ME1-2 – Micro:Bit Coding | W Institute

Home › ME1-2 – Micro:Bit Coding

📄 INSTRUCTOR DOC

W Institute · Grades 5–8

Micro:Bit Coding 💡

ME1-2

A hands-on physical computing course where students program a real BBC micro:bit — from first blink to building a fully functional smart device using sensors, radio, data logging, and game design.

📚 12 Lessons
⏱ 50 min each
🎯 Grades 5–8
💻 MakeCode · Physical Computing · IoT
⚡ Unit 1 · Lessons 1–3 Power Up
🧲 Unit 2 · Lessons 4–8 Beyond Basics
🌍 Unit 3 · Lessons 9–10 Data & Sustainability
🔧 Unit 4 · Lessons 11–12 Smart Device Project
Click any lesson to expand full instructor notes, timing, materials, and step-by-step code walkthroughs. Each lesson fits within 50 minutes.
⚡
Unit 1 · Lessons 1–3
Power Up
Getting Started with micro:bit & MakeCode
📎 Resources
🔗 Getting Started: Introduction 🔗 Power Up & Play 💻 MakeCode Editor

Learning Objectives

  • Identify the physical components and built-in sensors of the micro:bit
  • Connect the micro:bit to a computer via USB and run the out-of-box program
  • Understand what a microcontroller is vs. a regular computer

Materials

  • BBC micro:bit + USB cable (1 per student or pair)
  • Computers with Chrome or Edge browser
  • Projector for demo
  • Paper for observation notes

Key Vocabulary

microcontrollerinputoutputsensorLED matrixaccelerometerfirmware
⏱ Instructor Timeline
0:00–0:08
WARM-UP What Makes Something "Smart"?
Ask students to name a "smart" device they use daily. "What makes them smart?" — Sensors + code that responds to the world. Hold up the micro:bit: "This tiny board — the size of a credit card — is a fully programmable computer."
0:08–0:20
HARDWARE TOUR Know Your micro:bit
Display the micro:bit diagram on projector. Students identify on their own boards:
  • 25 LED matrix (5×5) — output display
  • Buttons A & B — user inputs
  • Edge connector pins — connect external components
  • Accelerometer — detects tilt and shake
  • Magnetometer — compass direction
  • Temperature + light sensors
  • V2 only: built-in microphone and speaker
Ask after each: "Where is this on your board? What do you think it could be used for?"
0:20–0:35
POWER UP Connect & Explore
Students connect micro:bits via USB. Walk through Power Up & Play together:
  • The micro:bit appears as a USB drive named "MICROBIT"
  • The out-of-box program runs — scrolling text, animations
  • Students press A and B, tilt the board, and observe
Students record 3 observations on paper: "I noticed ___ when I ___."
0:35–0:45
EXPLORE MakeCode Simulator
Open makecode.microbit.org on student computers. No hardware needed yet — just explore the simulator. Students find one thing the simulator can do that surprises them.
0:45–0:50
DEBRIEF Exit Check
"Name 3 things your micro:bit can SENSE."  "Name 2 things it can OUTPUT." Preview: "Next class you write your first real program."

🎯 Differentiation

  • Grade 5: Focus on A/B buttons. Describe each part in own words.
  • Grade 8: Research: How does an accelerometer work at the hardware level?

✅ Assessment

Exit observation sheet (3 things I noticed, 2 questions I have, 1 thing I want to build). Informal — no collection required.

📎 Resources
🔗 Get Coding Guide 🔗 Tutorial Library 💻 MakeCode Editor

Learning Objectives

  • Navigate the MakeCode editor (simulator, block palette, workspace)
  • Write a program using "on start", "on button pressed", and "show string"
  • Flash a program to the physical micro:bit

Materials

  • micro:bit + USB cable per student
  • Chrome or Edge browser (for WebUSB flashing)
  • MakeCode editor open on all computers

