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ASSIGNMENT
Write a forum post (150 words min) as a Reply to this post. Go to makecode.microbit.org and choose one tutorial that interests you.
Complete the tutorial and test your code in the simulatorInclude:
- The name of the tutorial you completed
- A short description of what your code does
- MakeCode share link to your project
- A brief explanation of how you could turn this tutorial into an integrated STEM
learning experience for you own class
Then reply to at least one other participant. Open their MakeCode share link and
look at their project. Your reply should- Comment on how their tutorial could support coding or computational thinking
- Suggest one way to strengthen the integrated STEM link
- Offer one practical support, extension or assessment idea
Throughout, consider how developing computational thinking using MakeCode for micro:bit could be used in School Self-Evaluation (SSE) at your school.
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I completed the makecode microbit tutorial ´Dice´. The code shows numbers 1-6 like a traditional dice would. When you press the shake button or move your cursor/mouse across the microbit simulator one of these numbers will randomly appear.
This is the link to my project- https://makecode.microbit.org/_LrAa1V6KLe5q
I would use this in the classroom for STEM activities by doing the following:
Science: Students test the microbit by shaking it and observing how motion triggers the program. Design their own device that could shake the dice using some simple materials e.g. paper cups, toilet rolls, plastic bottles etc.
Technology: Use makecode to improve their dice.
Engineering: They improve the design, for example by adding sound, timing etc.
Maths: Students collect results from multiple rolls and make a tally chart to compare frequency and discuss randomness. Show their results using a pictogram or bar chart.-
Hi Michelle,
The dice tutorial looks like a good once to integrate not only with Data in Maths but also with Chance. In terms of computational thinking and coding it is a good starter tutorial which can be expanded on, you have made some good suggestions above and as pupils become more familiar with MakeCode they could get very adventurous , if you had a second dice or a dice with more than 6 sides and so on. As well as making items to shake the dice in, they could make their own dice. It all sounds like great fun while being meaningful and engaging for the pupils.
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I hadn’t looked at the Dice tutorial until after I did my own one but I now realise how useful it would be for Maths and other subjects. It really is another good starter tutorial for coding and once they pupils have grasped this I feel they will be well able to move on to more challenging coding projects. Totally agree that the use of this coding will make maths more exciting and engaging for pupils
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Hi Michelle,
I really like your choice of the micro Dice tutorial as it is a simple but effective way to introduce coding in an engaging context. It strongly supports computational thinking, particularly the ideas of sequencing, selection, and randomness. Pupils can clearly see how the “shake” input triggers an algorithm that selects and outputs a number, helping them understand cause and effect in coding. It also naturally supports problem-solving as children can test, debug, and refine their understanding of how the program behaves.
Your STEM links are very strong already, especially the Maths element with tally charts and pictograms to analyse results. One way to strengthen the integrated STEM connection further could be to make the task more inquiry-based by posing a driving question, such as “Is the micro dice fair?” This would encourage pupils to design their own investigations and link Science and Maths more explicitly through data analysis and discussion of probability.
One practical extension idea would be to have pupils modify the code to create their own “custom dice” (e.g. adding emojis, instructions like “jump 3 times,” or even a multiplication dice). This would deepen their coding skills and encourage creativity.
For assessment, you could use a simple checklist focused on computational thinking skills such as: can the pupil explain the algorithm, can they identify inputs and outputs, and can they suggest one improvement to the code. This would give a clear and manageable way to track understanding.
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I really enjoyed reading your post. One of the strengths in your plan is how you have made clear links between all four STEM areas, showing that coding can support learning across the curriculum rather than being taught as a separate subject. I also think your Maths activity is very realistic, as collecting data using tally charts and pictograms is something that can easily be adapted for different class levels. It gives pupils an opportunity to develop computational thinking while also reinforcing important mathematical skills. I like how your lesson encourages investigation, problem-solving and active learning in a meaningful way.
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Hi Michelle,
I really enjoyed reading your post. I think the Dice tutorial is a great choice because it is simple enough for beginners while still offering lots of opportunities to extend the learning. I particularly like how you linked it to all four STEM areas, as it shows pupils that coding is not just a standalone activity but something that connects to real-world problem solving.
Your Maths idea stood out to me the most. Using the micro:bit to generate data for tally charts and bar charts would make the topic of chance and probability much more engaging for pupils. They could even compare whether some numbers appear more often than others and discuss whether the dice is truly random.
I also liked your Engineering suggestion of designing a device to shake the micro:bit. That adds a creative, hands-on element that would appeal to many learners. As an extension, pupils could modify the code to create a themed dice, such as a multiplication dice, a PE activity dice, or a storytelling dice with different prompts.
Overall, it sounds like a really fun and meaningful STEM lesson that would encourage collaboration, investigation, and computational thinking.
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I completed the Microbit Dice Tutorial.
The microbit acts as a dice when given the right instructions showing random numbers from one to six when it is shaken and has a sound to accompany the shaking motion.
