lesson 1.19 – marty micro:bit bingolesson 1.19 – marty micro:bit bingo education level: second...

Lesson 1.19 – Marty Micro:Bit Bingo Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.14 Device Compatibility: Laptop or PC Lesson Overview We will explore a new way of programming Marty through interacting with the BBC Micro:Bit – a micro controller that has been built to help introduce physical computing and coding to young people. In this lesson, students will be experimenting with some of the different functionalities that the Micro:Bit has on offer to see how they can then use Marty and the Micro:Bit together.

Learning Objectives • Describe what the Micro:Bit is and some of the

basic functionalities that it has • Explore the different ways that we can interact

with the Micro:Bit

• Describe how we can program and control Marty using the Micro:Bit

Key Vocabulary • Micro:Bit

• Functionality

• Movement

• If Statements

• Events

• Explore

Resources & Equipment • Marty the Robot

• Marty Workbook (Lesson 1)

• Laptops/Computers with Scratch Link installed • Access to the Scratch 3 editor • BBC Micro:Bit • Scissors

• Glue/Sellotape

• Marty dice worksheet

• Micro:Bit dice worksheet

Additional Reading • Educator’s Guide

• Introduction to Programming with Marty using Scratch

• BBC Micro:Bit Quick Start Guide for Teachers (https://microbit.org/guide/quick/)

Learning Plan & Activities 1. Hand out some Micro:Bits to students so that they can see and touch the device

2. Discussion of what the Micro:Bit is, what it is made up of and some of the things that we can use it for

a. Ask students to complete activities in their workbook such as fill in the blanks and labelling the diagram

b. Go over as a class to make sure everyone has got all the information

c. Final task in workbooks of thinking about the different things that we can use the Micro:Bit for

3. Break students up into small groups of 2-3 and give each a copy of both the Marty and Micro:Bit dice worksheets

a. Students should cut out and glue together the dice so that they have 2 dice – one with Marty movements and one with Micro:Bit movements

4. In groups, students should take it in turns to

a. Roll the two dice

b. Create a small program using Scratch to do as the dice say (for example, when the Micro:Bit is shaken, Marty should walk forwards)

c. Other members of the group must test and check the program

d. Tick off the two actions/movements in that students workbooks

e. Repeat with the next student in the group

f. Note that if the student gets actions/movements that they have already ticked off then they can skip it but that is their turn over for that round!

5. The game ends once all students in the group have ticked off all 12 actions/movements listed in their workbooks

Additional Challenges

• Student groups could race each other to see who is the first to tick off all the action/movements • Get students to create their own dice for the Micro:Bit or Marty or even just for general Scratch blocks

Curriculum Benchmarks Curriculum for Excellence – Technologies Benchmark Guide

● = Fully Addresses Benchmark ○ = Partially Addresses Benchmark

Curriculum Organiser Benchmark Covered Lesson 1.19

Digital Literacy TCH 0-01a ●

TCH 0-02a ● Technological Developments in

Society & Business TCH 0-05a ●

Craft, Design, Engineering and Graphics

TCH 0-09a ●

TCH 0-11a ● TCH 1-12a ○

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ○ TCH 3-13a ● TCH 3-13b ○ TCH 4-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ● TCH 2-14a ○ TCH 3-14a ● TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ○ TCH 4-15a ○

National Curriculum – Computing, Design & Technology ● = Fully Addresses Benchmark ○ = Partially Addresses Benchmark


Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

2-f ○ 3-a ● 3-b ● 3-d ○ 4-a ○ 4-b ○

Design & Technology

1.1-b ●

1.2-a ● 2.3-b ●

Australian F-10 Curriculum – Digital Technologies, Design & Technologies



Digital Technologies

ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ●

ACTDIP009 ○

ACTDIP010 ●

ACTDIP011 ● ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP019 ● ACTDIP020 ● ACTDIP027 ○ ACTDIP028 ○ ACTDIP029 ● ACTDIP030 ● ACTDIP031 ○ ACTDIP040 ●

Design & Technologies ACTDEP005 ○

ACTDEP006 ●

ACTDEP008 ○ ACTDEP009 ● ACTDEP015 ○ ACTDEP018 ●

Lesson 1.20 – Using the Micro:Bit Display Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.14 & 1.19 Device Compatibility: Laptop or PC Lesson Overview Students will be exploring the LED display on the Micro:Bit as a way to express some more feelings through Marty the Robot. Using sprites on Scratch as a controller, the Micro:Bit can be attached to Marty to represent his mouth which can be easily changed.

