Signals Starter

Overview

Students are introduced to micro:bit technology through a simple, hands-on activity that links inputs (buttons) to outputs (LED light patterns). They learn how programs control a device, then practise sentence-level science writing about cause and effect in systems.

Learning intentions

• Students will understand that a micro:bit is a programmable device with inputs and outputs.
• Students will create a simple program that responds to a stimulus (button press) by changing what the micro:bit displays.
• Students will describe what changed, what triggered it, and what the micro:bit output did.
• Students will follow safe, respectful procedures when using class technology.

Success criteria

• I can identify an input and an output on a micro:bit.
• I can make my micro:bit display a reaction when I press a button.
• I can explain (in a short paragraph) the cause (input) and effect (output) using correct punctuation.

Curriculum links

• Science — describing phenomena and using observable evidence to explain cause and effect in systems.
• English — plan and create short written texts for a purpose and audience using sentence-level grammar and punctuation (WALT write with clarity and accuracy).
• Students will compare their working code and outcomes using reasoning and evidence from observations.

Lesson structure (60 minutes)

1. 0–7 min · Hook & discussion. Teacher shows a micro:bit already running a small LED pattern and asks, “What do you think is ‘telling’ the micro:bit what to do?” using the introduction slides hook slide. Students turn-and-talk, then share ideas about “signals” and “instructions”.

2. 7–15 min · Mini teach: micro:bit as a system. Teacher explains micro:bit as a programmable device: inputs (buttons, sensors) and outputs (LED screen, buzzer), and links programming to cause-and-effect using the introduction slides system slides. Students record one input and one output example in notes.

3. 15–25 min · Setup and first compile. Teacher models how to open the class starter code (teacher version on screen) and download it, pointing out where button events change LED output. Students pair up with one micro:bit per pair and follow along to load the starter project, watching for correct LED response.

4. 25–40 min · Main practical: button-to-LED program. Teacher circulates while students test: press Button A to show a pattern; press Button B to show a different pattern. Students adjust one variable (pattern choice or colour/brightness effect if available) and re-test, aiming for reliable behaviour. Use the microbit inputs outputs worksheet during this step for students to jot observations after each test.

5. 40–50 min · Quick writing: explain cause and effect. Teacher prompts: “Write 4–5 sentences: Input → Trigger → Output → What you observed → One improvement you tried.” Students complete the worksheet response section using the microbit inputs outputs worksheet, focusing on correct full stops, capital letters, and precise words like “when” and “because”.

6. 50–58 min · Share, check, and revise. Teacher runs a brief share-out: two pairs demonstrate their micro:bit, while others use the success criteria to ask, “What input caused that output?” Students adjust one sentence for clarity during revision (teacher reminder to revise written work).

7. 58–60 min · Exit ticket. Teacher collects the microbit inputs outputs worksheet and asks for one final response: “What is one input and one output on your micro:bit?” Students submit on the worksheet or verbally if time is tight.

Resources

• the introduction slides
• the microbit inputs outputs worksheet
• 25 micro:bit devices (one per pair if possible) with batteries/charging method
• USB cables or class method for connecting to computers/tablets
• Teacher device connected to projector
• Code starter project (prepared ahead)
• Small comfort/safety rules poster: handle devices carefully, no unplugging others’ cables without permission

Assessment

• Formative observation during Step 4: students reliably create button-triggered LED output.
• Worksheet evidence (inputs/outputs and cause-effect explanation) to assess accuracy and clarity.
• Exit response to confirm understanding of input/output terminology.

Differentiation

• Support: provide sentence starters on the microbit inputs outputs worksheet (e.g., “When I press…, the micro:bit shows…”).
• Support: pre-check pairs who struggle to load the starter code; offer a “no-change” first success path (keep exactly the given patterns).
• Extension: students choose a third behaviour (e.g., an extra LED pattern) and explain how they tested it.
• EAL/SEN: allow oral rehearsal before writing; provide word bank (input, output, when, triggered, observed, pattern).