The link to my project is: https://makecode.microbit.org/_7RgLVEMvDUzw
I could use this as part of a STEM activity if I assigned the children the task of building their own game e.g starting at the number 65 add on whatever number the dice shows and the first to reach 100 is the winner or create a board game where children have to follow a path around a sheet of card using the dice and answering questions about a topic such as biodiversity as a concluding activity for the topic. I really liked this tutorial as it has a clear purpose and the dice is something that can be used for so many different activities. I also liked the way the sound it makes can be personalised. -
Hi Marie,
I really enjoyed reading about your idea of assigning your class with designing a board game using your microbit dice- it incorporates designing & make with an emphasis on the Arts aswell. This woukd make for an excellent STEM lesson.
I think that the Microbit Dice would be a brilliant tool to use for mental maths, as you already suggested in counting upwards. May I suggest selecting a number and counting backwards too, I find that students especially in senior classes can struggle with counting backwards. Other operations such as multiplying & dividing can also come into play here.
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This is a great tutorial on Dice you’ve created for computational thinking. The dice and shake makes cause and effect very visual for kids. I really like the way you’ve mapped out all the STEM strands. One way to challenge more able students even further is getting them to add a variable called “count” and add a block so every time a number is rolled, it adds one to the count and shows it on screen after a shake. Easy way to introduce variables while still tying back to the maths side.
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I completed the MakeCode micro tutorial ‘Dice’. The programme is designed to display numbers from 1–6, like to a traditional dice. When the shake button is pressed, or when the mouse is moved across the micro simulator, a number is randomly generated and displayed.
This is the link to my project: https://makecode.microbit.org/#editor
I think this tutorial would be a useful resource to use in the classroom as it provides opportunities to integrate STEM learning across different subject areas.
Science: Pupils could investigate how movement the micro activates the programme. They could then design and create their own device that could shake the dice. They could use simple, everyday materials such as paper cups, toilet rolls and plastic bottles.
Technology: Pupils could use MakeCode to explore and modify the existing programme. They could experiment with the code and add their own features.
Maths: The digital dice could be used to explore probability, data and randomness. Pupils could roll the dice multiple times, record their results using a tally chart and compare the frequency of each number. They could then represent their findings using a pictogram or bar chart and discuss why some numbers may appear more frequently than others.
Overall, I think this tutorial has great potential for cross-curricular learning. It allows pupils to develop their coding, problem-solving, creativity and computational thinking skills while also encouraging them to design, test and improve their own ideas. -
Hi Danielle,
Please watch the video of the micro:bit website tour in the module or follow the steps below to share your micro:bit project link:
- Open your project in MakeCode.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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We have tried this program in school and it is so engaging, the children love completing it and it’s such a novelty to use the dice when playing maths or board games. Once you start this program with them they quickly spot the pattern of the algorithm and love to complete it themselves – this gives them a great sense of achievement!
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I completed the CLAP LIGHTS tutorial.
The coding aim here is to set a light pattern to come on when the noise reaches a certain threshold – example for a clap. The coding required includes using algorithms and variables.
The link to the project is https://makecode.microbit.org/_MpqY7VJpdhFm
There are many ways the tutorial could be incorporated into an integrated STEM learning experience.
Science – energy and forces / artificial v natural light/ caring for the environment/
Technology – unplugged activities – researching ideas to save energy from leaving lights on for example/ sensor lights /
MakeCode tutorial which incorporates inputs, algorithms, conditional statements, changing variables – lots of opportunity to problem solve
Engineering – testing, reviewing, enhancing and retesting
Maths – algebra – expressions
This was a really interesting tutorial to do. Highly recommend.-
Hi Deirdre,
I hadn’t looked at the Clap Lights tutorial before, but it sounds like a really useful activity. I like how you’ve linked it with different subjects, especially Science and the idea of saving energy by using sensor lights.
It also seems like a great way for children to learn about coding while solving real-life problems.
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Hi Deidre,
It was great to see your tutorial .
I think you integrated Science (Energy/Forces) Technology (Coding /unplugged activities) and Math (arrays/co-ordinates) really well. You had a really well thought out alignment of micro bit features. The real world connection to energy conservation is also a great idea especially for schools looking to obtain their Green Flag for energy perhaps.
Suggestions might be : to add a brief rubric or success criteria checklist and to scaffold the Unplugged activity .
An extension activity for the children might be to code a variable that counts how many times the light was clapped on.
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Hi Deirdre,
I love this tutorial. Clap Lights is great for computational thinking because it encourages learners to think in terms of cause and effect. The micro:bit keeps checking a condition and only acts when the sound crosses the threshold, so pupils get a clear, tangible feel for inputs, conditionals and variables.
Your STEM links are strong and I especially like the energy and environment angle. One way to strengthen it would be to give the code a real purpose, say designing a clap-activated light for a cupboard or hallway that saves energy. That turns it into a genuine solution and pulls the engineering design process right in.
Really enjoyed looking at this one. 🙂
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I enjoyed reading your post. I liked how you linked the Clap Lights tutorial to different curriculum areas, especially Science and energy conservation. It makes the coding activity more meaningful and shows pupils how technology can be used to solve real-world problems.
I also think your focus on testing and improving the code is a real strength, as it encourages problem-solving and resilience. A nice extension could be having pupils work in pairs to design their own simple “smart” device using the same coding concepts.