Key Vocabulary

eventhandlerblockworkspacesimulatorflashon startforever
⏱ Instructor Timeline
0:00–0:05
WARM-UP Quick Review
Fire-round: "Name one sensor on the micro:bit" × 4 responses. "Last class we observed. Today we CREATE."
0:05–0:17
TOUR The MakeCode Editor (Projected)
Point to the 3 zones:
  • LEFT — Simulator: Virtual micro:bit — code runs here instantly without hardware
  • CENTER — Block Palette: Code blocks organized by category (Basic, Input, Logic, Loops, Variables…)
  • RIGHT — Workspace: Where you drag and connect blocks to write your program
0:17–0:33
BUILD First Program — Step by Step
Students follow along on their computers:
on start → show string "[your name]" // scrolls your name on the LEDs
on button A pressed → show icon ❤️ // heart appears
on button B pressed → show number 42 // shows your age
on button A+B pressed → show leds [custom] // your pattern
Test each step in the simulator before moving on.
💡 Teacher Tip: The simulator responds in real-time as you add blocks. Have students watch the simulator change BEFORE looking at the hardware.
0:33–0:42
FLASH Transfer to Hardware
Method 1 (Chrome/Edge — WebUSB): Click the 3 dots next to Download → "Connect device" → select micro:bit → click Download. Code transfers directly.

Method 2 (Manual): Click Download → .hex file saves → drag from Downloads onto the MICROBIT USB drive. Orange LED flashes during transfer.

Students hold up micro:bits when done and show their scrolling names. 🎉
0:42–0:50
EXTEND Explore + Debrief
Students independently add "on shake" → something unexpected. Then debrief: "What is the difference between 'on start' and 'forever'?" (on start = once; forever = loops endlessly.) "What does 'flashing' mean?" (Transferring compiled code to the micro:bit's permanent memory.)

🎯 Differentiation

  • Grade 5: Steps 1–3 only. Focus on event → action pattern.
  • Grade 8: Add a counter variable — count Button A presses, display on B.

✅ Assessment

Observe: Can students connect an event block to an action block? Can they flash to hardware? Working name display on physical board.

Learning Objectives

  • Use "forever" to create continuously running programs
  • Write if/else conditionals using sensor values
  • Create and use variables to store changing data

Materials

  • micro:bit + USB cable per student
  • MakeCode editor
  • Tutorial reference: makecode.microbit.org/tutorials

Key Vocabulary

loopconditionalif/elsevariablebooleansensor value
⏱ Instructor Timeline
0:00–0:08
WARM-UP Real-Life Logic
"Tell me an if/else decision you made this morning." (If cold → jacket; else → t-shirt.) "Coding uses the EXACT same logic. The computer checks a condition — true or false — and acts accordingly."
0:08–0:20
TEACH The Forever Loop
Build live, students follow:
forever {
  show leds [pattern A]
  pause 500 ms
  show leds [pattern B]
  pause 500 ms
}
Watch it animate in the simulator. Then remove the pauses — "What happens? Why do we need pauses?" (The micro:bit runs faster than we can perceive — pauses make it human-readable.)
0:20–0:35
TEACH If/Else with a Sensor
Build a temperature monitor together:
forever {
  if (temperature °C > 25) {
    show string "HOT"
  } else {
    show string "COOL"
  }
}
Find the temperature slider in the simulator — turn it past 25 → "HOT" appears! Ask: "How would you warn at 30 degrees? What about adding a third condition?"
0:35–0:47
BUILD Mood Monitor Challenge
Students independently build a Mood Monitor:
  • Button A → show icon [happy face]
  • Button B → show icon [sad face]
  • On shake → show icon [surprised]
  • Grade 7–8 extension: Add a "mood score" variable (0–10). A increases it, B decreases it. Display on logo touch (V2) or A+B.
0:47–0:50
DEBRIEF
"What is a boolean?" (A value that is only ever true OR false.) "When would a forever loop be dangerous in a real device?" (No exit condition → overheating, battery drain, unresponsive.)

🎯 Differentiation

  • Grade 5: Mood Monitor without variables. Focus on if/else structure.
  • Grade 8: Nested conditionals + capped variable (if mood > 10 → set mood to 10).

✅ Assessment

Demo Mood Monitor to a partner. Observe: correct if/else structure, loop usage, sensor read working on hardware.

