Sensor Basics

Overview

Students learn what Micro:bit sensors do and practice using the accelerometer to build a simple step counter. The lesson focuses on reading and following a multistep procedure, then organizing an explanation with clear structure.

Learning intentions

• Students will be able to identify the accelerometer and explain what it measures on the Micro:bit.
• Students will be able to follow a multistep build-and-test procedure to create a working step counter.
• Students will be able to record observations and use a simple data table to describe results.
• Students will be able to write a short, organized explanation of their sensor test using headings and a graphic (table).

Success criteria

• I can describe what the accelerometer measures and how movement changes its readings.
• I can follow a step-by-step process to program and run a sensor-based counter.
• I can fill in a data table with counts/attempts and an observation summary.
• I can write a brief explanation with a clear introduction, organized sections, and a table/graphic that helps the reader understand.

Curriculum links

• Reading in Science and Technical Subjects — follow precisely a multistep procedure when performing technical tasks (CCSS.ELA-LITERACY.RST.6-8.3).
• Reading in Science and Technical Subjects — analyze structure in how texts are organized (CCSS.ELA-LITERACY.RST.6-8.5).
• Writing in History/Social Studies, Science, and Technical Subjects — introduce a topic, organize ideas into broader categories, and include formatting/graphics when useful (CCSS.ELA-LITERACY.WHST.6-8.2a).
• Writing in History/Social Studies, Science, and Technical Subjects — introduce claims and organize reasons/evidence logically (CCSS.ELA-LITERACY.WHST.6-8.1a).
• (Math connection) Use variables/equations to express relationships from real-world data (optional support for thinking about “count vs. time,” CCSS.MATH.CONTENT.6.EE.C.9).

Lesson structure (45 minutes)

1. 0–5 min · Hook + topic intro. Teacher shows two quick Micro:bit movement clips (still vs. walking) and asks, “What do you think is changing inside the device?” Students share predictions in pairs.

2. 5–12 min · Direct teach: sensor basics. Teacher explains the accelerometer as a built-in sensor that detects movement/acceleration, then models a “what changes?” observation list (movement → readings change → program reacts). Students complete a one-sentence “I predict that when I move, the step counter will ____.”

3. 12–22 min · Procedure practice (teacher-led). Teacher displays the multistep checklist for the step counter: (a) open the correct project, (b) select accelerometer input, (c) add logic to count step-like movement, (d) download, (e) test 2–3 trials, (f) record data. Students follow along with their devices during teacher “stop points.”

4. 22–33 min · Build-and-test in pairs. Teacher circulates using a quick troubleshooting protocol (check connections, confirm code blocks, run test, revise one change at a time). Students run at least three short trials (for example, 10 seconds each), recording results in a table: Trial #, Count, Notes (what worked/what didn’t).

5. 33–40 min · Read structure + mini writing. Teacher provides a short model paragraph with headings (Introduction, Test Results, What I Think). Teacher points out how the sections help the reader understand the topic. Students write a 6–8 sentence explanation using their table: include a clear claim (what worked), reasons/evidence (trial counts), and at least one heading.

6. 40–45 min · Exit ticket check. Students submit: (a) one filled data row from their table, and (b) a single sentence answer: “The accelerometer helps the program by ____.” Teacher checks for procedure-following and correct sensor understanding.

Resources

• Micro:bit devices (enough for pairs)
• Micro-USB cables or classroom transfer method
• Project files or guided block-code template for “accelerometer step counter”
• Printed or displayed multistep procedure checklist
• Student data table (Trial #, Count, Notes)
• Short model writing sample with headings and a table reference
• Timer for consistent trial lengths
• Optional: poster showing accelerometer “movement causes readings to change” idea

Assessment

• Formative during procedure practice: teacher observes pairs matching steps correctly at each stop point.
• Data table review: teacher quickly scans for at least three trials and meaningful notes.
• Writing check: students include a clear claim, organized sections/headings, and evidence from their trials.
• Exit ticket: confirms understanding of how the accelerometer enables counting.

Differentiation

• Support: provide sentence starters for the claim (“My step counter works best when…”) and evidence (“In Trial 2, I counted…”). Offer a partially completed code template for students who need it.
• Guidance: use a “one change at a time” rule during troubleshooting so students can debug without getting overwhelmed.
• Extension: challenge advanced pairs to adjust sensitivity (or the logic threshold) and compare two settings using a second table.
• EAL/SEN: allow students to record notes with drawings/icons in the table; encourage oral rehearsal before writing their explanation sentence.