A Bag for Juliane Lesson 3

In this lesson students use their paper prototypes and algorithms from the previous lesson to create a micro:bit prototype of the computerised elements of their bag using the MakeCode editor.

  • Global challenge
  • computing
Print lesson
  • Ages 9+
  • 60 mins
  • MakeCode Editor

Curriculum links

  • Computing: computational thinking: logical thinking, programming, debugging, iteration, loops, selection, variables, testing, debugging, creating effective presentations, evaluation
  • Art and Design: drawing and craft
  • Science: Day and Night / Sensors
  • Design and Technology: Product design
  • Citizenship: Respect, road safety, communities
  • PSHE: understanding others, mental health and wellbeing
  • Geography: understanding the world, sustainability

Skills: Empathy, designing, creative thinking, problem solving, prototyping, team working, presenting

Background

It is assumed that you have first completed the safety introductory lesson and A Bag for Juliane Lesson 1 and 2. Programming experience using micro:bit and creating presentations is assumed, though you can easily add additional time and explanation as required by your students.

Introduction

In this lesson students use their paper prototypes and algorithms from the previous lesson to create a micro:bit prototype of the computerised elements of their bag using the MakeCode editor. If you wish of course, you could extend this activity so students can create an actual mock up of their bag using appropriate materials.

Teacher Guide

Open Open teacher resources

Activities

Programming

  • Remind students to use effective programming practices (e.g. paired programming, regular testing and debugging - slides 5 & 6).
  • Ask students to open the MakeCode editor and start programming the computerised elements of their bag. If needed, there is an example hex file included in resources.
  • As they program, encourage students to work through the problems together (e.g. what is the ‘right’ level for darkness?), thinking about why the program is behaving that way (logical thinking).
  • As students finish, or if they encounter problems they cannot solve, ask them to work with other students to help them test and refine their code.

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

Creating prototype presentation

  • Once students have completed their programs, explain they are going to present their prototypes to the ‘client’ (Juliane’s school) and the requirements for their presentation (slide 9).
  • Give students a short, focussed time to complete their presentation (in whatever format is best - encourage creativity) and ensure they are ready to present.

Presenting prototypes

  • Ask each pair/group to present their prototype to the ‘client’. Remind them of the requirements for the presentations and you could have a ‘timekeeper’ to keep time and give a 1 minute left signal.

Lesson wrap up

  • Give out the evaluation worksheets (see extension/homework) and highlight that next lesson they will be designing their own innovation for the micro:bit challenge (slide 11).
  • If you wish, revisit the learning objectives on slide 12.

Extension / homework

  • Ask students to complete the evaluation worksheets to evaluate their prototypes, their presentation and their approach to the task (slide 10).
  • If students are creating an actual prototype, give them sufficient time and materials to do so.
  • You could video students presenting their work and they could add it to an assessment portfolio.

Differentiation

Support:

  • Ensure students have appropriate support when programming and you may wish to make use of the example hex file to help them.
  • You could give a template for their presentation, or ask them simply to talk about their ideas.
  • Encourage students to make simple evaluative statements (e.g. WWW/EBI)

Stretch & challenge:

Students can be challenged to create code that is highly efficient, presentations that are slick and effective and evaluations that are considered and detailed.

Opportunities for assessment:

  • You could ask students to create an assessment portfolio of their work if you wish and you can assess their prototypes, presentation and evaluation worksheet either formally or informally to suit your needs.
Selecting this opens external content from our support system, which adheres to their privacy policy.