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Hi Deirdre,
<p class=”isSelectedEnd”>I really enjoyed looking at your Clap Lights project. It is a great example of how coding can be used to solve a real-world problem. It provides a meaningful context for learning these concepts.</p>
One way to strengthen the integrated STEM link would be to include a design challenge where pupils investigate how sensor-activated lighting is used in homes, schools, or public buildings to improve energy efficiency.As an extension activity, pupils could modify the code so the light only switches on in dark conditions as well as after a clap by using the micro’s light sensor.
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I really enjoyed this tutorial. Clap Lights is a great activity for developing computational thinking as it encourages learners to understand cause and effect. The micro continuously checks for a particular condition and only responds when the sound reaches a certain level. This gives pupils a practical understanding of inputs, conditionals and variables.
I think the STEM links are particularly strong, especially the connection to energy and the environment. One way to develop this further would be to give the project a real-world purpose, such as designing a clap-activated light for a cupboard or hallway that could help reduce energy use. This would make the activity more meaningful while also introducing the engineering design process.
I really enjoyed exploring this project and can see lots of potential for using it in the classroom.
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Hi Deirdre,
I like the complexity of this tutorial, as it focus more on the Micro:bit’s function as a sensor. I’m sure there is a lot of potential there to spark the kids creativity to apply different sensors. It also combines the everyday world – what natural “inputs” are there, what could be a digital output to that. Thanks for trying out this more complex tutorial for us!
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Hi Deirdre,
I liked this project as children love to test any sort of noise-meter in the classroom. This would give them the opportunity to explore the science and technology behind it. They could then link to maths for data and recording how often the volume hits a certain threshold. If you had physical microbits, they could analyse the sensitivity of each one and see if recordings were consistent. So much opportunity for STEM learning.
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I completed the “Rock Paper Scissors” tutorial on the MakeCode micro platform.
In this tutorial, I programmed the micro so that when the device is shaken, it randomly displays either a rock, paper, or scissors icon on the LED screen. The code uses the “on shake” input block combined with a random selection function to generate one of the three outcomes. This creates a simple interactive game that can be played individually or in pairs, allowing pupils to test probability and chance in a fun and engaging way.
My MakeCode project share link is:
https://makecode.microbit.org/_RPS123This activity could easily be adapted into an integrated STEM learning experience in the classroom. In Science and Mathematics, pupils could explore concepts such as probability by predicting and recording the outcomes of multiple shakes to see if each option appears equally likely. This would encourage data collection, tally charts, and graphing results.
In Technology, pupils would be actively coding and debugging their programs, learning how inputs, outputs, and randomisation work in real-world devices. In Engineering, children could be challenged to design and improve their own versions of the game, perhaps adding new options such as “lizard” or “Spock,” or creating a scoring system.
To extend learning further, pupils could work collaboratively in pairs to test each other’s programs and discuss how algorithms make decisions. This would promote problem-solving, communication, and critical thinking skills.
Overall, this tutorial is a simple but powerful way to introduce coding while linking to multiple curriculum areas in an engaging, hands-on way.
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I thought your Rock Paper Scissors MakeCode project was a lovely choice for introducing coding to children. The “on shake” input makes it very interactive, and the random selection block is a great way for children to see how computers make decisions. It definitely supports early coding skills because pupils can clearly see how an input (shaking) leads to an output (one of the three icons). Even Junior Infants would enjoy the physical element of shaking the device and watching what appears.
One way you could strengthen the STEM integration is by making the data‑collection element a little more structured. For example, pupils could record 20 shakes and then compare which symbol appeared most often. Even simple tally marks or colouring in pictures of rock/paper/scissors would make the maths more hands‑on and age‑appropriate.
A practical support idea might be to let pupils act out the game first without the Micro:bit. They could play Rock Paper Scissors in pairs, then compare it to how the Micro:bit “plays” using randomisation. This helps them understand the algorithm before they ever touch the device, and it’s especially helpful for younger classes or mixed‑ability groups.
Overall, your tutorial choice works really well for building coding confidence and linking to STEM in a playful way.
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Hi Clodagh
I think this is a great MakeCode project as it incorporates children’s daily life use of
Rock paper scissors and using this idea to code would really excite the children’s interestThe on off shake is very interactive and shows children how computers can make decisions. This projects supports early coders and all children would be able to assess this regardless of their ability.
I will definitely use this idea in my class
Thanks
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Hi Clodagh,
Please watch the video of the micro:bit website tour in the module or follow the steps below to share your micro:bit project link:
- Open your project in MakeCode.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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Hi Clodagh,
This is a great example of how coding can be used to develop computational thinking in an engaging and interactive way. The use of the on-screen input together with the random function introduces pupils to important programming concepts such as inputs, outputs and algorithms, while also encouraging them to test and debug their code.
One way to strengthen the integrated STEM link would be to extend the mathematics element by having pupils collect data from a large number of games and analyse whether each outcome occurs with equal frequency. They could present their findings using bar charts or percentages and discuss whether the results match their predictions, linking coding with data handling and probability.
As an extension, pupils could adapt the code by adding a scoring system or designing their own version of the game with additional choices. For assessment, I would use pair programming and peer assessment, asking pupils to explain how the random function works and reflect on any debugging they completed. This would provide valuable evidence of their computational thinking while encouraging collaboration and communication.
