MicrobitLessonfull_withLessondividers.pdf

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INTRODUCTION
When we first started teaching computer science, we discovered two important things.
We found that existing curriculum for beginners focused mostly on solving math
problems or constructing geometric shapes and that there was a certain type of student
that signed up for computer science classes and these students were almost always
boys. We wondered whether a different approach to teaching the basics of computer
programming would be more engaging and also attract a larger variety of different types
of students, both boys and girls.
We decided to focus on what knowing how to program allowed you to do and create.
Ultimately all programs are created to solve a problem or serve a purpose. The problem
may be local or global, the purpose may be anything from helping doctors treat patients
to pure entertainment. By starting with interesting problems the students wanted to
solve, they were much more engaged in learning to code. They saw coding skills as an
important part of building creative solutions.
With this approach, we found that not only did we get more girls taking the course, we
also got a more diverse group of boys. Opportunities for collaboration increased, and all
the students got to see where their talents and skills meshed with others’ interests and
experiences, to make a whole that was greater than the sum of its parts.
We are now at the point where a third of the students taking computer science are
girls, and more importantly, students are coming out of the course not only with an
understanding of code, but also knowing how to read through professionally written
code, and take an idea from brainstorming through prototyping to build something that
matters.
- Authors Mary Kiang and Douglas Kiang
Course Introduction
This is an introduction to coding and computer science by way of making and design, using the
revolutionary new micro:bit microcontroller board, and Microsoft’s easy and powerful MakeCode block-
based coding environment. It is a project-based curriculum with a maker philosophy at its core; the idea is
that by making physical objects, students create a context for learning the coding and computer science
concepts.
Micro:bits may be purchased from these resellers:
http://microbit.org/resellers(you
will need 1
micro:bit per student for this course). The “Micro:bit
Go Kit” includes a battery pack and USB cable as
well.
Other optional suggested micro:
1.
2.
3.
4.
to
5.
Alligator/Crocodile clip cables
Headphone/earbuds (for audio)
Servo motor (for movement)
Croc clip to Male connector (for connecting
Servo motor)
Croc clip to Headphone jack adapter
http://microbit-accessories.co.uk/
6. MakeCode for the micro:bit is a free web app
https://makecode.microbit.org
When students complete this course they will
have a good understanding of computer science
concepts that can serve as the foundation for
future study. They will develop powerful
design skills that they can use in future
projects of all types, whether they are
designing 3D printed prototypes or creating
apps that serve a real world purpose.
This course is targeted to middle school
grades 6-8 (ages 11-14 years). It is also written
for teachers who may not have a Computer
Science background, or may be teaching an
“Intro to Computer Science” course for the
first time.
This course takes approximately 14 weeks to
complete, spending about 1 week on each of
the first 11 lessons, and 3 weeks for students
to complete the final project at the end. Of
course, teachers should feel free to customize
the curriculum to meet individual school or
district resources and timeframe.
Overall Course Scope & Sequence:
1. Making
2. Algorithms
3. Variables
4. Conditionals
5. Iteration
6. Review/Mini-Project
7. Coordinate Grid System
8. Booleans
9. Bits, Bytes, and Binary
10. Radio
11. Arrays
12. Independent Final Project
Each of the 12 lessons is comprised of the following
parts:
• Topic Introduction
• Unplugged Activity (30 min)
- An offline game or
activity that demonstrates the concept/topic
• Micro:bit Activity (45–60 min)
- An offline game
or activity that evryone makes on their micro:bit
that teaches the skills learned in this lesson.
• Project (60–120 min)
- A prompt for an original
project that each student will create to
demonstrate their understanding of the skills and
concpts covered in this lesson.
• Assessment
- A project rubric and guicance for
grading the project.
• Standards
- A list of CSTA K-12 Computer
Science Standards and /or concepts covered by
this lesson.
Some students will finish the activity more quickly
than others. Those students can then be a helpful
resource for their classmates, or they can challenge
themselves by modifying, or “modding” the activity to
do something different. We have provided examples
and suggestions at the end of many of these activities,
and feel free to suggest your own (or encourage your
students to come up with their own ideas!)
