Freedom Project Proposal

Overview

Today students begin the Freedom Project by choosing a personal Micro:bit mini-project, then drafting a proposal and plan. They will connect real-world constraints (inputs, outputs, time, and steps) to clear goals and mathematical reasoning needed to measure and divide resources.

Learning intentions

• Students will be able to choose a Freedom Project topic and explain why it matters to them.
• Students will be able to draft a proposal that includes purpose, features, and a step-by-step plan.
• Students will be able to interpret simple fractional quantities in practical contexts (sharing materials or time) and represent them with models or equations.
• Students will be able to use ordered pairs to describe locations for a display/schematic plan when needed.

Success criteria

• I can state my Freedom Project goal in one clear sentence.
• I can list at least 2–3 measurable features (what the Micro:bit will do).
• I can describe my plan in ordered steps and identify what I need.
• I can solve a related fraction-by-fraction or division-by-division situation and explain what the quotient means.

Curriculum links

• The Number System — Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions.
• The Number System — Understand signs of numbers in real-world contexts (useful for “above/below,” “in/out,” or “hot/cold” sensor descriptions).
• The Number System — Understand signs of numbers as they relate to locations in quadrants (useful for a display or coordinate sketch).
• The Number System — Solve real-world and mathematical problems by graphing points in all four quadrants and using coordinates/absolute value for distance.

Lesson structure (45 minutes total)

1. 0–5 min · Launch (Hook). Teacher shows 2 quick example Freedom Projects (button-based light timer, weather-temperature alert) and asks: “What problem does this solve, and how will we prove it works?” Students turn-and-talk, then share one idea.

2. 5–12 min · Mini-lesson: Freedom Project choice. Teacher explains that students will choose personal projects, and the proposal must include: problem/purpose, Micro:bit inputs/outputs, and success test. Students browse a short list of suggested themes (comfort, safety, school help, games, art, accessibility) and circle 2 they like.

3. 12–20 min · Proposal template work (guided). Teacher models filling in the proposal: “I want to help ___ by using ___ so that ___.” Then demonstrates how to translate features into testable outcomes. Students complete their own “One-sentence goal” and “2–3 features” sections, using sentence starters on their handout.

4. 20–28 min · Planning with constraints (math connection). Teacher gives a practical scenario: “If 1/2 lb of chocolate is shared equally by 3 people, how much does each person get?” (or any equivalent grade-6 fraction sharing scenario matching your classroom materials/time). Students solve in pairs using a visual model (rectangles or tape diagram) and an equation, then write one sentence explaining what the quotient means for the plan. Teacher circulates to ensure they interpret division correctly as a real context.

5. 28–35 min · Micro:bit plan steps + optional coordinate sketch. Teacher shows a simple coordinate grid and reminds that ordered pairs can represent locations (for example, where a “target” appears on an LED-style layout or where a sensor reading corresponds on a chart). Students add a 4–6 step plan: gather parts, program setup, input test, output test, debug, final run. If their project uses a pattern/LED location, they write at least one ordered pair and label axes.

6. 35–42 min · Share-out (peer feedback). Teacher sets a feedback protocol: “Glow (one strong part), Grow (one question), Next (one suggestion).” Students do a quick 2-minute exchange with a partner, then revise one part of their proposal based on feedback.

7. 42–45 min · Exit ticket. Teacher collects a brief exit check: (1) one-sentence goal, (2) one measurable feature, (3) complete one fraction division statement from the scenario or a similar one you choose. Students submit and reflect on what they still need to plan or test.

Resources

• Freedom Project proposal worksheet (goal, features, steps, materials needed)
• Fraction visual models (tape diagram/rectangle templates)
• Small graph paper or coordinate-grid mini-sheets
• Micro:bit supplies list handout (optional checkboxes)
• Timer (for pacing and planned test runs)
• Example student-friendly project prompts (printed cards)
• Pencil/eraser and colored pencils for marking steps

Assessment

• Teacher observation during proposal drafting (checks for clarity and testability).
• Pair feedback notes during Glow/Grow/Next (checks understanding of features and steps).
• Exit ticket collects: goal clarity, measurable feature, and a quotient interpretation from a division-of-fractions context.

Differentiation

• Support: Provide sentence starters for the one-sentence goal and a checklist rubric for “measurable features” (e.g., “When I press ___, the Micro:bit will ___.”).
• Support: Offer a partially completed proposal example and a “step bank” (collect parts, code blocks, test, troubleshoot, finalize).
• Extension: Students who finish early add a simple success-test table (input → expected output) and include an extra fraction word problem connected to their project’s resource planning (time, battery life estimate, or shared materials).
• EAL/SEN: Allow verbal responses first, then students copy into the proposal; provide a word bank for planning language (input, output, button, sensor, test, debug, display, alert). Offer fewer features (2 instead of 3) if needed, with deeper detail on those features.

Extension

• After today, students bring their proposal to the next class for a “materials check” and a first mini-prototype plan (one input and one output working together).