Fitness Friend Lesson 3

In this lesson students are introduced to the MakeCode editor and program the Fitness Friend algorithms they wrote in the previous lesson.

  • Global challenge
  • computing
Print lesson
  • Edades 9+
  • 60 minutos
  • MakeCode Editor

Curriculum links

  • Computing: Algorithms (pseudocode & flowcharts), logical thinking, programming, input and output devices, iteration and loops, debugging
  • Science: The heart
  • P.E.: The importance of regular exercise
  • PSHE: Healthy mind and body

Skills: Designing, analysing, problem solving, team working


It is assumed that you have first completed Lesson 1 and 2 of the Fitness Friend activity. This lesson assumes no knowledge of using micro:bit and can be adjusted according to your students’ experience.


In this lesson students are introduced to the MakeCode editor and program the Fitness Friend algorithms they wrote in the previous lesson.

Teacher Guide

Open Open teacher resources


The MakeCode editor

If your students have never used the MakeCode editor before, or need a refresher, briefly show them the interface before giving them time to experiment in pairs. Have a class ‘show and tell’ session where they share what they have discovered, ensuring you highlight the importance of regular code testing.

Paired programming

  • Introduce paired programming to students if they have not used it already (slide 5), inviting them to share their ideas about why it is helpful. Get them to choose the initial driver and navigator, though ensure they swop roles during programming.
  • Depending on their confidence level, you can work through the start of the algorithm as a class as a demonstration before setting them off, or let them get started straight away. You can build up from a basic version (e.g slide 6) to a more complex one e.g. with a start and stop button ( slide 7). Avoid giving students the code to simply copy. Note: the ‘test’ versions have a reduced pause time.
  • As they program, encourage them to work through the problems together, thinking about why the program is behaving that way (logical thinking) and to regularly test and debug their code together.
  • If they encounter issues, encourage them to work with another pair to problem solve.

Screenshots of example code can be found in the lesson presentation slides above, or you may wish to download the example hex files.

Testing and refining code

  • As pairs complete, invite them to team up with another pair and explain their code (slide 8).
  • Encourage constructive feedback and allow pairs time to refine their code as necessary.

Sharing learning

  • As a class share some of the programs and invite pairs to share their learning, using the questions on slide 8 as a guide. Encourage logical thinking about ‘why’ particular blocks are most appropriate / different ways the program can be created and why a particular approach might be ‘best’.
  • Discuss any common issues and highlight key learning as appropriate to your students.

Lesson wrap up

  • Invite students to share their experience of paired programming.
  • Explain that next lesson they will be using the knowledge, understand and skills they have been developing over the last 4 lessons to design their own innovation to address a problem relating to non-communicable diseases (NCDs). Remind them of the challenge using slide 9.
  • If you wish, use the learning objectives to check progress and understanding (slide 10).

Extension / homework

  • Encourage students to add additional features to the Fitness Friend. They can write the algorithm first, then add the additional code.
  • You could ask them to work on some ideas for their own innovation for homework, refining their initial team ideas from lesson 1, or creating their own.



  • Consider pairings carefully and encourage students to code a simple version of the Fitness Friend (e.g. slide 6). You could also give out printed versions of the blocks to sequence before coding.

Stretch & challenge:

Consider pairings carefully to enable challenge. Students can code additional elements from the algorithms they planned last lesson, and include other features as they wish. They can be challenged to consider the most efficient way of writing the program and to explain why in detail. If students wish, they could also use one of the other editors (e.g. python)

Opportunities for assessment:

  • You could ask students to print and annotate their code for assessment purposes, or create a screen recording / video where they discuss their code.
  • Informal, or more formal assessment of programs and explanations of their code.
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