Project (60–120 min)
After presenting the concept in an unplugged fashion,
then walking students through a demonstration
activity, it is time to challenge students to use those
skills to create something that is creative and original.
Students will be working on their projects in a
“collaboratively that is creative and original. Students
will be working on their projects in a “collaboratively
independent” way, which means each student is
responsible for turning in his or her own project, but
are encouraged to work together and help each other
while doing so. Some form of reflection is an important
part of documenting the learning that has taken place,
and it’s a great idea to share out the final projects and
reflections, either at an event or on a blog.
There are also a series of Project Mods that students
can do to extend the project they have created.
These are useful for students who already have
some experience with coding or who want an extra
challenge.
Assessment
A rubric is provided for each project that can be
customized according to what students are being
asked to demonstrate. For the Activities we just
expect students to do them, so those are fairly simple
to check off. For the Projects, however, there is often
a range of grades based on how closely the project
meets the specifications of the assignment.
Standards
Where applicable, we have mapped each of
the lessons to the Computer Science Teachers
Association (CSTA) K-12 Standards, which are US
nationally recognized standards for computer science
education.
Topic Introduction
The introduction to each lesson will tell you what
learning objectives are covered in the lesson, and
presents an overview of that lesson’s topic. Some
lessons have a specific activity that can help
introduce the topic to students in a fun way.
Unplugged Activity (30 min)
Each lesson starts with an unplugged activity, which
doesn’t require a computer or a micro:bit. It’s a
chance to get students up and moving around, and
is designed to be a fun introduction to the computer
science concept covered in that lesson. Unplugged
activities are an important way to demonstrate
new concepts in a tangible, often kinesthetic, way.
Since so many computer-based topics are abstract,
unplugged activities are very effective at fostering
understanding that students will then demonstrate in
later activities.
Micro:bit Activity (45–60 min)
Each lesson also contains a micro:bit activity, which
we informally refer to as a “birdhouse” activity, after
the innumerable wooden birdhouses so many of us
made in wood shop as a way to master basic skills.
Each lesson’s micro:bit activity is an example that
walks students step-by-step through building a
project that demonstrates that lesson’s topic. By the
time students finish the activity, they will have written
code that they can use in a different project of their
own design.
REFERENCES
We have included some additional reference books and materials if you are
interested in learning more about Maker Education, Physical Computing or Design
Thinking in the classroom.
• Invent To Learn
Making, Tinkering, and Engineering in the Classroom by Sylvia Libow Martinez
& Gary Stager
• Launch
Using Design Thinking to Boost Creativity and Bring Out the Maker in Every
Student by John Spencer and AJ Juliani
• The Innovator’s Mindset
Empower Learning, Unleash Talent, and Lead a Culture of Creativity by George
Couros
• The Big Book of Makerspace Projects
Inspiring Makers to Experiment, Create, and Learn by Colleen Graves
If you have feedback for the Microsoft MakeCode team, you can fill our their survey
form here:
https://aka.ms/microbitfeedback
The support site for the micro:bit is located here:
https://support.microbit.org/
Douglas Kiang
is a speaker, teacher, and workshop
presenter with twenty-seven years of teaching
experience in independent schools at every grade
level. He currently teaches high school computer
science at Punahou School in Honolulu, Hawaii.
Douglas hold a Master’s degree in Technology,
Innovation, and Education from Harvard and is a
Microsoft Innovative Educator.
You can follow him on Twitter at @dkiang.
Mary Kiang
has been teaching for over twenty-five
years at elementary, middle, and high school levels.
She also developed curriculum in the Education
Department of the Museum of Science in Boston.
She currently teaches 6th grade Math/Science at
Punahou School. Mary is a former programmer
for Houghton Mifflin and Dun & Bradstreet and
holds a Master’s degree in Elementary Education
from Simmons College. Mary is the founder of GO
Code!, an organization that supports girls and young
women in exploring coding and STEM.

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