🧲
Unit 2 · Lessons 4–8
Beyond Basics
Advanced micro:bit Skills — mrmorrison.co.uk/microbit/beyondbasics
📎 Beyond Basics — Lesson 1 Resources
📋 Lesson Plan 📊 Teacher PPT (with videos) 🔗 Learner Links PDF

⚠️ Before Class

  • Download and review the Lesson Plan. Download the PPT — it has embedded walkthrough videos.
  • Share the Learner Links PDF with students via Google Classroom, Teams, or printed copies.
  • Note: micro:bit must be calibrated before the magnetometer works. The board will display "TILT TO FILL SCREEN" — students tilt it to fill all 25 LEDs.

Learning Objectives

  • Use the micro:bit magnetometer to detect direction and magnetic fields
  • Apply if/else logic to compass heading ranges
  • Build a working compass and magnetic field detector

Materials

  • micro:bit + USB cable per student/pair
  • Small magnets (optional, for magnet detector testing)
  • Teacher PPT displayed on projector
  • Learner Links distributed to students

Key Vocabulary

magnetometercompass headingcalibrationmagnetic norththreshold
⏱ Instructor Timeline
0:00–0:08
WARM-UP Magnetism in Technology
"Where do you encounter magnetism in everyday technology?" (Compass apps, hard drives, speakers, credit card strips, MRI machines, electric motors.) "Your micro:bit has a built-in magnetometer — the same type inside a smartphone compass."
0:08–0:20
TEACH The Magnetometer in MakeCode
Show "compass heading" block (Input → More). Demo in simulator: heading (0–360°) changes as you rotate. Show "magnetic force" block — measures the strength of a nearby magnet. Use the Teacher PPT embedded videos.
⚠️ Calibration required: The first time the magnetometer is used on hardware, the micro:bit shows "TILT TO FILL SCREEN." Students tilt until all 25 LEDs light up. Without this, readings won't work.
0:20–0:43
BUILD Compass + Magnet Detector
Part 1 — Simple Compass:
forever {
  if (compass heading < 45 or compass heading > 315) → show string "N"
  else if (compass heading < 135) → show string "E"
  else if (compass heading < 225) → show string "S"
  else → show string "W"
Part 2 — Magnet Detector:
forever {
  if (magnetic force µT > 100) → show icon [target]
  else → show icon ✕
}
Use the PPT and Learner Links to walk students through each part.
0:43–0:50
DEBRIEF
"Where is a magnetometer used in real devices?" (Smartphone compass, GPS navigation, metal detectors.) "Why does the magnetometer need calibration?" (Needs a baseline reading for the local magnetic environment.)

🎯 Differentiation

  • Grade 5: Part 1 only — display heading as a number first, then add N/S/E/W text.
  • Grade 8: Add arrow LED patterns pointing in each compass direction. Research: magnetic north vs. true north.

✅ Assessment

Working compass on hardware — demonstrated to instructor. Check: correct heading ranges in if/else, calibration completed successfully.

📎 Beyond Basics — Lesson 2 Resources
📋 Lesson Plan 📊 Teacher PPT 🖨️ Flowchart Worksheet 🔗 Learner Links PDF

Learning Objectives

  • Use AND, OR, NOT logic operators in micro:bit programs
  • Design program logic using a flowchart before coding
  • Build a multi-condition program

Materials

  • micro:bit + USB cable per student
  • Printed Flowchart Worksheet (link above)
  • Teacher PPT on projector
  • Learner Links distributed to students

Key Vocabulary

ANDORNOTbooleanflowchartdecisiontrue / false
⏱ Instructor Timeline
0:00–0:08
WARM-UP Logic Puzzles
Write on board: "If it is raining AND I am going outside → bring an umbrella."  "If I am hungry OR it is lunchtime → eat."  "If it is NOT raining → leave umbrella at home." Pairs discuss: "What's the difference between AND and OR? When would NOT be useful?"
0:08–0:20
TEACH Logic Operators in MakeCode
Use the Teacher PPT (has embedded videos). Show Logic category:
// AND — both must be true:
if (button A pressed AND button B pressed) → show icon [target]

