Micro:bit Maker

Overview

Students learn how micro:bits can sense the world, process inputs, and affect outputs. They will plan, build, and test a simple interactive prototype using a basic event-driven program, then refine their solution to better meet a design goal.

Learning intentions

• Students will explain how micro:bits use sensors and inputs to control an output.
• Students will plan a simple interactive system and identify where code logic fits in.
• Students will build and test a micro:bit prototype using a provided coding starter.
• Students will revise their program and explain the changes they made.

Success criteria

• I can describe the micro:bit as an input-process-output system.
• I can write (or adapt) a short program that responds to a sensor/event and changes an output.
• I can test my prototype and improve it based on what happened.
• I can communicate how my design meets a purpose for an audience (classmate user).

Curriculum links

• Technology — designing, producing and evaluating solutions using digital systems and considering the impact of technology.
• Technology — planning, prototyping and iteration to improve outcomes based on tests and feedback.
• English (cross-curriculum) — planning and revising short written explanations for different audiences using appropriate grammar and punctuation (WALT aligns with EN3-CWT-01).

Lesson structure (45 minutes)

1. 0–5 min · Hook & safety. Teacher shows the introduction slides and demonstrates a micro:bit reacting to motion (or pressing). Students turn-and-talk: “What input was used, what output changed, and what do you think the program did?”

2. 5–12 min · Direct teach: input–process–output. Teacher uses the introduction slides to model an input-process-output diagram for the demo and introduces key terms: input, processor, output, event, sensor. Students complete a quick oral check: each group names one input and one output they saw.

3. 12–20 min · Choose a challenge & plan. Teacher revisits the introduction slides and explains the design challenge: “Create a micro:bit interaction that triggers a clear output when a condition happens.” Students use the micro:bit planning and test worksheet to sketch their plan: condition (input), what output will show (LED pattern/sound/vibration if available), and one sentence on how it helps a user.

4. 20–30 min · Build (teacher modelling + release). Teacher demonstrates the starter program flow (event → change output) while students locate the same blocks in their software setup. Students build using their plan, with a focus on one working event and one output (kept simple for first-time users).

5. 30–37 min · Test and record. Teacher provides the introduction slides as a prompt for what “testing” means (try it multiple times; note what happens). Students test their prototype 2–3 times and record results on the micro:bit planning and test worksheet (What happened? Does it match the plan?).

6. 37–43 min · Revise quickly (iteration loop). Teacher asks students to choose one improvement from a menu shown on the introduction slides: adjust threshold/condition, change output pattern, or improve clarity of the response. Students revise their program and retest until they can state what changed and why.

7. 43–45 min · Plenary: share evidence. Teacher returns to the final slide in the introduction slides and conducts rapid share-outs: “Show your input, your output, and one change you made.” Students finish the final line on the micro:bit planning and test worksheet: one sentence for how their design meets the purpose.

Resources

• the introduction slides (micro:bit demo, input–process–output, design challenge, iteration menu, share prompt)
• the micro:bit planning and test worksheet (planning box, test log, reflection sentence)
• Class set of micro:bits (new to class) with charging/data cables
• Computers/tablets with micro:bit coding environment set up (teacher-preloaded starter projects)
• Teacher demo micro:bit (connected to screen/projector)
• Basic classroom routine cards: “turn on, connect, upload, test, iterate”
• Consumables: pens/pencils, sticky notes (optional for improvement ideas)

Assessment

• Formative: teacher circulates using a checklist—students can name input and output and show evidence of testing and one revision.
• Worksheet evidence: planning includes clear condition and output; test log shows at least one mismatch or improvement; final reflection explains a change.
• Plenary: quick oral explanation—students share one input, one output, and one iteration based on results.

Differentiation

• Support: provide sentence starters on the micro:bit planning and test worksheet (e.g., “My input was…”, “When it happens, my output…”).
• Support: offer two starter options (easier: button press triggers output; slightly harder: tilt/gesture triggers output) while keeping the same structure.
• Extension: students add a second event or an additional output variation (e.g., different LED colours/patterns for two conditions) and explain the benefit.
• EAL/SEN: keep language consistent with the input–process–output diagram; use visual prompts on the introduction slides; allow oral responses for the reflection sentence if needed.