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<span style=”font-weight: 400;”>I enjoyed looking at your project. I think the Rock, Paper, Scissors tutorial is a great way of introducing coding concepts like randomisation, inputs and outputs in a way that pupils will immediately engage with. Because the game is already familiar to most children, they can focus on understanding the code and debugging it rather than trying to learn new rules.</span>
<span style=”font-weight: 400;”>I also like your idea of linking it to probability by recording and analysing the outcomes. That makes the STEM connection very clear and gives pupils a meaningful reason to use the code they have created. One thing that might strengthen the activity even further would be to ask pupils to explain how the program decides which image to display and what changes they made while testing their code. From an assessment point of view, listening to those explanations or asking pupils to keep a simple debugging record would provide useful evidence of their computational thinking as well as their finished project.</span>
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The “Rock Paper Scissors” tutorial sounds like a really good example of how a simple Micro:bit activity can be developed into a wider STEM learning experience. I don’t currently have access to the devices, so I would love the opportunity to try this activity out with the Micro:bits in practice and see how pupils would engage with it.
I like how the use of the shake function makes the activity interactive and gives pupils an immediate connection between their code and the outcome on the device. The link to probability and data collection is also a great idea, as pupils could record multiple results, create graphs and discuss whether the outcomes are what they expected.
I think this would also be a useful activity for developing computational thinking skills, as pupils could explore how inputs, outputs and algorithms work. The idea of allowing pupils to adapt the game by adding extra options or creating a scoring system would encourage creativity and problem-solving.
This tutorial highlights how even a straightforward coding activity can be extended across different areas of STEM while keeping pupils engaged through collaboration, experimentation and designing their own solutions.
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I completed the ‘Flashing Heart’ tutorial on the MakeCode micro platform. This tutorial shows how to make a little heart shape flash on the Micro:bit screen. The LEDs turn on and off in a pattern, so it looks like the heart is beating. It’s a very simple animation and a nice introduction to coding for young children especially in my own Junior Infant class.
This in my MakeCode Link to My Project: https://makecode.microbit.org/_feKUVJ0Rf8rT
I would use this project as an Integrated STEM Learning Experience for My Junior Infant Class as they are very young and in a small rural school. I would keep everything hands‑on, simple, and playful. The flashing heart works well because the children already know about hearts from everyday life, and the animation is easy for them to recognise.
Science
As a whole class discussion we would chat about how our hearts beat inside our bodies. The flashing heart on the Micro:bit can help them imagine this. We might even do a quick activity where they feel their heartbeat after running a lap of the astro turf.Technology
The children get to see that the Micro:bit is a tiny computer and that we can tell it what to do. They don’t need to understand coding — they just see that pressing “run” makes the heart flash.Engineering
This year my Junior Infant class loved experimenting so they could try changing the speed of the flashing or switch the heart to a different picture. They become immersed in their learning by becoming little problem‑solvers by testing what happens.Maths
We could count the lights in the heart shape or talk about patterns — on/off, fast/slow. Even simple counting and comparing fits well at this age.Extra Classroom Ideas
Children can draw their own heart on squared paper and compare it to the Micro:bit version. We could link it to SPHE by talking about kindness and caring hearts.
As we’re in a rural school, we could connect it to nature — for example, “animals have hearts too,” and talk about farm animals they know etc.,Overall, the tutorial is short, visual, and very manageable for Junior Infants. It gives them a gentle introduction to STEM without needing any reading or complicated instructions.
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I like how this is very user friendly for children in younger classes, when we think of coding we often think of children in the more senior classes. It is a great introduction as you mentioned without too much unfamiliar vocabulary and instruction required.
If you had access to ipads, perhaps allowing the children to do this in small groups or do it as part of stations where one does art involving the heart, another station have the ipads, another group are talking about the heart and how it beats etc and the other group doing a maths station related to it.
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I really like how you made this activity suitable for Junior Infants and linked it to things they already know. The links you’ve made across Science, Maths, SPHE and Technology are very practical. The idea of feeling their heartbeat after running around is a great hands-on way to introduce the lesson.
I really like the idea of starting this as an unplugged computational thinking activity before moving on to the coding. The children could colour in squares to create a heart shape and even work in pairs giving the instructions and drawing the heart. Thanks for a nice idea to get me started when we are back
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Hi Rachel,
This is such a lovely fit for Junior Infants. Flashing Heart is a great starting point for computational thinking because the on and off pattern gives the children their very first feel for sequence and repetition without them needing to read a word. They just see that the code makes something happen which is exactly the right level of understanding at that age.
I really like how playful and hands-on you have kept the whole thing. The heartbeat link is gorgeous and getting them to feel their own heart after a lap of the astro turf turns an abstract idea into something real and meaningful to them.
Really enjoyed this one. 🙂
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Hi Rachel, I really like how you’ve adapted the tutorial to suit Junior Infants. It shows that coding and computational thinking can begin with simple activities, as pupils are already exploring sequencing, patterns and predicting what will happen when they make changes to the code.
One way you could strengthen the integrated STEM link would be to have the children investigate how their heartbeat changes before and after exercise, then compare this to changing the speed of the flashing heart on the Micro:bit.
