Micro:bit Setup Basics

Create detailed lesson plans for the first 5 lessons of a Year 6 Microbit mini-unit in STEM. Each lesson is 45 minutes, designed for beginners in computer science and engineering. Lessons cover: 1) Introduction to Microbit hardware and software setup with components identification; 2) Basic programming concepts: sequences with block coding displaying name; 3) Input/output basics with button press programs; 4) Creating simple interactive games using button inputs for scoring; 5) Introducing loops and repetition in programming with game modifications. Each lesson includes learning intentions, success criteria, curriculum links, lesson structure with timings, resources, assessment, and differentiation strategies. Incorporate curated official Microbit and MakeCode resources.

Overview

Students learn how micro:bit hardware and MakeCode work together by identifying key parts and completing a simple “Hello” program that runs on their board. The lesson builds foundational skills needed for later lessons that use input buttons and game-like interactivity.

Learning intentions

Students will be able to identify the micro:bit’s main components (buttons, display, input/output ports).
Students will be able to open MakeCode and connect a micro:bit to upload a program.
Students will be able to run a simple program that displays text on the LED matrix.
Students will explain what the value “0” represents in a hardware context (neutral/off/center state) during debugging.

Success criteria

I can point to the micro:bit buttons and describe what each is used for.
I can connect my micro:bit in MakeCode and upload code without teacher help.
I can modify a MakeCode block program to display my name or “HELLO.”
I can describe what “0” means when a signal is neutral (for example, 0 presses or 0 brightness).

Curriculum links

Number System — use positive/negative numbers together to describe quantities with opposite directions or values, and explain the meaning of 0 in context.
Number System — interpret statements of inequality using a number line (used during connection/debug comparisons like “signal is higher/lower”).
Number System — absolute value as distance from 0 (used to interpret magnitude of brightness/sensor readings if shown).
Microbit programming supports computation and reasoning that align with math representations and interpreting real-world quantity meaning.

Lesson structure (45 minutes)

0–5 min · Hook (demo + quick connect). Teacher shows a micro:bit lighting text and asks: “What device is controlling the lights?” Students turn-and-talk about what “inputs” and “outputs” mean in devices.
5–15 min · Hardware identification. Teacher passes out micro:bit devices and guides a “show me” routine for buttons A/B, the LED matrix, the USB port, and basic connectors; teacher models careful handling. Students in pairs rotate through a labeled “parts check” sheet, marking what each part does (in words, not yet code).
15–25 min · Software setup in MakeCode. Teacher models opening MakeCode, selecting the correct micro:bit target, then connecting via USB and uploading a sample program. Students follow step-by-step, completing a “Connection Check” where they upload once and confirm the text appears.
25–35 min · Direct teach (first program). Teacher demonstrates the MakeCode block that displays text (for example, “HELLO”) and shows how to change the text. Students build a starter program to display their first name (or a short nickname) on the LED matrix, then run it.
35–43 min · Debugging mini-protocol. Teacher explains a simple debugging sequence: check connection, check program, check what the display shows; then asks a question linking “0” to neutral behavior (for example, “If nothing lights, what might be happening with a value being 0 or off?”). Students complete two quick troubleshooting trials: (a) change the display text, (b) re-upload if it doesn’t update, recording what fixed it.
43–45 min · Exit ticket (evidence of learning). Students answer two prompts: “Name two micro:bit parts and what they do” and “Explain what 0 means in your debugging scenario.”

Resources

micro:bit boards (1 per student or shared pairs)
USB cables for connecting to computers
MakeCode editor access on student devices
Printed micro:bit parts identification worksheet
MakeCode starter project (offline or teacher provided)
Student “Connection Check” and “Debug Log” sheet
Class demonstration micro:bit + projector/cast option
Timer for step transitions

Assessment

During hardware identification: teacher listens for correct part descriptions in the pairs “show me” routine.
During software setup and upload: teacher checks each student’s “Connection Check” completion.
Exit ticket: accuracy of two-part response about micro:bit parts and meaning of 0 in debugging.

Differentiation

Support: provide sentence starters for parts descriptions (e.g., “Button A is used for…” “The LED matrix shows…”). Offer a visual checklist for MakeCode steps.
Support for students who finish early: add a second text display (short greeting) and require them to describe what changed when re-uploading.
Extension: if available, challenge students to predict what will happen if they change the displayed text to one character at a time (e.g., letter by letter) and justify their prediction before running.
EAL/SEN: allow oral responses during parts checks; use icons on worksheets (button icon, light icon, USB icon) and keep language consistent across the class.

Notes for the teacher (curated official resources, no hyperlinks)

Use official micro:bit and MakeCode materials for:

micro:bit basics and parts overview pages
MakeCode tutorials for micro:bit and getting started with code upload
block categories guides for “Text” / “LED matrix” display blocks

Teaching Instructions