// OR — at least one must be true:
if (button A pressed OR button B pressed) → show icon ❤️

// NOT — flips true ↔ false:
if (NOT button A pressed) → show string "idle"
Test each in the simulator. Ask students to predict before running.
0:20–0:35
WORKSHEET Flowchart Design
Students complete the flowchart worksheet — designing a program on paper using flowchart symbols (oval = start/end, diamond = decision, rectangle = action) before touching MakeCode. Must include at least 2 decision points and 1 compound condition (AND or OR). Instructor checks: "Does every diamond have exactly 2 exits (YES/NO)? Is there always a path to the end?"
0:35–0:47
BUILD Implement Your Flowchart
Students code their flowchart in MakeCode using the Learner Links for examples. They must match their paper plan as closely as possible. Coaching: "Is your code doing what your flowchart says? If not — is it a mistake in the code or a flaw in the flowchart?"
0:47–0:50
DEBRIEF
"Why plan with a flowchart before coding?" (Catches logical errors before they become bugs — forces clarity of thinking.) "Can a condition use both AND and OR in the same program?" (Yes — nested logic.)

🎯 Differentiation

  • Grade 5: Simple flowchart with 1 condition. Focus on AND vs. OR distinction.
  • Grade 8: Nested logic + truth tables. Research: how AND/OR gates work in hardware.

✅ Assessment

Collect flowchart worksheets. Check: valid decision structure, at least 1 compound condition. Does coded program match the flowchart?

📎 Beyond Basics — Lesson 3 Resources
📋 Lesson Plan 📊 Teacher PPT 🖨️ Melody Worksheet 🔗 Learner Links PDF

⚠️ Before Class

  • micro:bit V2 has a built-in speaker — no extra hardware needed.
  • micro:bit V1: students need alligator clip cables + headphones or a small speaker connected to Pin 0 and GND. Prepare these in advance.
  • Pre-program one micro:bit with a short melody as the class hook.

Learning Objectives

  • Use Music blocks to play notes, melodies, and rhythms
  • Understand musical concepts as programming constructs
  • Create an interactive instrument using sensor input

Materials

  • micro:bit V2 (preferred) or V1 + alligator clips + speaker
  • Printed Melody Worksheet
  • Teacher PPT on projector

Key Vocabulary

tonefrequencydurationtempobeatmelodyrestpitch
⏱ Instructor Timeline
0:00–0:07
HOOK Mini Concert
Play the pre-programmed melody on a demo micro:bit through a speaker. "I programmed that — in MakeCode, with blocks. Today you'll compose your own." Ask: "How is music related to coding?" (Both are precise sequences of instructions that must be in the right order, at the right timing, with correct values.)
0:07–0:20
TEACH Music Blocks in MakeCode
Display the PPT. Key blocks:
play tone [Middle C] for [1 beat] // plays one note
rest for [1/2 beat] // silence
set tempo to [120] bpm // speed of all beats
Notes available: C, D, E, F, G, A, B + sharps/flats + octave (e.g., Middle C4, C5). Demo first 4 notes of "Happy Birthday" together.
0:20–0:35
WORKSHEET Compose a Melody
Students plan their melody on paper (8–16 notes with note names and durations), then code it in MakeCode using the Learner Links for reference. Test in simulator, then flash to hardware and perform!
0:35–0:47
CHALLENGE Button Instrument
Build an interactive instrument:
  • Button A → one note or chord
  • Button B → another note or chord
  • A+B → short melody
  • Grade 7–8 extension (Theremin): forever → play tone mapped from [acceleration x] (-1023 to 1023) → (131 to 1047 Hz) — tilt controls pitch!
0:47–0:50
MINI CONCERT
3 volunteers perform their melody or play their instrument for the class. 30 seconds each. Applause!

🎯 Differentiation

  • Grade 5: Melody worksheet only (8 notes). Button A = play, Button B = stop.
  • Grade 8: Build a theremin using the accelerometer. Layer a background beat loop.

✅ Assessment

Collect melody worksheets. Does the coded melody match the written plan? Does the instrument respond correctly to input?

