Delving deeper with BBC micro:bits

About this unit:

These lessons builds upon the foundations of our first micro:bit unit by providing a selection of exciting projects to extend your students and deepen their knowledge and understanding of physical computing with a BBC micro:bit. They will learn how to program music, create games, send secret coded messages between devices, and even turn their micro:bit into a moving robot! 

National Curriculum Links - Computing KS2

The content of this plan cover the following National Curriculum strands: 

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Unit Resources

Lesson Slides

Detailed lesson slides for you to use when delivering this unit of work with your class

Unit Assessment Sheet

Use our simple assessment system to measure your students' success in this unit of work.

Lessons

Project 1

  • To create simple programs to control the LED matrix on the micro:bit
  • To edit and adapt simple programs on the micro:bit 
  • To download, load and test the .hex file on the micro:bit.

Project 2

  • Understand looping as a form of iteration
  • Understand and use variables in a program
  • Understand and use conditional statements
  • Combine inputs, loops, conditional statements and variables to create a micro:bit game

Project 3

  • Build and program a physical game that utilises inputs and outputs.
  • Understand what conditional statements are, and why and when to use them in a program
  • Designs algorithms that use variables, and selection and arithmetic operators

Project 4

  • Understand what conditional statements (selection) are, and why and when to use them in a program
  • Understand what variables are and why and when to use them in a program.
  • Learn how to create random outputs from a range of possibilities.

Suggested Software

Full Computing Glossary

Take a look at our full computing glossary, plus key vocabulary for each age group.

Key computing vocabulary for this unit

Abstraction - Removing unnecessary detail to help you solve a problem (a computational thinking concept)

Algorithm – an unambiguous procedure or precise step-by-step guide to solve a problem or achieve a particular objective. A set of instructions for achieving a goal or solving a problem.

Block –  a ‘chunk’ of programming or a particular graphic block or piece found in a graphical programming language such as Scratch. Blocks linked together are called a script in Scratch. To find out what a block does, right-click on it, then select help from the pop-up menu.

Blocks Palette – (in Scratch) – the library of blocks in most graphical programming languages.

Command – a step or line of programming.

Coordinate (noun) - Cartesian coordinates are a set of values that show an exact position. In a 2D environment, such as on a graph, two axis are needed, each with an equal number scale. The X axis represents the horizontal position of a point, the Y axis represents the vertical position of a point. Coordinates in a 3D environment require a third axis (Z) which represents depth. Coordinates can be commonly used in coding to position objects (sprites in Scratch) within a program’s visual environment. 

Costume – The costume is the appearance of a sprite on the screen. These are usually editable. A sprite can often have multiple costumes that are changed by programming the sprite.

Debug – to detect and correct the errors in a computer program.

Decomposition - Breaking a problem down into smaller parts (a computational thinking concept)

Execute – to follow a series of instructions. The computer or robot follows the instructions in order to complete the program.

Input – data provided to a computer system, such as via a keyboard, mouse, microphone, camera or physical sensors. Information which is received by the computer from a keyboard, mouse or sensor e.g. pressing the left mouse button or space bar creates an input.

Logical reasoning – a systematic approach to solving problems or deducing information using a set of universally applicable and totally reliable rules.

Output – the information produced by a computer system for its user, typically on a screen, through speakers or on a printer, but possibly though the control of motors in physical systems. Also an action performed by the computer e.g. switching on a light, moving a turtle or sprite across the screen.

Program – A sequence of instructions written to perform a specified task on the computer

Repetition (also known as  ‘Loop’ or ‘Iteration’) – a programming construct in which one or more instructions are repeated, perhaps a certain number of times, until a condition is satisfied or until the program is stopped.

Script – (In Scratch) blocks are snapped together into stacks, called scripts. When you click on a script, Scratch runs the blocks from the top of the script to the bottom. You can program sprites and the stage using scripts.

Selection – ‘when things happen’ - A programming construct in which the instructions that are executed are determined by whether a particular condition is met.

Sequence – to place programming instructions in order, with each executed one after the other.

Sprite – A graphical object that can be controlled by programming.

Stage – (in Scratch) - the Stage is where you see your stories, games, and animations come to life. Sprites move and interact with one another on the Stage. The Stage is 480 units wide and 360 units tall. It is divided into an x-y grid.

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