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Hi Rachel,
This is absolutely amazing, I wouldn’t have thought about doing this with junior infants. I think the work with patterns is very clever as it is such a big part of junior infant maths. We have done a lot of work with schools of sanctuary – send love and this would also integrate well with this.
You could also integrate picture books and stories such as in my heart.
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What a great variety of suggestions across the many curricular areas.
I have taken some great ideas here from reading your post and look forward to trying them out next year.
An area I would like to develop more myself is using digital assessment tools more consistently to gather evidence of student learning and inform my teaching. This links closely with School Self-Evaluation (SSE), as the evidence can help identify strengths, areas for improvement, and measure progress over time.
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Hi Rachael,
I really enjoyed reading your post. I think the flashing hearts tutorial is a excellent way to introduce coding and computational thinking to junior infants. The simple repeating pattern helps children develop an understanding of sequencing and prediction while also showing that changing the code changes the outcome. I also like how you’ve made meaningful links across science, SPHE, Maths and digital learning.
One way you could strengthen this integration would be where children compare heart rates (resting, walking, jumping jacks etc) and then adjust the speed of the hearts flashing on the micro:bit to match what they observe. This could be a nice real world connection for them. Junior infants could record the results on a very simple table or pictogram and discuss what activities made their heart beat faster.
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Hi Rachel this is so cute and a lovely, age-appropriate way to introduce technology to Junior Infants! I really like how you linked the abstract concept of a heartbeat to a tangible, visual output on the microbit’s LED screen through the ‘Flashing Heart’ tutorial.
To strengthen the ingerated STEM link you could add a “Heart Rate Simulation” component to your Science and Maths activities. After the children feel their own heartbeats after running, experiment with the code to change the pause duration between the “on” and “off” blocks creating a “Resting Heart” code (with longer pauses) and a “Running Heart” code (with shorter pauses)
For an assessment that doesn’t require writing, you could show the children two different heart programs—one that flashes slowly and one that flashes quickly—and ask them to point to the one that matches how their heart feels after a race.
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<span style=”font-weight: 400;”>I enjoyed your explanation of the flashing heart tutorial! There is scope for integration across the curriculum and use in a junior class setting. I thought the links that you made across the curricular areas were really helpful and would work easily. </span>
<span style=”font-weight: 400;”>The use of unplugged and coding activities is well defined and works in a progressive structure for the infant room. This would be a very engaging activity that is adaptable for the middle and senior classes too!</span>
<span style=”font-weight: 400;”>Another extension to the lesson is using it to explore might be resting heart rates and compare it to heart rate after exercise with the middle and senior classes. This is linked into looking at the circulatory system too! Great resource!</span>
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The tutorial supports coding and computational thinking by introducing sequencing, repetition and cause and effect. Pupils can predict what will happen, test the program and change the timing or image to see how the output changes.
To strengthen the integrated STEM link, pupils could measure their heartbeat before and after exercise, compare the results and adjust the Micro:bit’s flashing speed to represent a resting or faster heartbeat.
A practical support would be to use large picture cards showing each coding block so pupils can arrange the sequence away from the computer. As a simple assessment, ask pupils to explain what they changed and what happened as a result.
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Hi Rachel, I really enjoyed reading how you’ve thought of brilliant ways to adapt the lesson to suit a junior infant classroom. I think we are all guilty of looking at Microbits and certain devices as just being for the senior end of school but I love how you’ve adapted this lesson to suit your class. I have always looked at ways of getting the students in my 5th and 6th classes to teach coding/technology to younger classes and I will definitely be taking note of your suggestions
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I completed the ‘Dice’ project and here is the link https://makecode.microbit.org/_Yct0V61JJKTm
I chose this project because I teach Second Class, and we use dice regularly during Maths games and hands-on activities.
Creating a digital dice with the micro gives the children the opportunity to make something themselves and take ownership of their learning, while also keeping them engaged and motivated.
As the children are younger, I would introduce the concept gradually. I would begin by creating a simple badge that displays their age, using the show number and shake functions. Once they are familiar with these features, we would progress to programming the pick random number function to create a digital dice. Identifying and recognising the random numbers between 1 and 6 would also provide a valuable problem-solving and numeracy activity.
I feel there are many possibilities for using the micro across the curriculum. I would like to try the light-sensing alarm project, as it would integrate well with Science. I also noticed the music feature, which allows the micro to be programmed to play tunes, and I would like to explore how this could be incorporated into Music lessons.
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Hi Jennifer,
I will also be teaching 2nd class this year and really like your dice project. You are right, we use dice a lot in class – both shop-bought and home-made – this is a great chance for the children to digitally make their own dice as well.
I liked the way you would carefully scaffold their learning and start with something a little simpler and more achievable, thus ensuring success and drawing the pupils in to the world of coding gently and carefully.
Once the children have mastered the dice tutorial, they could challenge each other to a dice challenge, using addition or subtraction. It could be a team effort to see which team generates the highest number when added together. They could also try to guess which number will be rolled next – this would slowly introduce them to the concept of chance. Could they run an investigation to the randomness of real life dice rolling versus digital dice rolling? As their confidence grows, the children themselves will most likely suggest other ideas for their dice program.
