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Sources Used

Optional: Micro:bit Micro Pet Activity (microsoft.github.io)

The layout and some words were taking directly from this

@techmonstah (Micro Character lesson resources)
Unplugged: Design Thinking (microbit.org)

(objectives, essential questions, coding, and layout came from this site. )

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DLCS (MA) Standards

6-8.CS.A.5. Individually and collaboratively design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task.
6-8.CS.A.6. Use a variety of computing devices [e.g., probes, sensors, handheld devices, Global Positioning System (GPS)] to individually and collaboratively collect, analyze, and present information for content-related problems.
6-8.CS.A.1. Describe the main functions of an operating system.
6-8.CT.B.1. Design solutions that use repetition and conditionals.
6-8 CT.d.3 Create a program, individually and collaboratively, that implements an algorithm to achieve a given goal.

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7th grade Micro:Bit Intro

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Objectives – Day 1

Learn about a microcontroller and how to program one with coding software.
Write lines of code and learn how to save, download, and upload code from software to the microcontroller.

Essential Questions

What is a microcontroller?
How can I use one to make cool stuff that connects to the physical world?
How do artists, engineers, and makers solve problems when they’re working/inventing?

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Image was taken from this site. Overview | micro:bit (microbit.org)

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Day 1 - Agenda

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Objectives – Day 2

Learn about a microcontroller and how to program the sensors on it.
Write lines of code with conditionals and learn how to save, download, and upload code from software to the microcontroller.

Essential Questions

How do sensors help us interact with computers?
How can I use one to make cool stuff that connects to the physical world?
How do artists, engineers, and makers solve problems when they’re working/inventing?
How do conditionals play a role in our lives?

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Variables and Conditionals Unplugged Lesson

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Agenda

If you finish, go ahead and try the countdown.

Exit Ticket

Edpuzzle: Conditionals

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Objectives – Day 3

Learn about a microcontroller and how to program different inputs to create outputs.
Write lines of code with loops and learn how to save, download, and upload code from software to the microcontroller.

Essential Questions

How do sensors help us interact with computers?
How can I use one to make cool stuff that connects to the physical world?
How do artists, engineers, and makers solve problems when they’re working/inventing?
How do loops play a role in our lives?

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Build a Micro:Character

Constraints:

Must complete the LED planner
Must have at least two inputs that cause two outputs to happen on the face.
Plain White Paper
Scissors
Markers
Scotch Tape
paper clips/safety pins/ wire
Must record final product on Flipgrid

Criteria:

Program an interactive face on the micro: bit

Make a face that will gently tape directly over the micro: bit. Draw the eyes, nose and leave the mouth blank. This is where the LED display will shine through! Add other parts like arms, body, etc. and attach with paper clip or wire through the edge pins on the micro: bit.

This was taken from @technmonstah

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Objectives – Day 4

Learn about a microcontroller and how to program the sensors on it.
Write lines of code with conditionals and learn how to save, download, and upload code from software to the microcontroller.

Essential Questions

How do sensors help us interact with computers?
How can I use one to make cool stuff that connects to the physical world?
How do artists, engineers, and makers solve problems when they’re working/inventing?
How do conditionals play a role in our lives?

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Agenda – Explore �Try out two more tutorials or program your own code.

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Journal/Reflection

Understanding now how the micro:bit works what could you build that would help others.

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7th grade Micro:Pet

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Micro:Bit Pet

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Objective: To introduce a process of design that starts with talking to one another. Whatever you build with code should serve a purpose or fill a need. Sometimes what you build will make the world more beautiful or help somebody else. Our design process, based on a process called design thinking, can give students a specific framework for thinking purposefully about design.

Optional: Micro:bit Micro Pet Activity (microsoft.github.io)

Day 1

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Results from the question.

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Choose a partner

Step 1

Step 2

Schoology: Click on

Who Is Your Partner

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Empathize - Who are you trying to help? What do they need?

Team A interviews Team B (5 min)
Team B interviews Team A (5 min)

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Do you have a pet? What is it?
What do you like about your pet? What do you dislike?
Is there anything you wish your pet could do? Why?
Tell me about your ideal pet.

Roles

Interviewer: Asks the Question

Notetaker: Takes The Notes

Interviewee: Answers Questions

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�Day 2:�Objectives – Define and Ideation

Engage in project-based learning through design thinking process by creating a character with a microcontroller and digital code based on the data collected.

Essential Questions

What are inputs and outputs?

How can we program them to tell stories or create personality characteristics?

How do artists, engineers, and makers solve problems when they’re working/inventing?

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Define and Ideation

Define - What are they looking for?

Review your notes with your partner:

(verbs) Circle ideas, advice, anything that could be helpful when you start building.
You should use what they have discovered to fill in the blanks:

Ideation – Sketch out some ideas.

Sketch at least 6 ideas of pets that would meet the other team's needs.

3 per team member
Stick figures and diagrams are okay. At this point, quantity is more important than quality.
You don't have to limit yourselves to real animals; unicorns and mashups are totally fine!

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Journal Entry:

“They need a __________________ because __________________.”

--Give Details--

Define

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Day 3�Objectives – Prototype – Micro:bit Planning

Engage in project-based learning through design thinking process by creating a character with a microcontroller and digital code based on the data collected.

