Microbit Explorer

Overview

Students are introduced to micro:bit hardware and a simple visual-to-blocks coding approach. They will write, test, and improve short programs that use input and control structures (if/then and repeating) to meet a simple user need.

Learning intentions

• Students will identify key parts of a micro:bit and explain how it takes input and gives output.
• Students will create a simple block program using sequencing and selection (if/then).
• Students will add fixed repetition (loops) to repeat actions a set number of times.
• Students will test their program and debug using observations and evidence.

Success criteria

• I can name at least 3 micro:bit features (e.g., buttons, LED display, sensor/ports) and describe what they do.
• I can write a program that uses input (e.g., button press or sensor value) to make a decision and show output.
• I can use a loop to repeat an action a fixed number of times.
• I can run my program, describe what happened, and make one improvement when it doesn’t work.

Curriculum links

• AC9TDI4K01: Explore and describe digital systems and peripherals, including input/output devices and how systems are used for different purposes.
• AC9TDI4P02: Follow and describe algorithms involving sequencing, comparison/branching and iteration.
• AC9TDI4P04: Implement simple algorithms as visual programs involving control structures and input.
• AC9TDI4P05: Discuss how student solutions meet user stories/design criteria.

Lesson structure (60 minutes)

1. 0–5 min · Hook. Teacher displays the introduction slides and asks: “What could a small computer do if it could feel the environment and react?” Students do a quick think-pair-share, then share one idea.

2. 5–12 min · Micro:bit tour (hardware). Teacher uses the introduction slides to point to the micro:bit LED screen, buttons, and any common sensors/ports available, linking each to input or output. Students turn-and-talk: “Which parts are input and which are output?”

3. 12–20 min · Micro:bit software tour (blocks). Teacher continues with the introduction slides, showing the main areas of the coding interface: blocks for showing LEDs, reading inputs (button/sensor), and control blocks (if/then and repeat). Students complete a quick “match it” spoken task: teacher says a block purpose; students gesture (input/output/control).

4. 20–30 min · Guided build 1: Button LED decision. Teacher sets the task on the introduction slides: “Press button A to show a smile; press button B to show a sad face; otherwise show nothing.” Teacher demonstrates the blocks for if/then + show output. Students, in pairs, build the program on a practice device, then upload/run it on their micro:bit (or simulated if needed), calling the teacher when both buttons work.

5. 30–38 min · Debug sprint. Teacher prompts using the introduction slides: “What evidence will tell us it’s working?” Students run their code again, check behaviour, and fix one issue using a simple debug checklist: confirm input, confirm condition, confirm output.

6. 38–50 min · Guided build 2: Repeat (fixed iteration). Teacher tells students they will add a loop to repeat an animation a fixed number of times, using the introduction slides. Example: “When button A is pressed, scroll a short message or blink an arrow 5 times.” Students update their program by adding a repeat block (fixed number) and test until it matches the requirement.

7. 50–57 min · User story share (design + discussion). Teacher displays the introduction slides with a simple success checklist: user story (button reacts), algorithm features (if/then + repeat), and evidence (tested results). Students do a gallery walk or partner swap: each partner checks for one feature and gives one “next improvement” suggestion using sentence starters from the slide.

8. 57–60 min · Exit ticket. Teacher collects quick evidence from students: “Write one sentence each: (1) What input did your program use? (2) What decision did it make? (3) What did you repeat and how many times?” Students submit on the Microbit starter worksheet.

Resources

• the introduction slides (includes hook, micro:bit tour visuals, blocks examples, task instructions, debug prompts, and success checklist)
• the Microbit starter worksheet (student recording: input, decision, loop count; short algorithm description)
• micro:bit devices for student pairs (enough for class of 25; ideally 12–13 pairs with one device per pair, plus spares)
• compatible USB cables and power access (charging/upload for testing)
• teacher laptop with display and coding environment ready
• printed quick-reference block cards (optional, from teacher pack) showing if/then and repeat symbols
• classroom management routine for handling devices safely (where micro:bits are placed when not in use)

Assessment

• Observation checklist during builds: can students identify input/output and use if/then correctly?
• Formative checks at the debug sprint: students explain what evidence shows it works and what they changed.
• Exit ticket using the Microbit starter worksheet: input + decision + repeated action/number.

Differentiation

• Support: Provide sentence starters for the exit ticket (“My input was… I decided that… I repeated…”) on the Microbit starter worksheet.
• Support: Pre-teach vocabulary (input, output, decision, repeat, iteration) with gestures tied to micro:bit parts.
• Extension: Students who finish early can add a second decision (e.g., if button A then blink 5 times, else if button B then blink 3 times) and must justify how the algorithm changed using their worksheet.
• EAL/SEN: Keep instructions short on slides and use visual examples (smiley/sad face). Allow non-verbal evidence for debugging talk (show working behaviour to the teacher).