Learning Objectives • Consider how we express our feelings on a daily

basis and what we use to do this

• Explore what different feelings we can represent using the Micro:Bit and Marty

• Build a small program to change the LEDs on the Micro:Bit to represent Marty’s mouth


• Expressing feelings

• Sprites

• If Statements

• Events

• Computational Thinking



• Laptops/Computers with Scratch Link installed • Access to the Scratch 3 editor • BBC Micro:Bit • Blu Tack




Learning Plan & Activities 1. Ask students to think in groups what emotions they feel and how people express them?

a. Get students to think about how we show how we are feeling and what we use particularly facial features like eyebrows, eyes and mouth

2. In the same groups, students should move to their devices with Scratch and create a small program

a. Each sprite represents a different feeling and when you click on it, Marty should show this feeling using his eyes and the Micro:Bit LED grid as the mouth

3. Students should try to see how many feelings they can think up and represent with programming before showing it off to other student groups and seeing if they can guess what feeling Marty is showing


• Students could challenge each other to come up with as many different feelings they can represent with Marty and the Micro:Bit

• Are there any other attributes they can add to make their representations more realistic? Like movement or sound?

• Can students use animation of the LED lights to improve their representation of the feeling (looping through some different LED displays with each one slightly different to the last to give off the sense of movement)





TCH 0-02a ● Technological Developments in

Society & Business TCH 0-05a ●


TCH 0-09a ●

TCH 0-11a ●

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ○ TCH 3-13a ● TCH 3-13b ● TCH 4-13a ● TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ● TCH 2-14a ● TCH 3-14a ● TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ○ TCH 4-15a ○

National Curriculum – Computing, Design & Technology



Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

2-f ○

3-a ● 3-b ○ 3-d ○ 4-a ○ 4-b ○

Design & Technology

1.1-b ●

1.2-a ○ 2.3-b ●





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ○

ACTDIP009 ○

ACTDIP010 ●

ACTDIP011 ● ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP018 ○ ACTDIP019 ● ACTDIP020 ● ACTDIP021 ○ ACTDIP027 ○ ACTDIP028 ○ ACTDIP029 ● ACTDIP030 ● ACTDIP031 ○ ACTDIP040 ○

Design & Technologies

ACTDEP005 ○

ACTDEP006 ● ACTDEP008 ○ ACTDEP009 ● ACTDEP015 ○ ACTDEP018 ●

Lesson 1.21 – Marty Football Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.14 & 1.19 – 1.20 Device Compatibility: Laptop or PC Lesson Overview In this lesson, Marty will become our star football player as we create a small remote-control program to help us guide Marty towards the ball to kick it towards the net. Students will need to use the different functionalities that the Micro:Bit has to help with deciding which movement Marty should do. Afterwards, students should be able to play small football games or shoot outs!

Learning Objectives • Build a small remote-control program to get

Marty to walk around and kick a ball (hopefully towards the net to score a goal!)

• Describe what movements are needed to play sports like football

• Design a football strip for Marty and think about where this will need to be placed on Marty so not to restrict movements


• Movement

• Remote control

• Accelerometer

• Events

• Design

• If Statements



• Laptops/Computers with Scratch Link installed • Access to the Scratch 3 editor • BBC Micro:Bit • Ping pong ball • Ruler • Paper • Blu Tack

• Colouring pencils/pens

• Goals (this can be bits of cardboard taped together or just a box that the ball has to hit)




Learning Plan & Activities 1. By measuring Marty and taking into account the moving body parts, ask students to draw out and design their own

football top that they can cut out and attach to their Marty (they may work in teams to produce their teams strip or individually then pick one for their group)

2. Ask students to think about what movements they use when they are playing a sport like football

3. Students should then focus on creating a remote control for Marty to create these movements using the Micro:Bit to measure their different gestures. For example, if you tilt the Micro:Bit to the left then Marty should take a sidestep to the left

4. Get groups to test it out – either by having a small football game or by having a shoot off to see which team can score the most goals (using the ping pong ball as the football)

5. Ask students what else they could include – for example, a goal celebration? Is there anything that they could change to make playing or winning easier?


• Add a goal celebration movement to the remote • Keep track of the number of goals the teams Marty has scored using a variable so that you can check the score at any

time • Are there any hidden features that students could add on to help them win?





