Combining Features

Overview

Students integrate multiple micro:bit features into one working program, then present how their code and data are organized. This builds on earlier lessons where they learned to use inputs, outputs, and basic logic in separate mini-programs.

Learning intentions

• Students will be able to plan a single micro:bit program that combines several functions.
• Students will be able to organize code ideas into clear sections (inputs, decisions, outputs).
• Students will be able to use a visual representation (flowchart or diagram) to match a written explanation.
• Students will be able to explain how their program works using key details and correct technical language.

Success criteria

• I can combine at least two previously learned behaviors into one micro:bit program.
• I can create a simple diagram or flowchart that matches my code’s main steps.
• I can label parts of my program (or describe them) so a teammate could follow the logic.
• I can explain my program’s results with evidence from testing (what happens and why).

Curriculum links

• Writing: History/Social Studies, Science, and Technical Subjects — introduce a topic clearly; organize ideas; include formatting/headings; use graphics to aid comprehension.
• Reading: Science and Technical Subjects — integrate technical information in words with a visual version (diagram/model/flowchart).
• Writing: History/Social Studies, Science, and Technical Subjects — conduct short research projects to answer a question and generate related focused questions (applied as brief in-class “how does it work?” inquiry).
• Writing: History/Social Studies, Science, and Technical Subjects — produce clear and coherent writing appropriate to task, purpose, and audience.

Lesson structure (45 minutes)

1. 0–5 min · Hook (debugging spotlight). Teacher shows a broken “combined” example (lights work but button/animation doesn’t) and asks: “What function is missing, and where might it connect?” Students do a quick think-pair-share.

2. 5–12 min · Mini direct teach (plan before code). Teacher models a 3-step plan: (1) list required features, (2) draw a flowchart with 3–5 steps, (3) build code with labeled sections. Students sketch a quick flowchart for their own project in notebooks.

3. 12–22 min · Guided build (combine functions). Teacher circulates with a checklist: inputs (button/sensor), decision (if/else or event logic), outputs (display/sound/LEDs). Students create one micro:bit program that combines at least two features from prior lessons, using the flowchart as their guide.

4. 22–30 min · Text + diagram integration (coder’s explanation draft). Teacher gives a short template with headings: “Goal,” “How it works,” “Diagram/Flowchart,” “What I tested.” Students write 5–7 sentences and refine their diagram so it matches their code’s sequence.

5. 30–38 min · Test–fix sprint (evidence-based debugging). Teacher prompts: “Test one input at a time; record what you expected vs. what happened.” Students run tests, adjust code, and update their explanation with one new detail from testing.

6. 38–45 min · Share-out (speed rounds) + exit ticket. Teacher runs 2-minute pairs: each student explains their diagram and one change they made during debugging. Students complete a 2-question exit ticket: “Which features did you combine?” and “What diagram step matches your main decision?”

Resources

• micro:bit devices (one per student pair)
• USB cables and access to the coding environment used in prior lessons
• Printed or digital “Flowchart Quick Guide” (symbols: Start/Process/Decision/Output)
• Student notebook or worksheets with the “Coder’s Explanation” template
• Checklist handout: Inputs → Decisions → Outputs
• Timer for test–fix sprint and share-out rounds
• Optional: sample combined program screenshots for reference

Assessment

• Teacher observation during guided build using the Inputs–Decisions–Outputs checklist.
• Review of students’ flowchart/diagram for alignment with code sequence (not just drawings).
• Exit ticket checking: students can name combined features and connect one diagram step to their logic.
• Quick look at the “How it works” writing for clear, organized technical explanation.

Differentiation

• Support: provide sentence starters for the writing template (e.g., “When the button is pressed…,” “The decision checks whether…,” “The output shows…”).
• Support: offer a partially completed flowchart for students who need structure (Start → Input → Decision → Output).
• Extension: challenge students to add a third feature only after their first two work reliably, and update their diagram accordingly.
• EAL/SEN: allow labeling boxes in simple terms; encourage students to rely on icons/flowchart steps they can point to while speaking before writing.