MakeCode Hello World

Overview

In this second lesson of “Micro:bit Explorers,” students learn the basics of the MakeCode platform and create a simple “Hello World” program for the micro:bit. Students will also organize information about how their program works using clear writing with headings and a simple graphic.

Learning intentions

• Students will be able to open MakeCode and locate the micro:bit coding workspace.
• Students will be able to build a simple “Hello World” using blocks.
• Students will be able to describe their program’s steps and purpose using organized writing and a labeled graphic.
• Students will be able to publish/share their program using the platform.

Success criteria

• I can create a basic micro:bit program that displays “HELLO.”
• I can explain, in order, what I built and what the micro:bit does.
• I can use a heading and include a small labeled screenshot/diagram of my program steps.
• I can publish my code and show how to run it.

Curriculum links

• Introduce a topic clearly, preview what is to follow, and organize ideas with headings and graphics (charts/diagrams/screenshots) to aid comprehension.
• Produce clear and coherent writing appropriate to purpose and audience.
• Use technology (the Internet/web platform) to produce and publish writing and share ideas clearly.
• Conduct a short research project by drawing on several sources; in this lesson, students will consult provided micro:bit/MakeCode guidance and troubleshooting tips to answer “How do I make it work?”

Lesson structure (45 minutes)

1. 0–5 min · Hook + goal preview. Teacher shows a photo/video of a micro:bit displaying “HELLO,” then states: “Today we’ll build it in MakeCode and write about how it works.” Students do a quick think-write: “What do you think the blocks change or control?” (1–2 sentences).

2. 5–10 min · Mini-lesson: MakeCode map. Teacher demonstrates the MakeCode interface: editor/workspace, blocks categories, “Download/Connect/Run” area (as your school uses), and where output appears. Students follow along on their devices, pointing to where blocks are found and where code is run.

3. 10–20 min · Guided build: Hello World. Teacher projects the step-by-step blocks path to display “HELLO” (using a basic text display block and, if needed, a “show text” block). Students build the same program, then test it; if it doesn’t work, they first try the “snap back / fix blocks” strategy and then check the provided student guide.

4. 20–28 min · Debug protocol (quick, student-led). Teacher introduces a simple debugging routine: “Identify → Try one change → Test → Record result.” Students perform one test run, choose one possible reason something might differ (spelling, repeats, timing), and make a single small adjustment.

5. 28–38 min · Writing with structure + graphic. Teacher models a short response template on the board with headings, such as “Program Purpose,” “Steps I Used,” and “What Happened When I Tested.” Students complete their “Micro:bit Code Explanation” in a document or paper, including a small labeled screenshot/diagram of the block sequence (e.g., “1. Show text ‘HELLO’”).

6. 38–44 min · Publish and share. Teacher shows how to publish/share (or save and submit) so the teacher can view it. Students submit their program and turn in their writing; they also do a brief partner check using a checklist: heading included, steps in order, screenshot/diagram labeled.

7. 44–45 min · Exit ticket. Teacher asks: “One thing I learned about MakeCode is… / One question I still have is…” Students write and hand in the exit ticket before leaving.

Resources

• Micro:bit devices (or simulator if applicable for initial testing)
• Laptops/tablets with MakeCode access
• Student “MakeCode Hello World” handout (block steps + troubleshooting reminders)
• Projector/teacher device for modeling
• Submission method (class LMS folder, paper turn-in, or digital upload)
• Recording sheet/template: “Program Purpose / Steps I Used / What Happened”
• Simple labeled diagram/screenshot tool instructions (camera or screenshot feature)

Assessment

• Observation checklist during the guided build: Did the student locate blocks, assemble the display command, and run/test?
• Review of written explanation for clear organization (headings), ordered steps, and accurate description of what happened.
• Quick exit ticket to gauge understanding and identify common questions for the next lesson.

Differentiation

• Support: Provide sentence starters for the writing (“My program’s purpose is…”, “First I… Then I…”, “When I tested it, it…”). Offer a partially built block version for students who need a faster start.
• Support: Use a “debug bank” card with common fixes (spelling of text, repeating/running block, missing show-text block).
• Extension: Challenge students to change one variable (make the text scroll, change the message, or adjust timing) and update their “Steps I Used” section to match their changes.
• EAL/SEN: Allow responses in a labeled diagram plus short sentences; provide a word bank (display, text, step, test, repeat) and accept key phrases as part of the explanation.