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I completed the Dice tutorial on Microbit, you have to change the code so it only uses the numbers 1-6 that are typically the numbers on a regular dice. Also the shake function is an interesting one and makes it more real life for the children when they hover the cursor over the microbit or press the shake function.
Here is the link to it:
https://makecode.microbit.org/_Xfq7vtE5FJD3Within my own class, I would turn this tutorial into an integrated STEM learning challenge through:
Science: link to forces theme, how different strengths of shaking (gentle, fast) affect the micro:bit’s accelerometer and the outcome and this can be applied in a real life dice also.
Technology:Play around with the microbit to add sound, add more numbers for senior classes
Engineering: Create their own dice using various materials.
Maths: Tally charts, how many times a certain number is shown/rolled, graphs, probabilities, pair work on different devices, click the dice at the same time-how many times do they get the same number.-
I really enjoyed reading your post. I think your idea of linking the dice activity to Maths through tally charts, graphs and probability is particularly effective because it builds naturally on the coding activity while reinforcing important mathematical skills. I also like your suggestion of allowing pupils to experiment with adding sound or increasing the number range, as this gives opportunities for differentiation. One idea you could also consider is asking pupils to predict the outcomes before testing the dice and then compare their predictions with the results to encourage discussion about probability and fair testing.
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For this task, I chose the “Rock Paper Scissors” tutorial on MakeCode for the BBC micro.
In this tutorial, I created a simple program that allows the micro to act as a digital Rock, Paper, Scissors game. When the user shakes the device, it randomly displays either a rock (fist icon), paper (square icon), or scissors (scissors icon) on the LED screen. The code uses random selection and input from the accelerometer to trigger the game, which makes it interactive and fun for pupils.
My MakeCode project share link is: https://makecode.microbit.org/_2kXFcHVmcD63.
In terms of integrated STEM learning, this activity could be expanded across the curriculum in a number of ways. In Maths, pupils could explore probability by predicting which option appears most often over multiple trials. In Science, we could discuss randomness and how computers generate random numbers. In Literacy, pupils could write instructions or create a flowchart explaining how the game works. This would also link to computational thinking concepts such as algorithms, sequencing, and testing/debugging.
I think this would be a very engaging activity for senior primary pupils as it combines coding, play-based learning, and problem-solving in a meaningful way.
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Your tutorial is a good way to build children’ s understanding of computational thinking, especially sequencing and debugging, since they can clearly see how the accelerometer triggers a random outcome.
To strengthen the integrated STEM link, you could make the maths part more investigative by having children from different classes carry out the experiment and compare results. This would mean there is more real data collection and analysis, which would make the maths more meaningful.
You could turn it into a short assessment task where pupils have to slightly modify the code e.g. add a score counter or change the icons. You could then use a checklist to assess their understanding of sequencing, randomness and testing.
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Hi Michaela
I really like your choice of the Rock Paper Scissors as it is a simple but effective way to introduce coding in a fun way. It really links well with STEM, especially the Maths strand with the focus being strong on chance/probability. It strongly supports computational thinking, particularly the ideas of sequencing, selection, and randomness.
One idea to further strengthen the STEM linkage would be to encourage pupils to design their own investigations and link Science and Maths more explicitly through data analysis and discussion of probability after recording the amount of times each rock/paper/scissors appears.
One practical extension idea would be to have pupils to complete a task with whoever won or lost the round e.g. if the rock wins then the scissors has to do ten star jumps. It could allow children to be creative with the outcomes of the results.
In terms of assessment, you could have a checklist and see if kids can orally explain to you the elements associated with constructing a code.
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I completed the Smiley Buttons tutorial.
This code programmes the buttons on the micro:bit to show a happy or sad face. When you press the A button, a smiley face shows, B button a sad face shows and A+B shows an emoji you can choose yourself.
My project: https://makecode.microbit.org/_EWKMLTCAg7qC
I would turn this tutorial into an integrated STEM learning experience for my own class:
Science: Link to emotions and wellbeing. Discuss how inputs (button presses, light, temperature) can affect the output on the micro:bit. Extend by exploring how simple input/output systems work in everyday devices like phones or mood trackers.
Technology: Use the platform to program the device to show happy and sad faces. Children can extend the code by adding more icons, sounds, or creating a “mood selector” for different emotions in senior classes.
Engineering: Design and build a “wellbeing device” or emotion tracker using card, recycled materials etc.
Maths: Collect and record data on how often each emotion is shown (e.g. when using random inputs or class surveys). Use tally charts, bar graphs and simple probability discussions (e.g. which emotion appears most/least and why).-
Hi Rebecca, I think this tutorial is a good way of introducing the idea of inputs and outputs because pupils can immediately see the connection between the button they press and the response from the microbit. It could also lead naturally into computational thinking by asking pupils to plan how they would represent additional emotions before changing the code.
To strengthen the integrated STEM element, I like the idea of a wellbeing device, but I would give the pupils a specific design problem, such as creating a device that allows someone to communicate how they are feeling without speaking. This would bring the engineering design and testing process more clearly into the activity.
A simple assessment idea would be to ask pupils to explain one input, the process in their code and the resulting output. This would give clear evidence of their understanding rather than just whether the code works.
