Beating Heart

Overview

In this 9th lesson of “Micro:bit Explorers,” students will combine prior skills to write, test, and refine a Micro:bit program that animates a beating heart on the LED grid. The lesson includes clear reading, step-by-step execution, and an organized “how it works” explanation.

Learning intentions

• Students will build a beating-heart animation by using step-by-step procedures.
• Students will troubleshoot by changing one part of the program at a time.
• Students will organize their ideas using a short, structured explanation with headings.
• Students will connect variable/logic thinking (what changes and when) to the animation sequence.

Success criteria

• I can follow a multistep procedure to create and run an LED animation on the Micro:bit.
• I can describe how the animation frames work together to make the heart “beat.”
• I can test, notice what goes wrong, and make one specific fix.
• I can produce a short, organized write-up with headings (like “What I Built,” “How It Works,” “Testing Notes”).

Curriculum links

• Reading in science/technical subjects: Students follow precisely a multistep procedure when doing technical tasks.
• Writing in history/social studies, science, and technical subjects: Students introduce a topic clearly, organize ideas into broader categories, and include formatting/graphics when useful.
• Analyzing text structure: Students recognize how major sections help understanding (applied to their own explanation writing structure).

Lesson structure (45 minutes)

1. 0–5 min · Hook (Demo + Prediction). Teacher displays a finished beating-heart animation video or live demo and asks, “What do you notice changes from moment to moment?” Students do a quick think-pair-share and predict how many “heart states” they think the program uses.

2. 5–12 min · Direct teach (Frames + Procedure). Teacher models reading an example step sequence (connect, open project, add frames, set timing, deploy, test) and highlights the idea of “frames” as a list of LED patterns played quickly. Students annotate a printed procedure checklist with numbers and underline the “order” words (first, next, then, test).

3. 12–22 min · Build (Step-by-step coding). Teacher gives a starter file template (either pre-made blocks or a partially completed program) where students fill in the heart frames and timing, then deploy. Students complete the multistep build using the checklist; they record which step they are on and check “success” when the animation runs on their Micro:bit.

4. 22–30 min · Debug sprint (One-change rule). Teacher explains and models the troubleshooting plan: if the heart looks wrong, change only one element (frame pattern or delay time), test again, and note the result. Students pair up; each pair runs a test, fixes one issue, and writes a brief “Before → After” note on their sheet.

5. 30–40 min · Structured explanation writing (Organize + Format). Teacher shows a simple template with headings: “What I Built,” “How It Works,” “What I Changed,” and “Result.” Students write a short explanation (3–5 sentences per section max) and include a simple graphic like “Frame 1 → Frame 2 → Frame 3” using arrows and labels.

6. 40–45 min · Exit ticket (Check for understanding). Students answer: “Name one step you followed carefully and one test you used to confirm it worked.” Teacher collects for quick review.

Resources

• Micro:bit devices (enough for all students, ideally 1 per student or shared pairs)
• Computer devices with the Micro:bit programming environment installed
• Project starter files for Lesson 9 (“Beating Heart” template)
• Printed multistep procedure checklist (numbered)
• Student recording sheet with headings and a frame arrow diagram
• Timer or visible countdown for pacing
• Optional: example image of heart frames (Frame A / Frame B / Frame C)

Assessment

• During building: teacher checks whether students follow the numbered procedure and can get the animation running.
• During debugging: teacher listens for “one-change rule” and sees whether students document “Before → After.”
• Exit ticket: students demonstrate they can name a specific step and a specific test/confirmation.

Differentiation

• Support: Provide sentence starters for “How It Works” (e.g., “First, the program shows… Next, it shows… Then it repeats…”). Offer a partially filled template for students who need reduced load.
• Support: Allow students to use a “heart frame bank” (printed/presented LED patterns) so they focus on timing and sequencing.
• Extension: Challenge advanced students to change the beat speed (slower/faster) and write how the delay change affects the animation. Or add a second animation (e.g., pulse then pause).
• EAL/SEN: Use visuals (arrows for frame order, color-coded checklist) and allow oral rehearsal before writing. Keep expectations for writing clear: headings + brief statements, not long paragraphs.