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 for K-8 School

• Plan includes: 30 Courses
• Classroom/School Metrics
\$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 to display temperature. Additionally, they'll learn how to create their own temperature game as they're introduced to new functions, such as random.randint() and temperature(). Note: If your students have a battery pack, it is recommended that they use it for this lesson.

New Code

• random.randint() : Chooses a temperature at random.
• temperature() : Returns the temperature value (defaults to degrees Celsius).

Vocabulary

• Random: When all possible choices have an equal chance of being selected

Objectives

Students will...

• Use the micro:bit to run coding examples
• Apply coding concepts to solve challenge activities
• Create a temperature 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
• Optional: Battery pack

Warm-Up(5 minutes)

• Explain to students that in today's coding activity, they'll learn how to create their own temperature game using their micro:bit! Ask students, "What does it mean to detect the temperature of something?" (Answer: To see how hot or cold something is, usually given in degrees Fahrenheit or Celsius.) Does anyone remember the formula to convert degrees Celsius to Fahrenheit? (Answer: Temperature Fahrenheit = Temperature Celsius x 9/5 + 32.)

Activities(45 minutes)

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

• Students will read a short document that introduces the chapter. They'll learn that today's coding activities include programming their micro:bit to work as a thermometer. Additionally, students will need to explore different areas in search of a target temperature once they finish the coding activities.

2. Thermometer (DIY)

• In this module, students will learn how to program the micro:bit to detect temperature.
• Students are introduced to the temperature() function, which returns the temperature in degrees Celsius.
• Coding Challenge, Step 1: Measuring the Temperature
• To solve this challenge, students need to program their micro:bit to detect temperature.
• Give a hint: Tell students to use a display.scroll() function.
• Optional: Ask your students to compare their results with each other. Are there any outliers?
• If students finish early, ask them to try the optional activity, which encourages them to change the temperature from Celsius to Fahrenheit.

3. Choosing a Random Temperature (DIY)

• In this module, students will learn how to create a temperature game using the random.randint() function.
• Tell students that the random.randint() function will randomly choose a temperature.
• Coding Challenge, Step 2: Choosing a Random Temperature
• To solve this challenge, students will need to program their micro:bit to display a random temperature from 10 to 28 degrees Celsius (50 to 83 degrees Fahrenheit).
• Give a hint: Tell students that the random.randint() parameter needs to be set to the temperature range. For example, if students want their micro:bit to display the temperature in degrees Fahrenheit, their random.randint() function should look similar to this:

• Tell students that they'll expand on this project in the next module.

4. Am I Getting Warmer?(DIY)

• Students will expand on their project by programming their micro:bit to check if the temperature near the user matches the micro:bit's goal temperature.
• Point out to students that the brightness of the LEDs indicates how close students are to reaching the micro:bit's goal temperature. The brighter the LEDs, the closer the students are to reaching the micro:bit's goal temperature.
• Make sure students analyze "Example 1," which includes code to compare different temperatures.
• Coding Challenge, Step 3: Checking Real Temperature with Goal Temperature
• To solve this challenge, students need to program their micro:bit to compare the real temperature to the goal temperature.
• Make sure students are reading the criteria carefully.
• Give a hint: Tell students to use display different-sized dots using strings. Remind them that the string's digits need to range from 0-9, where a 9 is the maximum brightness. Each row needs to be separated by a colon (:).
• Tell students that they'll finish coding their game in the next module.

5. Finishing Touches (DIY)

• In this module, students will finish programming their temperature game. They'll need to program their micro:bit to display the word "win" (or an animation) to let the user know they reached the goal temperature.
• Coding Challenge, Step 4: Turning It All Into a Game
• To solve this challenge, students need to add the following to their temperature game program:
• Type the word "break" to exit out of the loop.
• Use the display.scroll() function to display text that says, "Win!"

6. Playing the Game (DIY)

• This page instructs students to experiment with their code as they test and debug their temperature game program.
• If students finish early, ask them to try the bonus tasks or create their own rules for the temperature game. They can even adjust the temperature range!
• Optional: Ask students to bring their micro:bits and, as a class, take a short trip to the school courtyard or football field (somewhere away from cars). Next, ask students to test their micro:bit. If it's a sunny day, the temperature should rise. If it's cloudy, chilly, or cold outside, observe how the temperature outside compares to the temperature inside the classroom.

7. Review

• This module reviews the following:
• The temperature() function allows the user to get information from the micro:bit's temperature sensor.
• The abs() function can be used to compare the "distance" to the target value.
• To escape from a forever loop, use the break keyword.
• The random.randint(start, end) function allows the user to include unpredictability in games or projects.

8. Quiz (Multiple-choice)

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

Extended Activities(10 minutes)

• Did anyone create their own temperature game rules?
• Do you prefer to use degrees Celsius or Fahrenheit? Why?

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.