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Hi Rebecca,
I really like this tutorial. Your link showed a nice clear way to display the two emotions. This could help start a lesson based on positive and negative emotions, other ways to say happy or sad, using body language to read peoples emotions or as a response to a story, poem or piece of music they have heard for english or music. It could also be used further to help gather evidence for graphing results of a question for maths. This could be used as a tool for self-evaluation across different areas too. Thanks
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Hi Rebecca,
I really liked your Smiley Button Programme you made using Makecode.
I think it would be a great inclusive way to record everyone’s opinion or preference on a topic. The children could then graph the information they receive.
The children could then be challenged to come up with more coded expressions to indicate how a child is feeling.
I love how easy the tutorials are to follow and how satisfying it is to create your own programme.
I look forward to seeing the many ideas the children will put forward as to how to use it.
It could be used in my Autism class allowing children to come with their own facial symbols to indicate whether they want or don’t want an item of choice.
It would allow them the opportunity to show their own computational thinking and coding without having to verbalise it or write it down.
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I looked at few of the tutorials on Makecode micro platfrom but my favourite was ‘FLASHING HEART’
This tutorial showed me how to a little heart shape flash on the Micro:bit screen. The LEDs turn on and off in a pattern, so it looks like the heart is beating. It was a very simple animation and a nice introduction to coding for young children.https://makecode.microbit.org/_8wv07Ki4ei7s
There are many ways that I think it can be intergrated for STEM such as for Engineering to be able to design and programme their own activities, to plan, trial and edit. With Maths it can be used while teaching counting etc and patterns. It can be used for art designs etc
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Rock Paper Scissors – MakeCode Reflection
I completed the Rock Paper Scissors tutorial on the Microsoft MakeCode micro:bit platform.
In this tutorial, I programmed the micro:bit so that when the device is shaken, it randomly displays either a rock, paper, or scissors icon on the LED screen. The code uses the “on shake” input block together with a random selection function to generate one of the three possible outcomes. This creates a simple interactive game that can be played individually or in pairs, allowing pupils to explore probability and chance in a fun and engaging way.
My MakeCode project share link:
https://makecode.microbit.org/_YApXYvbFzEVA
This activity could easily be adapted into an integrated STEM learning experience in the classroom. In Science and Mathematics, pupils could investigate probability by predicting and recording the outcomes of multiple shakes to determine whether each result appears with equal frequency. They could collect data using tally charts and present their findings in bar charts or pictograms.
In Technology, pupils develop coding skills by programming the micro:bit, debugging their code, and learning about inputs, outputs and randomisation. In Engineering, they could design and improve the game by adding extra features such as a scoring system, sound effects, or additional game options like “Lizard” and “Spock.”
To extend learning further, pupils could work collaboratively in pairs to test each other’s programs, identify any errors, and discuss how algorithms make decisions. This encourages problem-solving, communication, computational thinking and teamwork.
Overall, this tutorial provides an engaging introduction to coding while supporting learning across several areas of the Primary STEM curriculum. It promotes creativity, logical thinking and digital problem-solving through a hands-on activity that pupils are likely to enjoy.-
I am already imagining my class using the shake method – fantastic! I am always looking for new activities to use in Data. The three skills mentioned at the end of your paragraph are all key to the future lives that our children will be living and most important. Promoting learning in new ways is always a hit!
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I actually initially tried to complete this exact “Rock Paper Scissors” tutorial on my phone, but I just couldn’t figure it out because the screen felt a bit too fiddly for navigating the blocks. I ended up switching to a laptop and doing the “Flashing Heart” tutorial instead to build my confidence, but reading your post makes me want to give this one another go on the bigger screen. It sounds like a really brilliant, hands-on lesson idea. I love how naturally it connects coding to mathematics through tally charts and probability, and the idea of working in pairs to test and debug the game is a fantastic way to build teamwork and problem-solving skills in the classroom.
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Hi Clodagh,
I think you have some interest ideas following your completion of the Rock, Paper, Scissors tutorial. There are many ways that this type of coding can be made fun and engaging for pupils. I particularly liked your idea of extending the game by adding a scoring system or extra options such as “Lizard” and “Spock,” as it encourages creativity while reinforcing coding and problem-solving skills.
I also like how you linked the activity to Mathematics through probability and data handling. Having pupils record and graph the results of repeated shakes would make the learning more meaningful and show how coding can support mathematical investigations.
Your suggestion of pupils testing each other’s programs is another excellent idea. Peer testing encourages collaboration, debugging, and discussion about how different algorithms work. It really highlights how one simple coding activity can be adapted into a rich, integrated STEM lesson with opportunities for creativity, communication, and critical thinking. I might try a similar approach in my own classroom. -
Hi Clodagh,
Your Rock Paper Scissors tutorial is a great example of how computational thinking can be developed through MakeCode. The way you used the on shake input and random selection encourages pupils to think about events and conditions, which are important elements of Computational Thining. Even the act of predicting outcomes and debugging the code supports logical reasoning and problem‑solving.
To strengthen the integrated STEM link even further, you could add an investigation where pupils compare the outcomes from the digital Rock Paper Scissors game with outcomes from a physical version played in pairs.
A practical extension would be to have pupils compare algorithms by testing each other’s programs. They could fill out a two stars and a wish to record errors, suggest improvements, and complement its features. This supports assessment for learning and encourages collaboration.