📎 Beyond Basics — Lessons 4 & 5 Resources
📋 L4 Lesson Plan 📊 L4 PPT 🔗 L4 Learner Links 📋 L5 Lesson Plan 📊 L5 PPT 🔗 L5 Learner Links

⚠️ Before Class — Critical

  • All micro:bits MUST use the same radio group (e.g., group 1). Include "radio set group 1" in "on start" for every program today.
  • Students need 2+ micro:bits per pair. Confirm you have enough hardware for pairs.

Learning Objectives

  • Use radio blocks to send and receive strings and numbers
  • Understand radio groups/channels
  • Build a two-way communicator and a class voting system

Materials

  • 2+ micro:bits per pair of students
  • USB cables + computers
  • L4 and L5 PPTs on projector
  • Learner Links distributed

Key Vocabulary

radiogroup/channelsendreceivepayloadnetworkwireless
⏱ Instructor Timeline
0:00–0:08
HOOK Wireless World
"How does your phone talk to a cell tower? How does WiFi reach your laptop? How does a TV remote work?" (Radio waves — electromagnetic signals through the air.) "Your micro:bit has a 2.4 GHz radio — the same frequency as WiFi. Today you'll build a wireless communication network."
0:08–0:22
TEACH Radio Basics (L4 PPT)
Build live — flash two programs to two micro:bits:
// SENDER:
on start → radio set group [1]
on button A pressed → radio send string "Hello!"

// RECEIVER (new project, same group):
on start → radio set group [1]
on radio received [receivedString] → show string [receivedString]
Press A on Sender → "Hello!" appears on Receiver!
Both micro:bits MUST be in the same group. Show what happens when groups differ — nothing!
0:22–0:37
BUILD Two-Way Communicator
Student pairs each build the SAME program that can both send and receive:
  • Button A → send their name
  • Button B → send a number (score, age, etc.)
  • On received string → show it
  • On received number → show it
Both students flash the same program. They now have a two-way communicator!
0:37–0:47
EXTEND Class Vote Counter (L5 PPT)
Build a class voting system using the L5 resources. Voter micro:bit: A = send 1 (YES), B = send 0 (NO). Instructor's Counter micro:bit accumulates yes/no totals. Run a class poll: "Should we have more coding classes?" Students vote!
0:47–0:50
DEBRIEF
"What is a radio group and why does it matter?" (Prevents cross-talk — like different WiFi networks in the same building.) "What could you build with radio that you couldn't build without it?" (Multi-player games, IoT networks, classroom quiz systems.)

🎯 Differentiation

  • Grade 5: Two-way name exchanger only. Instructor runs the vote counter.
  • Grade 8: Build the complete vote counter. Use "radio send value" with named columns.

✅ Assessment

Working two-way communication demonstrated to instructor. Check: same group number, send and receive both function, strings and numbers handled correctly.

📎 Beyond Basics — Lesson 6 Resources
📋 Lesson Plan 📊 Teacher PPT 🔗 Learner Links PDF

Learning Objectives

  • Use Game blocks to create sprite-based games
  • Program player movement, enemy movement, and collision detection
  • Design a playable game on a 5×5 LED screen

Materials

  • micro:bit + USB cable per student
  • Teacher PPT on projector
  • Learner Links distributed

Key Vocabulary

spritecollisionscoregame overx/y coordinatepixel
⏱ Instructor Timeline
0:00–0:07
HOOK 5×5 Gaming
Demo a pre-built micro:bit dodge game on the projector. "This runs on 25 pixels total. Today you build a game within that constraint — it's a design challenge." Ask: "What's the player's goal? What ends the game? How do you score?"
0:07–0:20
TEACH Game Blocks in MakeCode
Show the Game category (from the PPT):
create sprite at x:2 y:4 // player at bottom centre
sprite change x by 1 // move right
sprite change y by -1 // move up
sprite is touching [enemy] // boolean for collision
game score change by 1 // add 1 point
game over // end screen with score
Grid: x 0–4 (left→right), y 0–4 (top→bottom).
0:20–0:42
BUILD Dodge Game (Step by Step)
Students follow the Lesson Plan and Learner Links:
  1. Player sprite at bottom, moves left/right with buttons or tilt
  2. Enemy sprite starts at top, moves down with a forever loop + 800ms pause
  3. Collision check: if player touches enemy → game over
  4. Score: game score +1 each time the enemy passes the bottom and resets
  5. Enemy reset: when y=4 → set to y=0, random x position
0:42–0:50
TEST Swap & Debrief
Students swap micro:bits and play each other's games for 3 minutes. Verbal feedback: "One thing that works well: ___, One thing to improve: ___." Debrief: "What coding concepts did you use?" (Variables, loops, conditionals, events, sensors.)

