Micro:bit Series 2 – Sensing Data

Basic understanding of Block-based Coding structures (sequential events, loops). It would be positive if students have used micro:bits before so that they do not have to be introduced to each function. If students are beginners, see lesson "Introduction to micro:bits" ; Familiarity with input/output devices; Basic knowledge of collecting and representing data (qualitative vs. quantitative).

Minds On: 5 minutes

Ask students the following question in an engaging way.

• What are some sensors that we see in our daily lives?
• Why are thermometer readings sometimes slow to change (not instantaneous), even by one degree?
• What kinds of tools help us detect motion of an object? Why do we need to know about the object’s motion?

Introduce Micro:bit Sensors: Review the available sensors on the micro:bit (accelerometer, temperature/light sensor on V2).

Demonstrate finding the correct blocks in MakeCode (e.g., Input/Sensors blocks).

Demonstrate basic data capture and output (15 minutes): Model a simple script using the 'on start' or 'forever' event block that captures data from a sensor (e.g., light level) and displays the reading on the LED screen.

Emphasize the concept of variables (to store the sensor reading) and loops (for continuous monitoring)

Activity 1: Sensing the Environment (25 minutes): Guide students through creating a script to actively monitor an environmental factor (e.g., temperature, light level, or acceleration data, depending on micro:bit version) using appropriate sensor blocks. Instruct them to assign the output to a variable and display or log the raw numerical data.

Activity 2: Testing and Iterating (15 minutes): Students test their code using the emulator or physical micro:bit (if available) under varying conditions (e.g., covering the light sensor, shaking the micro:bit). Guide students to troubleshoot and modify the sensor sensitivity or output display (e.g., using conditional statements to respond only to significant changes, or refining the display of the data).

Circle Share/Discussion (10 minutes):

Facilitate a discussion where students share their coded data-gathering tool.

Ask:

• "Which sensor did you choose and why?"
• "What was the most challenging part of coding the sensor input?"
• "How did testing help you modify your code to capture the data more accurately?"

Review the three learning goals

1. Visual and Technical Support: Provide a digital glossary or printouts of key sensor blocks and data variables.
2. Differentiated Challenge: Offer a starter code block that successfully reads one sensor (e.g., temperature) and allow students needing support to focus only on modifying the output (Success Criteria 3).