Microbits Beginnings

Overview

Students are introduced to micro:bit devices and how they can be programmed to show information and simple animations. They will plan and create a basic program that displays a message using beginner coding concepts.

Learning intentions

• Students will understand what micro:bits are and what they can do.
• Students will use basic programming ideas (sequence, events, inputs/outputs) with micro:bit.
• Students will write and test a simple micro:bit program to display text or an animation.
• Students will monitor and improve their work by debugging errors.

Success criteria

• I can explain (in my own words) what a micro:bit is and what it outputs.
• I can describe programming as step-by-step instructions a device follows.
• I can create a micro:bit program that displays a message (or simple animation) and works when tested.
• I can identify and fix at least one problem (debugging).

Curriculum links

• Technology: use digital systems safely and effectively to design and create solutions
• Technology: plan, create, test and improve digital solutions using appropriate hardware and software tools
• Programming concepts: sequence and simple control using inputs/outputs through micro:bit activities

Lesson structure (60 minutes)

1. 0–7 min · Hook and demo. Teacher shows a working micro:bit (LED display lighting and/or a short animation) while asking the question: “How can a tiny computer show a message without a screen keyboard?” Students think-pair-share and share one idea to the class.

• Use the microbit introduction slides for the hook image/video prompt.

2. 7–15 min · What is a micro:bit? Teacher explains micro:bits are small programmable computers with an LED display and buttons, and they take inputs and produce outputs. Students note examples of input (button press) and output (lights/text).

• Use the microbit introduction slides to show a simple diagram: input → processing → output.

3. 15–25 min · Beginner programming concepts. Teacher models three ideas using the micro:bit context:

• Sequence: steps happen in order.
• Events: when something happens (e.g., a button is pressed), the program runs a response.
• Outputs: what the micro:bit shows (text/animation on the LED matrix). Students repeat the concepts using “When/Then” sentences (e.g., “When I press button A, the micro:bit displays…”).
• Use the microbit introduction slides for “When/Then” sentence starters.

4. 25–32 min · Success criteria check and workstation setup. Teacher introduces today’s goal: create a program that displays a message (and/or scrolls text). Teacher demonstrates how to upload or run the code and what “testing” looks like. Students open the coding environment on their device (teacher sets expectations: save often, no sharing passwords).

• Use the microbit introduction slides to show the step-by-step plan for the task.

5. 32–46 min · Hands-on: create your first message program. Students work in pairs at their micro:bit workstation to build and test a basic program that displays a short message (e.g., “HI”, their name, or “GO”). Teacher circulates, prompting:

• “What is the sequence of what your micro:bit does?”
• “What is the output you expect to see?”
• If it fails: “Which step might be wrong—text, timing, or the run button?” Students record what they changed when debugging.
• Provide the microbit message builder worksheet for recording expected output and debugging notes.

6. 46–54 min · Quick share and troubleshooting clinic. Teacher calls for 3–4 pairs to share what worked and one thing that was tricky. Class discusses common fixes (e.g., wrong message characters, forgetting to run/upload, timing/loop confusion). Teacher reinforces that improvement is part of designing digital solutions.

• Use the microbit introduction slides to display a “Debug checklist” (Look, Try, Change, Test).

7. 54–60 min · Plenary and exit check. Students complete a short oral check: one sentence on what they programmed (sequence) and one sentence on what they saw (output). Teacher collects the microbit message builder worksheet to assess understanding and readiness for next lesson.

• Use the microbit introduction slides final reflection prompt slide.

Resources

• the microbit introduction slides
• the microbit message builder worksheet
• micro:bit devices (one per pair or shared set), USB cables
• Class set of student laptops or tablets with micro:bit coding environment available
• Power/charging access and a way to upload/run code
• Sticky notes or whiteboards for “When/Then” quick sentences

Assessment

• Formative during hands-on: observe pairs using correct “sequence” language and testing/uploading properly
• Worksheet checks: expected output, what they changed to debug, and whether the final message works
• Exit oral check: students state sequence and output in one or two sentences

Differentiation

• Support: provide sentence starters on the microbit message builder worksheet (e.g., “My micro:bit should…”, “I changed… because…”)
• Support: teacher circulates with a “Debug checklist” and demonstrates one correction strategy for stuck pairs
• Extension: students attempt a simple animation variation (e.g., different speed or adding a second message) once the first message works
• EAL/SEN: visuals from the microbit introduction slides plus “When/Then” templates reduce language load; allow pointing to LED output when explaining