🎯 Differentiation

  • Grade 5: Player + enemy only. Skip scoring. Focus on collision detection.
  • Grade 8: Add difficulty scaling (enemy speeds up every 10 points). High score saved via radio.

✅ Assessment

Playable game on hardware. Check: player control, enemy movement, collision detection working, score increments correctly.

🌍
Unit 3 · Lessons 9–10
Data & Sustainability
Real-World Data Collection — mrmorrison.co.uk/microbit/datasustainability
📎 Data & Sustainability — Lessons 1 & 2 Resources
📋 L1 Lesson Plan 📊 L1 PPT 🖨️ L1 Worksheet 🔗 L1 Learner Links 📋 L2 Lesson Plan 📊 L2 PPT 🔗 L2 Learner Links

Learning Objectives

  • Understand what data is and how sensors collect it
  • Use the micro:bit Data Logger to record sensor data
  • Analyze a .csv data file and draw conclusions

Materials

  • micro:bit V2 preferred (built-in data logger)
  • L1 Worksheet printed for each student
  • L1 and L2 PPTs on projector
  • Spreadsheet software (Google Sheets or Excel) for data analysis

Key Vocabulary

datadata loggingsensorvariableCSVanalyzepatterncorrelation
⏱ Instructor Timeline
0:00–0:08
HOOK The Data Economy
"How does your phone know the weather? How does Spotify know what song you'll like? How does a hospital know a patient is deteriorating before they crash?" (Sensors collect data; algorithms analyze it; decisions are made automatically.) "Today we become data scientists — using a micro:bit."
0:08–0:22
L1 What Is Data? (Worksheet)
Display L1 PPT. Discussion + worksheet: "What types of data can the micro:bit collect?" (Temperature, light, acceleration, magnetic force, sound.) "For each sensor, name a real device that uses it." Students complete L1 worksheet — matching sensors to use cases and data types.
0:22–0:42
L2 Recording Data with the Data Logger
Use L2 PPT and Learner Links. Build the data-logging program:
// Add the "datalogger" extension first (Extensions → search "datalogger")
on button A pressed {
  log data column "temperature" value [temperature °C]
  log data column "light" value [light level 0-255]
  show icon [checkmark]
}
Flash to hardware. Walk around the room pressing A at different spots. Then: reconnect → open MICROBIT USB drive → open MY_DATA.HTM → see the graph! Export as .csv → open in Google Sheets → analyze.
💡 Discussion: "Where was it warmest? Coolest? Brightest? What patterns do you see?"
0:42–0:50
DEBRIEF
"What is a limitation of the micro:bit as a scientific sensor?" (Not lab-grade; body heat from fingers affects temperature readings.) "How could you improve accuracy?" (Average multiple readings, calibrate against a reference.) "Name one example where data logging saves lives." (ICU monitoring, earthquake early warning, flood sensors.)

🎯 Differentiation

  • Grade 5: L1 worksheet + temperature logging only. Open the data file as a class.
  • Grade 8: Log multiple columns, export to Google Sheets, create a chart, calculate mean and range.

✅ Assessment

Collect L1 worksheets. Observe: Can students log data, retrieve the file, and identify one pattern in their data?

