Sprite Personalization

Overview

Students will design an animated, personalized sprite for a micro:bit LED display by planning a sequence of steps, then programming and testing the animation. This builds on prior unit work creating simple micro:bit programs and interpreting how code controls LED behavior.

Learning intentions

• Students will be able to introduce and preview a small “animation plan” for a personalized LED sprite.
• Students will be able to organize animation ideas into clear categories (look, behavior, timing).
• Students will be able to follow a multistep procedure to program and test their LED animation.
• Students will be able to analyze how the steps and sections of their plan help someone understand and reproduce the animation.

Success criteria

• I can describe my sprite’s design in a short plan with headings and a simple table.
• I can write code that displays my sprite and plays it in the correct order (frame by frame).
• I can test my animation using a checklist and revise code to fix issues.
• I can explain how my plan’s structure (sections + steps) helps the program make sense.

Curriculum links

• Writing in Science/Technical Subjects — introduce a topic, organize ideas into broader categories, and include formatting/graphics to aid comprehension.
• Reading in Science/Technical Subjects — analyze the structure an author uses to organize a text.
• Reading in Science/Technical Subjects — follow a precise multistep procedure when performing technical tasks.
• (Math support) Expressions and variables for unknown numbers or any-number sets, used when students decide timing values or repeat counts.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up + goal set. Teacher shows 2–3 quick LED animation examples (from prior lessons or teacher-made) and asks, “What makes one animation feel personal and animated rather than just a single picture?” Students turn-and-talk, then share one observation.

2. 5–12 min · Mini direct teach: animation structure. Teacher models a simple planning template with headings (Design, Frames, Behavior, Timing) and a small table for frames (Frame 1/2/3, what it shows, how long). Students observe the model and identify what “category” each heading represents, then underline the steps they think are most important to reproduce the animation.

3. 12–18 min · Student design plan (draft). Teacher distributes a “Sprite Plan” sheet and a short frame table (3–5 frames max) and explains students should choose a theme (favorite animal, letter/initial, sport, hobby) and decide how their frames will animate (blink, chase, bounce, rotate effect). Students sketch each LED frame using a 5x5 grid and write 1–2 sentences describing the behavior for each frame.

4. 18–26 min · Multistep procedure: program setup and first frame. Teacher posts a step-by-step procedure on the board: (a) choose base pattern, (b) place first frame in code, (c) set delay, (d) run and confirm, (e) record results. Students follow the procedure precisely to program Frame 1 on their micro:bit, then check against their plan and circle “works” or “needs change.”

5. 26–34 min · Build frames (sequence + timing). Teacher reminds students that order matters and points to the plan table as the “script” for code order. Students add remaining frames one at a time, testing after each addition; when timing feels off, they adjust the delay value (using variables or fixed numbers agreed by the class) and re-run until the sequence matches their plan.

6. 34–40 min · Structured test + troubleshoot. Teacher provides a quick troubleshooting checklist: “Is the correct frame showing? Is the order correct? Are delays too fast/slow? Did you save the latest version?” Students do a final test run, then document one change they made (or one improvement they confirmed).

7. 40–45 min · Author-structure quick share + exit reflection. Teacher says, “Like writing, good programming plans help someone else understand and repeat the work.” Students turn to a partner for a 60-second share: partner reads one heading and predicts what the next step/frame should do. Students complete a brief exit ticket: “My plan is organized into ___ categories, and that helps because ___.”

Resources

• micro:bit devices and USB cables (or charging stations) for 30 students
• computer stations with micro:bit programming environment loaded
• “Sprite Plan” worksheet with 5x5 LED frame grid and frame table
• step-by-step procedure cards for programming/test cycle
• troubleshooting checklist card
• markers/pencils, scrap paper, sample animation videos or teacher demo
• timer for pacing (visible in classroom)

Assessment

• Teacher observation during the multistep procedure: students follow the posted steps and test after each change.
• Checklist review: correct frame count and an agreed-upon order matching the plan table.
• Exit ticket: evaluates whether students can explain how plan structure (headings/categories) supports understanding and reproduction.

Differentiation

• Support: Provide sentence starters for the plan (e.g., “My sprite shows…,” “Frame order is…,” “I chose this timing because…”). Offer a partially filled example template for students who need it.
• Support: For students who finish early, require one “refinement” cycle (change one element and explain why it improves the animation).
• Extension: Challenge students to incorporate a repeating pattern (e.g., blink twice, pause, then chase) using a repeat count or a variable for timing, and document that choice in the plan.
• EAL/SEN: Use visuals—icons next to headings, and color-coded frame table columns (Design, Frame, Time). Allow verbal recording of troubleshooting notes if writing is a barrier.