Technological Developments in Society & Business

TCH 0-05a ●


TCH 0-09a ●

TCH 0-11a ● TCH 1-12a ○

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ○ TCH 3-13a ● TCH 3-13b ● TCH 4-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ● TCH 2-14a ● TCH 3-14a ● TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ● TCH 4-15a ○



Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

2-f ○ 3-a ● 3-b ● 3-d ○ 4-a ○ 4-b ○

Design & Technology

1.1-b ●

1.2-a ● 2.3-b ●





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ○

ACTDIP009 ○

ACTDIP010 ●

ACTDIP011 ● ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP018 ● ACTDIP019 ● ACTDIP020 ● ACTDIP021 ○ ACTDIP022 ○ ACTDIP027 ● ACTDIP028 ● ACTDIP029 ● ACTDIP030 ● ACTDIP031 ○

ACTDIP038 ○ ACTDIP039 ○ ACTDIP040 ○ ACTDIP041 ○ ACTDIP042 ○


ACTDEK002 ○

ACTDEK004 ○ ACTDEP005 ○ ACTDEP006 ● ACTDEP008 ○ ACTDEP009 ● ACTDEK010 ○ ACTDEP015 ○ ACTDEP017 ○ ACTDEP018 ● ACTDEP025 ○

Lesson 1.22 – Fastest Reaction Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.14 & 1.19-1.20 Device Compatibility: Laptop or PC Lesson Overview Students will be creating and building their own reaction game using the Micro:Bit to measure who has the fastest reactions. Except, there will be a twist! Marty will be placed in the middle of a game board so each time someone wins a round in the game, Marty moves one step closer to the goal. Students will need to consider the logic of deciding who has won each round of the game, how this will be displayed to users and how Marty will move along the game board.

Learning Objectives • Consider how to decide who has the fastest

reaction to a stimulus • Create and code a new game using the Micro:Bit

and Marty • Consider how the user should interact with the

Micro:Bit


• Reaction

• Infinite/Forever Loop

• If Statement

• Event

• User Interaction



• Laptops/Computers with Scratch Link installed • Access to the Scratch 3 editor • BBC Micro:Bit • Reaction game mat/board




Learning Plan & Activities 1. Start off by asking students to play a small reaction game themselves and think about how they decide who has

reacted first and how accurate they think their decisions are

2. We are now going to create a similar game using Marty and the Micro:Bit which should be completed in teams of around 2-3 students per Marty. Students should be encouraged to test their solution after each step

a. After a random amount of time between 0 and 4 seconds, a symbol or image should flash up onto the LED display

b. Next, we need to check for a button click from the players and based on that we need to display a message or a symbol to show who won that round

c. Finally, we need to move our Marty on the game board appropriately based on who won

3. Students should challenge each other to test out their solutions and see who has the fastest reaction!


• How would we change the program to make it easier for one player or more difficult for the opponent? • Reaction game tournament between teams in the class • Extend the game to have other levels/different challenges such as click when the light is in the centre of the screen

and whoever gets the closest wins or click when you think 30 seconds has passed, etc.





Technological Developments in Society & Business

TCH 0-05a ●


TCH 0-11a ● TCH 1-12a ●

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ○ TCH 3-13a ● TCH 3-13b ● TCH 4-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ● TCH 2-14a ● TCH 3-14a ● TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ● TCH 4-15a ○

National Curriculum – Computing, Design & Technology



Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

2-f ● 3-a ● 3-b ● 3-d ○ 4-a ○ 4-b ○

Design & Technology

1.1-b ●

1.2-a ● 2.3-b ●





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ○

ACTDIP009 ○

ACTDIP010 ●

ACTDIP011 ● ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP018 ● ACTDIP019 ● ACTDIP020 ● ACTDIP021 ○ ACTDIP022 ○ ACTDIP027 ● ACTDIP028 ● ACTDIP029 ● ACTDIP030 ● ACTDIP031 ○ ACTDIP038 ○ ACTDIP039 ○ ACTDIP040 ● ACTDIP042 ○


ACTDEP005 ○

ACTDEP006 ● ACTDEP008 ○ ACTDEP009 ● ACTDEK013 ○ ACTDEP015 ○

ACTDEP016 ○ ACTDEP017 ○ ACTDEP018 ● ACTDEP025 ○ ACTDEP026 ○

Lesson 1.23 – Hack Snakes & Ladders Education Level: Second Level (Age 7-11) Lesson Duration: 45 minutes Prerequisite Knowledge: Lessons 1.1-1.14 & 1.19-1.20 Device Compatibility: Laptop or PC Lesson Overview In this lesson, students will explore snakes and ladders with a twist where Marty is the counter and our Micro:Bit is the dice. Students will need to think about what a dice is and how it works before thinking about how they are going to play the games and what additional rules they want to add to the game.