📎 Data & Sustainability — Lessons 3, 4 & 5 Resources
📋 L3 Plan (Earthquake) 🔗 L3 Learner Links 📋 L4 Plan (Sound) 🖨️ L4 Sound Worksheet 🔊 L4 Sound File 📋 L5 Plan (Energy) 🖨️ L5 Energy Worksheet

⚠️ Before Class — Station Setup

  • Set up 3 physical stations with printed worksheets and learner links at each.
  • Pre-load Station 1 and 2 micro:bits with the relevant programs if possible.
  • Station 3 is paper-based only — no micro:bit needed.
  • Download and play the L4 sound file from a speaker at Station 2.
⏱ Instructor Timeline
0:00–0:08
INTRO Environmental Scientists for a Day
"Today we're applying the micro:bit to 3 real-world environmental science problems. You'll rotate through 3 stations — 12 minutes each." Brief overview: earthquakes → noise pollution → energy use.
0:08–0:20
STATION 1 Earthquake Detector (L3)
Use L3 Learner Links to load the earthquake program — logs accelerometer strength continuously. Place the micro:bit on a paper plate on the desk. Simulate an earthquake by tapping the table. Watch acceleration values spike in the data logger. Challenge: "How lightly can you tap and still trigger a reading above 500 mg (milligravity)?" Record 3 test readings on paper.
0:20–0:32
STATION 2 Sound Level Monitor (L4)
micro:bit V2 uses the built-in microphone ("sound level (dB)" block). Program logs sound every second. Play the L4 audio file at different volumes. Complete L4 worksheet — record dB levels for: whisper, normal conversation, loud music, yelling. Extension: cover the micro:bit with different materials. Which is the best sound insulator?
0:32–0:44
STATION 3 Energy Data Analysis (L5)
Paper-based — no coding. Use L5 worksheet to analyze energy data comparing bulb types:
  • Incandescent: 60W
  • CFL: 14W
  • LED: 8W
Students calculate energy used per hour, then: "How much money and CO₂ would a school save by switching 100 bulbs from incandescent to LED over 1 year?"
0:44–0:50
DEBRIEF Class Discussion + Preview
Groups share one key finding from each station. "How does the micro:bit connect to sustainability?" (Affordable environmental monitoring at scale — detecting pollution, energy waste, structural risks.)

Preview: "You've now used every major micro:bit feature. Next 2 classes: design and build your own Smart Device."

🎯 Differentiation

  • Grade 5: Complete all 3 stations at the simplified level — observe and record only.
  • Grade 8: At Station 3, calculate the school's annual carbon footprint difference and write a one-paragraph sustainability proposal.

✅ Assessment

Collect L4 and L5 worksheets. Observe Station 1 and 2 data: Are readings plausible? Can students explain what the data represents?

🔧
Unit 4 · Lessons 11–12
Smart Device Project
Design · Build · Test · Showcase

📋 Project Requirements — Every Project Must Include:

🔘 At least 1 button input
📦 At least 1 variable
⚖️ At least 1 if/else conditional
🔄 At least 1 loop
📡 At least 1 sensor
🎯 A clear purpose or function
⚡ Reaction Time Game
  • Random delay signal before button prompt
  • Measures response speed
  • Tracks and displays scores
🏃 Fitness Tracker
  • Counts steps using accelerometer
  • Displays step totals
  • Button to reset count
🚨 Security Alarm
  • Detects movement via accelerometer
  • Sounds alert when triggered
  • Arm/disarm with buttons
🐾 Smart Pet
  • Tracks happiness/hunger with variables
  • Responds to button presses
  • Displays emotions on LED screen
🌡️ Temperature Monitor
  • Displays current temperature
  • Alerts when threshold exceeded
  • LED status indicator
💡 Your Own Idea
  • Pitch to instructor for approval
  • Must meet all 6 requirements
  • Feasible within 1 class period
⏱ Instructor Timeline
0:00–0:08
HOOK Smart Devices in the Real World
Name real smart devices: Nest thermostat, Ring doorbell, Apple Watch, glucose monitor, earthquake alert system. "All of these run on tiny computers with sensors — exactly like the micro:bit. Today YOU are the engineer."
0:08–0:18
OVERVIEW Requirements + Project Selection
Review the 6 requirements on the board. Connect each to a prior lesson:
  • Button input → L2
  • Variable → L3
  • If/else → L3 & L5
  • Loop → L3
  • Sensor → L4, L6, L9, L10
Students choose a project. Custom ideas → one-sentence pitch to instructor for approval.
0:18–0:28
PLAN Design Brief — Paper First (No Computers)
Students complete the Smart Device Design Brief on paper:
  • Device Name
  • Purpose: What problem does it solve or service does it provide?
  • Target User: Who is this designed for?
  • Inputs: Which buttons and sensors will be used?
  • Outputs: What do the LEDs and/or speaker show/play?
  • Flowchart: Sketch the main program flow
Coach: "Does your flowchart include all 6 required elements? Is your purpose specific and realistic?"
0:28–0:47
BUILD Start Coding the Core Feature
Students open MakeCode and start building. Instructor rule: "Build the CORE feature first." If building a Security Alarm → get motion detection working before adding sounds and animations. Don't add extras until the core works.
💡 Key coaching questions: "What is the FIRST thing your device needs to do when powered on? Where does your variable get created? Where does it change? Where does it get displayed?"
0:47–0:50
STAND-UP Progress Check-In
Each student in one sentence: "My device is ___, right now it can ___, and my next step is ___." This identifies who is on track and who needs support in L12.

