Tiny Tech Makers

Overview

Students are introduced to micro:bit as a simple programmable device for beginner computational thinking. They will explore how inputs (buttons, sensors) create events, which drive outputs (LED display) using a basic algorithm in a block-based environment.

Learning intentions

• Students will recognise input and output on a micro:bit.
• Students will describe a simple algorithm that uses events triggered by buttons.
• Students will create and test a basic micro:bit program using block code.
• Students will improve a program using the light sensor with conditional logic (based on brightness).

Success criteria

• I can explain what input and output mean using my own example from micro:bit.
• I can identify an event (Button A/B press) and say what the micro:bit will do next.
• I can build a block program that scrolls a message and shows different LED icons for Button A and Button B.
• I can test and debug my program and explain one change I made.

Key vocabulary

• micro:bit
• program
• input
• output
• algorithm
• event
• button
• sensor
• (optional as needed) conditional logic, brightness

Curriculum links

• CTLS-ALG-01: Students develop simple algorithms, including identifying inputs/events and defining outputs.
• Focus area in software development: developing and implementing simple programs and testing/evaluating outcomes.

Lesson structure (60 minutes)

1. 0–7 min · Hook (micro:bit mystery). Teacher shows the introduction slides first picture: “What do you think happens when I press Button A?” Then teacher briefly presses Button A and the LED changes. Students do a quick turn-and-talk: “What was the input? What was the output?”

2. 7–15 min · Teach/demonstrate (event → output). Teacher continues the introduction slides with a simple sequence: press Button A → LED heart; press Button B → scroll name; show that “when button is pressed” is an event that triggers the next steps (an algorithm). Students copy a 3-step flow in their heads: Event → Action → Result. Teacher explicitly connects algorithm steps to what students see happening.

3. 15–20 min · Guided setup (pair roles + workspace). Teacher distributes the microbit input output algorithm worksheet and explains pair roles: Driver (touches keyboard/mouse) and Navigator (checks instructions, reads steps, suggests fixes). Students write the pair roles on the worksheet header and label one line: Input / Output examples from the demo.

4. 20–32 min · Guided practice (build the base program). Teacher opens the introduction slides “Build 1: Scroll + Button A/B”. Students follow along on their own micro:bit programming site in the block environment (MakeCode or classroom equivalent). Teacher checks for understanding by pausing at three points:

• Students add a “when Button A pressed” block and choose a heart icon (output).
• Students add a “when Button B pressed” block and set it to scroll a name (output).
• Students add a scrolling message that runs when the program starts (algorithm start). Teacher roams using an observation checklist: can they correctly name input, event, and output in their blocks?

5. 32–45 min · Student independent/pair activity (test + fix). Students download and test their program in pairs. Teacher prompts with roaming questions shown on the introduction slides:

• “What event should happen when you press Button A?”
• “If it doesn’t work, what is one thing you can change?” Students record one success and one debug attempt on the microbit input output algorithm worksheet (e.g., “Button A now shows a heart because we changed the icon block.”).

6. 45–55 min · Challenge extension (light sensor brightness). Students use the light sensor to change what appears on the LED. Teacher explains the challenge using the introduction slides:

• If brightness is high, show a bigger/specific icon or brighter display; if low, show a different icon/scroll. Students implement one conditional: “if brightness level is … then … else …”. Teacher reminds them that the sensor provides input, which becomes an event/condition, which controls output.

7. 55–60 min · Share/reflect + exit ticket. Teacher brings class back to the introduction slides reflection prompts: “What was your most useful algorithm step?” A few students demonstrate pressing buttons (quick show-and-tell). Then students complete a quick exit ticket at seats (3–5 prompts) based on micro:bit inputs, outputs, and events, submitted before leaving.

Resources

• the introduction slides (hook, event demo, build steps, challenge prompts, reflection)
• the microbit input output algorithm worksheet
• micro:bit devices (1 per student or 1 per pair)
• USB/micro-USB cables (teacher + class set) for programming and uploading
• Teacher demo computer connected to projector
• Projector and speakers (for clear demo audio cues if needed)
• Optional battery packs if the room uses mobile setups for testing
• Printed quick-start labels for block categories (e.g., Buttons, LED, Sensor)
• Observation checklist sheet for teacher roaming

Assessment

• Formative checks during build/testing using teacher observation checklist: input/event/output correctly represented in blocks.
• Teacher questioning during guided practice: “What event triggers this block?” and “What output will you see?”
• Exit ticket (3–5 prompts), e.g.:
• “Circle the input in this sentence: ‘Pressing Button A starts…’”
• “Name one event on micro:bit and the output it causes.”
• “Write one step from your algorithm in order.”

Differentiation

• Support:
• Starter code cards with the exact block structure for scrolling + Button A heart + Button B name.
• Sentence starters on the microbit input output algorithm worksheet:
• “When __ is pressed (event), the micro:bit will show __ (output).”
• “My algorithm steps are: 1) … 2) … 3) …”
• Teacher roaming prompts tied to the checklist.
• Extension:
• Add additional conditional logic (multiple brightness ranges).
• Change scrolling speed based on sensor values.
• Combine multiple inputs (e.g., Button A chooses icon set; sensor chooses which icon inside that set).
• EAL/SEN:
• Visual icon choices reduce language load; Navigator reads the algorithm steps aloud.
• Provide a “checklist of outputs” printed on quick-start labels.

Safety/classroom management

• Keep cables tidy; students sit at stations so cables don’t tangle or trip.
• No food or drinks near devices and laptops/desktops.
• Handle micro:bits by the edges; don’t pull the USB cable from the port—pull gently from the cable body.
• If wires are used for any optional sensor extensions (not required here), teacher supervises; otherwise rely on the on-board light/temperature sensors only.