Learning Objectives • Consider the attributes of a dice and write a

program to recreate one on the Micro:Bit • Program Marty to act as our counter on the

snakes and ladders board

• Explore additional rules and ideas to extend the game and make it their own


• Random number

• User Interaction

• Rules

• Event

• Computational Thinking



• Laptops/Computers with Scratch Link installed • Access to the Scratch 3 editor • BBC Micro:Bit • Snakes and ladders game board




Learning Plan & Activities 1. Ask students to describe how you play snakes and ladders

a. What do you need? How do you set it up? What are the rules? Who goes first? What happens when you take your first turn? And the rest of the turns? How do you know when the game ends?

2. Start going through the list of things that we need to play but we realise that we have forgotten a dice, is there anything that we could use to replace the dice?

a. What is a dice? How does it work? Can I get the same number every time? What device has a screen to display the number? What device has sensors in it so that I can shake it to roll a number?

3. Break students into small groups of around 2-3 per Marty and Micro:Bit, the team then has a series of programming tasks which they should test each time that they add something new

a. Firstly, they need to make a dice on the Micro:Bit starting off with displaying a random number and then ensuring that this random number appears when you shake the device

b. Next, we need to program Marty to respond to the number we have just rolled on our dice, he needs to walk forwards the correct number of steps

c. What about when we land on a snake or a ladder? We will need to roll again but when we land on a snake, we will need to tell our program that we need to go backwards instead of forwards – are there any other gestures we could use like clicking buttons A and B at the same time to do this?

4. Students should challenge another student group to a game of snakes and ladders to fully test out their programs and see who can win


• What other rules could be added onto the game to make it easier or more difficult? For example, if you land on a certain coloured square then you have to answer a computing question correctly to stay there

• What would make it easier for you to win? Could you implement this into your dice secretly without your opponent finding out?

• Can you add in a winning dance for when Marty reaches the end of the game? Could you program him to do this movement without prompting him first? (For example, keeping track of what square you are on in your program?)



Curriculum Organiser Benchmark Covered Lesson 1.23 Digital Literacy TCH 0-01a ●

Technological Developments in Society & Business TCH 0-05a ●


TCH 0-11a ● TCH 1-12a ●

Computing Science

TCH 0-13a ●

TCH 1-13a ● TCH 2-13a ● TCH 3-13a ● TCH 3-13b ● TCH 4-13a ○ TCH 0-14a ● TCH 0-14b ● TCH 1-14a ● TCH 1-14b ● TCH 2-14a ● TCH 3-14a ● TCH 0-15a ● TCH 1-15a ● TCH 2-15a ● TCH 3-15a ○ TCH 4-15a ○



Computing

1-a ●

1-b ●

1-c ●

1-e ●

2-a ●

2-b ●

2-c ●

2-f ● 3-a ● 3-b ○ 3-d ○ 4-a ○ 4-b ○

Design & Technology

1.1-b ●

1.2-a ○ 2.3-a ● 2.3-b ●





ACTDIK001 ●

ACTDIK002 ●

ACTDIP003 ○

ACTDIP004 ●

ACTDIK008 ○

ACTDIP009 ○

ACTDIP010 ●

ACTDIP011 ● ACTDIP012 ● ACTDIP013 ● ACTDIP017 ● ACTDIP018 ● ACTDIP019 ● ACTDIP020 ● ACTDIP021 ○ ACTDIP022 ○ ACTDIP027 ● ACTDIP028 ● ACTDIP029 ● ACTDIP030 ●

ACTDIP031 ○ ACTDIP038 ○ ACTDIP039 ○ ACTDIP040 ○ ACTDIP042 ○


ACTDEP005 ○

ACTDEP006 ● ACTDEP008 ○ ACTDEP009 ● ACTDEP015 ○ ACTDEP017 ○ ACTDEP018 ● ACTDEP025 ○ ACTDEP026 ○

lesson 1.19 – marty micro:bit bingolesson 1.19 – marty micro:bit bingo education level: second...

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