🎯 Differentiation

  • Grade 5: Choose one of the 5 preset ideas. Instructor helps complete the design brief. Focus on core sensor + if/else.
  • Grade 8: Original project required. Flowchart must include 3+ decision points. Add a "feature stretch goal" to the brief.

✅ Assessment

Collect design brief sheets. Check: all 6 required elements planned, purpose is clear and achievable, flowchart is logically valid.

Learning Objectives

  • Complete and debug the Smart Device project
  • Present the device clearly covering purpose, sensors, code logic, and challenges
  • Give and receive constructive feedback

Materials

  • micro:bit + USB cable per student
  • MakeCode editor
  • Optional: battery packs for untethered demos
  • Optional: completion certificates

✅ Pre-Presentation Checklist

  • At least 1 button input is used
  • At least 1 variable is created and changes during use
  • At least 1 if/else conditional is working correctly
  • At least 1 loop is running (forever or repeat)
  • At least 1 sensor is actively read
  • The device has a clear, working purpose
  • Variable names are descriptive (not "item", "item2")
⏱ Instructor Timeline
0:00–0:22
BUILD Final Build, Debug & Polish
0:00–0:10 — Complete and debug the core functionality
0:10–0:17 — Add polish: visual feedback, sound effects, display messages, smooth animations
0:17–0:22 — STOP coding. Prepare the 90-second presentation.

Instructor circulates with the checklist above. Key coaching: "Does it do what you designed it to do? Is every required element present and working?"
0:22–0:26
PREP Presentation Requirements
Remind students: 90 seconds covering all 4 points:
  1. What does the device do?
  2. Which sensors and inputs were used?
  3. How does the program work? (Walk through the key blocks)
  4. What challenge did you overcome during development?
0:26–0:47
SHOWCASE Smart Device Presentations
Each student/pair gets 2–3 minutes to demo live and cover the 4 presentation points. Class gives feedback using:
  • "One thing I liked: ___"
  • "One question I have: ___"
  • "One thing I would add: ___"
Optional: battery pack for untethered walk-around demos.
0:47–0:50
🎉 CELEBRATE
"You started this course not knowing what a micro:bit was. Today you've designed, coded, and presented a real programmable smart device — using sensors, variables, logic, loops, and wireless communication. That's physical computing. That's engineering. Welcome to the W Institute ME1-2 program."

Hand out completion certificates.

🎯 Differentiation

  • Grade 5: 60-second presentation. Focus on what it does and which sensor was used.
  • Grade 8: Full 90-second presentation. Write a 3-sentence reflection: what would you do differently with more time?

✅ Assessment

Working device meets all 6 requirements. Presentation covers all 4 points. Collect design brief from L11 alongside the device. Grade 8: collect written reflection.

19500 Victor Pkwy, Suite 190 · Livonia MI 48152

313-591-3311 · info@winstitute.co

© 2025 W Institute. All Rights Reserved. | ME1-2 – Micro:Bit Coding Curriculum