data, connect together to form networks and transmit data.
• Digital systems and networks (Stage 3) through creating simple connected micro:bit behaviours.
• Skills for planning and monitoring (test, debug, improve) within a technology task.

Lesson structure (60 minutes)

1. 0–5 min · Hook (data vs message). Teacher shows the introduction slides with two images: “a note passed by hand” vs “a message sent between devices,” and asks: “What information counts as ‘data’ in each case?” Students think-pair-share then share one idea.

2. 5–15 min · Direct teach (representing data + networks). Teacher uses the introduction slides to explain: (1) data as values (numbers/letters/signal states), (2) representation in digital code, and (3) networks as connected devices that transmit data. Students take brief notes using three headings: Represent, Connect, Transmit.

3. 15–20 min · Safety + setup routine. Teacher models handling micro:bits (cables, ports, screens) and demonstrates how to identify device A and device B. Students follow along, labelling their micro:bit in a visible way.

4. 20–30 min · Model a micro:bit “send/receive” task. Teacher demonstrates the core concept live while pointing to the introduction slides:

• Device A sends a simple data value (e.g. a number 1–5 or a short message like “OK”).
• Device B receives and displays/acts on it (e.g. show number or scroll text). Students predict what Device B will display when Device A sends each value.

5. 30–45 min · Build and test in pairs. Teacher circulates as students complete the build. Students work in pairs (A/B). They run their programme, test at least two data values, and record results on the micro:bit data and network worksheet:

• what Device A sends
• what Device B shows
• one improvement they made (or planned fix)

6. 45–55 min · Debug + revise. Teacher prompts targeted debugging using the introduction slides:

• “Is the data value being sent what you expected?”
• “Is the receiver looking for the same kind of data?”
• “Did you test with the same sending value as your prediction?” Students adjust code and retest until Device B reliably matches expected output.

7. 55–60 min · Plenary (check learning, exit ticket). Teacher returns to the introduction slides for three quick questions:

• “What did you use as data?”
• “How were the devices connected?”
• “What evidence shows data was transmitted and received?” Students answer verbally, then submit a one-sentence exit ticket on the micro:bit data and network worksheet: “In our activity, data was represented by ___, and it was transmitted over a network when ___.”

Resources

• the introduction slides
• the micro:bit data and network worksheet
• Class set of micro:bits (pairs), USB cables, and charging/data capability
• Access to micro:bit programming environment (teacher-selected)
• Device labels (A/B), sticky notes for predictions and results
• Timer for testing/debug cycles

Assessment

• Formative during pair work: teacher checks students can articulate “data, connect, transmit” while testing.
• Worksheet checks: whether students record sent/received values and describe one revision.
• Exit ticket (from the micro:bit data and network worksheet): single sentence linking representation to transmission evidence.

Differentiation

• Support: sentence starters on the micro:bit data and network worksheet (e.g. “Data was represented by…”, “The network transmitted…”) and a teacher demo replay for each pair.
• Support: provide a “known-working” starter programme for students who need it; require them to test two values and record results.
• Extension: challenge students to send two different values and include a simple rule on the receiver (e.g. if value=1 show “A”, else show “B”).
• EAL/SEN: allow oral responses for the plenary questions; keep instructions short and use visuals from the introduction slides.