Freedom Project Kickoff

Overview

Today students get introduced to the Freedom Project and choose a personal Microbit project idea. Students use planning templates to write a clear proposal with objectives and methods, setting them up for tomorrow’s build/work day.

Learning intentions

• Students will be able to choose a Microbit project idea that matches their interests.
• Students will be able to describe what their project will do (objective) and how they will make it happen (method).
• Students will be able to explain how to use planning templates to organize steps and materials.
• Students will be able to set a realistic next-step plan for the work day.

Success criteria

• Students submit a project proposal that includes an objective, a method/steps, and a simple success checklist.
• Students can state what input triggers their Microbit’s behavior and what output they expect.
• Students can identify at least one “test” they will run during the work day.
• Students participate in a brainstorming and requirements discussion with at least one peer-reviewed improvement suggestion.

Curriculum links

• Number System: Interpret and explain situations using positive/negative numbers and coordinate/inequality ideas when describing sensor behavior or states (e.g., temperature, elevation) (CCSS.MATH.CONTENT.6.NS.C.5; CCSS.MATH.CONTENT.6.NS.C.7a; CCSS.MATH.CONTENT.6.NS.C.7b).
• Coordinate plane and absolute value as distance support for sensor-based games or movement descriptions.
• Mathematical modeling in real contexts: students connect project “inputs/outputs” to measurable quantities and write order statements (CCSS.MATH.CONTENT.6.NS.C.7b).

Lesson structure (45 minutes)

1. 0–5 min · Launch the Freedom Project. Teacher shows 2–3 short demo examples (or pictures) of Microbit projects and asks, “What does the Microbit take in, and what does it output?” Students turn and talk and jot one idea they might want to build.

2. 5–15 min · Brainstorm & filter ideas. Teacher displays an “idea bucket” (examples: motion-alert, light/brightness meter, simple reaction timer, temp indicator, button-based choices, distance-sense prototype) and reviews common student-friendly project requirements: clear objective, inputs, outputs, and at least one test. Students brainstorm in pairs, then individually pick 1 idea that feels doable this week and write 3 quick features they want.

3. 15–25 min · Direct teach: proposal requirements. Teacher models a filled-in proposal template on the board using a sample idea (e.g., “When button A is pressed, show a smile and count presses”): objective, method steps in order, materials/program blocks they expect to use, and a test plan (“I will press A 10 times and verify the counter changes”). Students follow along and annotate the template with the teacher’s checklist language.

4. 25–38 min · Student planning (template submission). Teacher circulates and prompts with questions: “What input starts the action?” “What output will you show?” “How will you know it worked?” Students complete and draft a proposal including:

• Objective (one sentence)
• Method/steps (3–5 steps)
• Expected output (what it will display/play/do)
• One test they can run tomorrow
• A “materials/blocks” list (button, LED display, sensor, MakeCode features)

5. 38–45 min · Quick conference + exit check. Teacher does rapid desk checks (2 minutes per group) and confirms every student has objective + method + test. Students submit proposals and complete a 1-question exit ticket: “My project input is ___, and my project output is ___.”

Resources

• Project planning template (objective, method steps, inputs/outputs, test plan)
• Sample completed proposal (teacher model)
• Microbit community project printouts/cards (no links; printed examples)
• MakeCode reference cards for common blocks (button, LED display, input events, variables/counters)
• Student notebooks or planning sheet clipboard
• Timer for partner brainstorming rounds
• Rubric-style checklist (student-friendly “required elements” list)
• Optional: short “idea menu” cards for students needing examples

Assessment

• Formative checks during circulation: objective and method quality, presence of inputs/outputs, and a test plan.
• Teacher observation of pair brainstorming conversations (on-task and using requirement language).
• Exit ticket: students correctly identify at least one input and one output from their proposal.

Differentiation

• Guided brainstorming for students who struggle: provide 2–3 “starter” ideas and sentence starters for the template (e.g., “My Microbit will ___ when I press ___.”).
• Sample project cards with varying complexity (simple LED/button projects for beginners; sensor-based projects for stronger students).
• Structured template requirements: “3 steps minimum” and “one test tomorrow” to prevent vague proposals.
• Support for EAL/SEN: sentence frames, word bank (input, output, display, sensor, test), and teacher check-ins before submission.
• Extension for faster students (during planning only, not homework): add a second behavior (e.g., short animation on success or different LED colors for states).