# MicroPython 101 Pre-Reader Course Collection Programming 100 Programming 300 Barbie™ You Can Be Anything™ Programming 1A Programming 1B Programming 101 Programming 102 Programming 201 Programming 202 Programming 301 Programming 302 JavaScript 101 Python 101 Web Development 101 Python 201 Drones 101 WeDo Coding Augmented Reality micro:bit 101 MicroPython 101 Life Science Physical Science Earth Science Math Social Studies English Life Science Physical Science Earth Science Math Social Studies English

This course is part of Coding/STEAM Curriculum - K-8 Plan

K-8 Plan
\$3,800 per year

### MicroPython 101

A project-based introduction to micro:bit programming using MicroPython with instructions to build 16 hands-on micro:bit projects. Request Quote

• 14 lessons
• Web
• Python
##### Course includes
• 14 lessons
• 86 activities
• Enhanced Creativity Tools
• Automatic Assessment
• Tutorials and Reviews
• Coding Puzzles
• DIY Projects
• Quizzes
• Teacher Guides
##### Prerequisites
No previous coding experience required.

## MicroPython 101 Lesson Plan

### Introduction

In this lesson, students will learn how to program their micro:bit into a dodgeball game. How to play: Move the character (one LED) left and right by pressing button A and button B on the micro:bit. The goal of the game is to avoid the objects that will continually fall from the top of the micro:bit's LED display.

Note: These functions are Tynker specific: move_paddle(), add_ball(), move_balls(). If students try using these functions in Python projects beyond the MicroPython 101 course, they will not work.

### New Code

• move_paddle() : Move the paddle to the right or left of the LED display.
• add_ball() : Create a new ball.
• move_balls() : Move the ball down.
• reset() : Restart the micro:bit.

### Vocabulary

• Array: Stores multiple values into one single variable

### Objectives

Students will...

• Use the micro:bit to run coding examples
• Apply coding concepts to solve challenge activities
• Create a dodgeball game using the micro:bit

### Materials

• micro:bit device (recommended 1 per student)
• USB cable
• Computers, laptops, or Chromebooks (1 per student) with student account access to Tynker.com

### Warm-Up(5 minutes)

• Review functions with your students. Ask, "What does the ______ function do?" Here's a list of suggested functions to review: display.show(), display.scroll(), display_clear(), button_a.was_pressed(), button_b.was_pressed(), and sleep().
• Explain to students that they'll have more practice using these functions in today's coding activity as they learn how to program a dodgeball game!

### Activities(45 minutes)

Facilitate as students complete all Dodgeball modules on their own:
1. Dodgeball (Document)

• Students will read a short document that introduces the chapter. In this lesson, they'll learn how to code a dodgeball game using their micro:bit. How to play: Blocks will fall from the micro:bit's top LED display. Students will need to dodge the falling objects by moving their character (a tiny LED) left and right.

2. Showing and Moving Your Character (DIY)

• In this module, students will learn how to program the micro:bit to display their character and make it move left and right when the user presses a button or tilts their micro:bit.
• Students are introduced to arrays, which are used to store multiple values into one single variable. Here's an example that gets the last 5 digits of the grid_image string:

• Coding Challenge, Step 1: Moving your Character
• To solve this challenge, students need to program their micro:bit to show an image that the user can move left and right.
• Make sure they read the requirements carefully.
• Most of the code is provided for your students. They'll need to finish the solution, starting at the comment that says "### YOUR CODE HERE."
• Tell students that move_paddle(-1) will move the character one space to the left, and move_paddle(1) will move the character one space to the right.
• Give a hint: Tell students to use an if-elif loop and include the button functions. Make sure they also include a display.show() function to display the string.

3. Dropping Balls (DIY)

• Students are introduced to the add_ball() and move_balls() functions. The add_ball() function creates a new ball and the move_balls() function moves all balls down the LED display.
• Make sure students analyze the completed code in "Example 1," which shows them how to create and move balls down their micro:bit.
• Coding Challenge, Step 2: Add and Move Balls
• To solve this challenge, students need to use move_balls() and add_ball() functions to make their micro:bit add and move balls.
• Most of the solution is provided for your students. Give a hint: Tell students that they only need to add code inside the forever loop.

4. Finishing the Game (DIY)

• Make sure students analyze "Read This! Collision Detection," which provides completed code to check if the ball collides with the character.
• Coding Challenge, Step 3: Turning It All Into a Game
• Students are instructed to add final touches to their game by programming their micro:bit to display the word "Lose" when the user's character collides with a falling object.
• To display the word "Lose," students need to use a forever loop and the display.show() function.
• Are students struggling with the bonus challenges? Ask them to try creating a display_count variable and use conditional statements (e.g., if-else).

5. Review (Document)

• How to manipulate strings
• How to use the image string as a "game board"

6. Quiz (Multiple-choice)

• Students will be asked 5 quiz questions to review concepts from this lesson.

### Extended Activities(10 minutes)

• What does an array do? (Answer: Stores multiple values into one single variable.)
• What was something you struggled with today? Discuss obstacles and successes.
• Did anyone customize their dodgeball game? How?

### U.S. Standards

• CCSS-Math:MP.1
• CCSS-ELA: 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
• CSTA: 2-AP-11, 2-AP-13, 2-AP-15, 2-AP-17
• CS CA: 6-8.AP.11, 6-8.AP.13, 6-8.AP.15, 6-8.AP.16, 6-8.AP.17
• ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

### U.K. Standards

Key Stage 2 (Years 4-6)

• Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
• Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
• Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Key Stage 3 (Years 7-9)

• Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem.
• Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
• Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.