Essential Questions

What are inputs and outputs?

How can we program them to tell stories or create personality characteristics?

How do artists, engineers, and makers solve problems when they’re working/inventing?

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Agenda

Respond to the "Define" statement in Schoology.
Review the responses with your partner.
Create a Micro:pet plan.

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Respond to the "Define" statement in Schoology

Tell the submitter what you liked about their ideas for your ideal pet.

"I liked it when you..."
Your idea about XXX was creative..."

Ask a thoughtful feedback about their statement .

"I wonder if..."
"Did you consider..."

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Build a Micro:pet Prototype and Test

Constraints

3 inputs that cause at least 3 different outputs that matches their partner's needs.
Supports the micro:bit and its battery pack.
Allows you to easily access the micro:bit to turn it on and off
Must turn in a character plan
Must use a conditional block.
Must stay with your partner and not disrupt another group.

Criteria

Build a Micro:pet that matches your partners' needs.

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Grading

Create an animal that meets the needs of the group they interviewed - 10 points
Participation – 1 point (given daily)

You are on task with your partner, and you are not disrupting another group.

3 inputs that cause at least 3 different outputs that matches their partner's needs. 10 points
Supports the Micro:bit and its battery pack. 1 point
Allows you to easily access the Micro:bit to turn it on and off 1 point
Must turn in a character plan 5 points
Must use a conditional block. 5 points
Presentation 5 points

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Prototype Days

Day 1 - Create the pet plan based on the interview information
Day 2 program the micro:bit
Day 3 and 4 - Begin building the animal based on the interview information
Day 5. Attach the micro:bit to the animal and test it out with the interview student for feedback
Day 6 Present the micro:pet to the class. Share why you built the animal for your partner and how it meets their needs .

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These are copied from resources posted on the cited slide.

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�Objectives – Prototype – Micro:Bit Programming

Engage in project-based learning through design thinking process by creating a character with a microcontroller and digital code based on the data collected.

Essential Questions

What are inputs and outputs?

How can we program them to tell stories or create personality characteristics?

How do artists, engineers, and makers solve problems when they’re working/inventing?

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Micro:Bit Pet

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Grading

Create an animal that meets the needs of the group you interviewed - 10 points
Participation – 1 point (given daily)

You are on task with your partner, and you are not disrupting another group.

3 inputs that cause at least 3 different outputs that matches their partner's needs. 10 points
Supports the Micro:bit and its battery pack. 1 point
Allows you to easily access the Micro:bit to turn it on and off 1 point
Must turn in a character plan 5 points
Must use a conditional block. 5 points
Presentation 5 points

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Agenda

Use the Micro:pet plan to program the Micro:bit.
Mini Assessment on Design Thinking Steps

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Build a Micro:pet Prototype and Test

Constraints

3 inputs that cause at least 3 different outputs that matches their partner's needs.
Supports the micro:bit and its battery pack.
Allows you to easily access the micro:bit to turn it on and off
Must turn in a character plan
Must use a conditional block.
Must stay with your partner and not disrupt another group.

Criteria

Build a Micro:pet that matches your partners' needs.

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Micro:bit Pet Programming

Input

Output

audio
graphics
text
video

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Mini Assessment - Name the stages that we have done so far and what activity we did that matches the stages.

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�Objectives – Prototype – Micro:Bit Programming

Engage in project-based learning through design thinking process by creating a character with a microcontroller and digital code based on the data collected.

Essential Questions

What are inputs and outputs?

How can we program them to tell stories or create personality characteristics?

How do artists, engineers, and makers solve problems when they’re working/inventing?

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Micro:Bit Pet

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Agenda - Prototype

Use the Micro:pet sketch and plan to build your Micro:pet.
Create an animal that meets the needs of the group you interviewed

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Build a Micro:pet Prototype and Test

Constraints

3 inputs that cause at least 3 different outputs that matches their partner's needs.
Supports the micro:bit and its battery pack.
Allows you to easily access the micro:bit to turn it on and off
Must turn in a character plan
Must use a conditional block.
Must stay with your partner and not disrupt another group.

Criteria

Build a Micro:pet that matches your partners' needs.

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�Objectives – Test – Micro:Pet

Use feedback from our client to enhance our projects.

Essential Questions

What are inputs and outputs?

How can we program them to tell stories or create personality characteristics?

How do artists, engineers, and makers solve problems when they’re working/inventing?

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Agenda - Test

Show your client the micro: pet. Ask for feedback. What does the client like/not like about your model?
Make any necessary changes.
Present to class

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Grading

Create an animal that meets the needs of the group you interviewed - 10 points
Participation – 1 point (given daily)

You are on task with your partner, and you are not disrupting another group.

3 inputs that cause at least 3 different outputs that matches their partner's needs. 10 points
Supports the Micro:bit and its battery pack. 1 point
Allows you to easily access the Micro:bit to turn it on and off 1 point
Must turn in a character plan 5 points
Must use a conditional block. 5 points
Presentation 5 points

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Present

Why did you create this animal for your client?
What are the three inputs you used and what outputs happen?
What input used a conditional block?
Show how your inputs work.

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Assessment

What are conditionals?
What are variables?
What are sensors?
What are input and output devices?
What are the steps to the design thinking process?

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