Step Counter Code

Overview

In this lesson, students learn what an algorithm is and how to code a Micro:bit using MakeCode. They will build a digital step counter, test it, and improve it through debugging.

Learning intentions

• Understand what a Micro:bit is and how it can sense input (like a shake).
• Create an algorithm for counting “steps” and turning it into code using MakeCode.
• Test their program, identify issues, and debug to improve it.
• Explain how wearable technologies use similar sensing and coding ideas.

Success criteria

• I can explain what an algorithm is (a clear sequence of steps to solve a problem).
• I can use MakeCode to program a Micro:bit step counter (variable, event, sequence, display).
• I can test my code and fix errors using debugging strategies.
• I can explain how my program works using the words: algorithm, event, variable, and sequence.

Curriculum links

• Digital Technologies: Students design, create and test digital solutions using algorithms and computational thinking.
• Digital Technologies: Students develop algorithms involving sequencing and repetition.
• Digital Technologies: Students apply event-based thinking (what the device does when something happens).
• Digital Technologies: Students collaborate to test and improve digital solutions.

Lesson structure (60 minutes)

1. 0–5 min · Hook with wearable tech. Teacher displays a smartwatch or fitness tracker, then asks: “How does it know when you’ve taken a step?” Students discuss in pairs and share initial ideas about sensors and instructions.

2. 5–10 min · Introduce key ideas (algorithm/code/debugging). Teacher writes: Algorithm → Code → Test → Debug on the board, defining: an algorithm is the steps; code is the instructions for the device. Students record a short example of an algorithm they know (e.g., “make a sandwich”) and connect it to counting steps.

3. 10–22 min · Explicit teaching: MakeCode build (whole class). Teacher projects step counter intro deck and demonstrates opening MakeCode, then adds blocks step-by-step: on start, forever, input → on shake, variable Steps, set Steps to 0, change Steps by 1, show number Steps. Students watch and predict at pauses: “What will happen the first time we shake?”

4. 22–32 min · Guided practice: “What if…?” checks. Teacher pauses during building and uses questions such as: “What do you think happens if we remove ‘change Steps by 1’?” and “Why do we set Steps to 0?” Students answer using thumbs (or mini-whiteboards) and adjust their understanding after teacher feedback.

5. 32–52 min · Independent/pair creation: build and test. Teacher distributes devices and pairs begin step counter coding and reflection worksheet. Students program Challenge 1 (working step counter): each shake increments Steps and displays the number; they test by gently shaking the Micro:bit. Teacher circulates for checkpoints: variable name correct, event triggered, display updated.

6. 52–57 min · Extension within the task (options). Teacher explains the two quick modify tasks:

• display a happy face every 20 steps
• play a sound after 50 steps and reset using Button A Students choose one modification, implement it, and do a final test.

7. 57–60 min · Reflection exit ticket. Teacher directs students to complete an exit ticket on step counter coding and reflection worksheet (or the last section of it). Students answer: “What is an algorithm? What problem did you debug? What improvement did you make?”

Resources

• step counter intro deck
• step counter coding and reflection worksheet
• Micro:bit per pair
• USB cables or battery packs
• Laptops/iPads with internet access
• Microsoft MakeCode (student access)
• Projector/screen
• Teacher-made checklist (variable, event, display, testing, debugging)
• Quiet troubleshooting prompts (e.g., “Did your event block run? Did the variable change?”)

Assessment

• Formative: teacher observation of pairs during build/testing (event triggers, variable increments, display updates).
• Formative: questioning during “What if…?” pauses in guided practice.
• Summative for today (evidence): completed working step counter plus one modification, and exit-ticket responses showing algorithm and debugging understanding.

Differentiation

• Support: pair programming (roles: coder/tester), printed coding guide on screen, and pre-labelled screenshots within MakeCode classroom supports.
• Support: sentence starters for explanations: “My algorithm tells the Micro:bit to… When I shake it…”
• Support: debugging prompts from teacher during circulation (check event block, check variable name/spelling, confirm reset block).
• Extension: students add a step goal, a celebration animation at the goal, or a simple “rate” idea (e.g., counting shakes within a short time window) if they finish early.