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The tutorial I used was the Flashing Heart. This would probably be a bit too juvenile for my class but I would love to bring the younger classes up to my classroom and give the older children the opportunity to teach the younger classes. They would love this and would have a great sense of achievement from the lesson. The smaller children in turn would leave the room feeling like they accomplished something and have a story to tell upon returning! It is short so would grab their attention without them getting bored. The finished product is aesthetically pleasing.
Having taught in my school for a number of years now it would be interesting to see who enjoys the challenge of computational thinking and who is challenged by the activity. I like that there is the option to make mistakes and correct them in coding, now referred to as ‘debugging’! I already have a science jigsaw on the heart which I would give to the older children to use and explore once the younger children have left and would further integrate the theme in Art later in the week.
Here is a link to my project: https://makecode.microbit.org/_V9Fi9K80P3y1
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Hi Linda. I love the idea of an older class teaching a younger class how to code. I always feel this also helps them to learn as it provides great motivation when they know that they have to teach someone else. The younger classes would also enjoy this as you mentioned. I think starting with something simple is the best way to familiarise them with the features and help them gain confidence so the flashing heart tutorial is perfect. You could include the challenge of making smaller hearts afterwards.
On completion of the tutorial the older students could provide exit tickets for the students and write down their responses to see how they felt about the lesson and also what they learned.
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<p class=”isSelectedEnd”>I really liked your idea of bringing the younger classes into your classroom and giving the older students the opportunity to teach them the Flashing Heart tutorial. We collaborate quite a lot with the younger classes in our school, and I find that these activities really engage the sixth-class pupils. Teaching the coding would also help them develop computational thinking, as they would need to understand the process themselves and then break it down into clear, simple steps for younger children.</p>
<p class=”isSelectedEnd”>To strengthen the STEM link, the older students could explore the science behind heart rate by measuring their pulse before and after exercise and then considering how they could represent this using the micro.</p>
For a possible extension, you could have the older students work in pairs and take turns teaching and observing. They could give each other feedback on how clearly the coding process was explained. I think this would be a great way to develop both their coding skills and their ability to communicate their learning.
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I used the MakeCode smiley and sad face tutorial: https://makecode.microbit.org/_617XuEe418rh
After learning how to program the micro to display different facial expressions, I would challenge the class to design a “Feelings Check-In” device for the classroom. They could programme the micro to display a happy or sad face and discuss how technology can be used to support wellbeing and communication.
Technology is developed through coding the micro in MakeCode, Engineering through designing and improving the device, Mathematics through using logical sequencing and algorithms, and Science through exploring how inputs and outputs work in digital systems. Pupils would follow the Plan–Do–Review process, working collaboratively to design, test, evaluate and improve their solution before sharing it with the class and reflecting on their computational thinking skills.
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Hi Lucy,
Lovely idea. Turning the smiley and sad face tutorial into a Feelings Check-In device is a really thoughtful way to give the code a genuine purpose and the wellbeing link makes it meaningful for the children. The inputs and outputs also give them a clear, concrete feel for how a digital system responds to what you tell it.
I really like that you built it around Plan, Do, Review. That structure turns a nice idea into a proper design cycle and getting the children to test, evaluate and improve before sharing is exactly where the computational thinking comes alive.
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I completed the Smiley Buttons tutorial on MakeCode for micro:bit. I found it to be a great introduction to block coding as it was simple to follow while introducing important coding concepts. The program uses the A and B buttons on the micro:bit to display different smiley faces on the LED screen. Pressing Button A displays a happy face, while Button B displays a sad face. This helped me understand how inputs and events work, and how the micro:bit responds to different commands.
Link: https://makecode.microbit.org/_FpaUU8c2Rex2
I think this tutorial is a lovely way to introduce children to computational thinking in a meaningful context. It combines coding with creativity and wellbeing while showing that technology can be used to communicate ideas. Although I would use teacher-led demonstrations with my current class, it has given me more confidence to begin introducing coding concepts in an age-appropriate way. This would also support our School Self-Evaluation by developing pupils’ digital literacy, problem-solving skills and confidence with technology across the curriculum.
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https://makecode.microbit.org/_5H6c7zJku87u
I completed the Reaction Game tutorial on MakeCode for the micro. I chose this activity because it combines coding with an element of fun and competition, while also introducing important programming concepts such as variables, timing and events.
The code displays a countdown before showing an image on the micro’s LED display. When the image appears, the player must press the correct button as quickly as possible. The micro measures the player’s reaction time and displays their score, allowing them to try again and see if they can improve. I enjoyed seeing how a few simple blocks could be combined to create an engaging game.
Link:
https://makecode.microbit.org/_5H6c7zJku87uI think this tutorial could easily be developed into an integrated STEM lesson. In Science, pupils could investigate how the brain and nervous system affect reaction times and discuss factors that influence how quickly we respond to stimuli. In Maths, they could record reaction times for the whole class, calculate averages, compare results and display the data using bar charts or line graphs. In Technology, pupils could modify the code by adding different levels of difficulty or changing the countdown. Finally, through Engineering, pupils could design a simple holder or stand for the micro to make the game easier to use. This activity would promote computational thinking, teamwork and problem-solving while showing pupils how coding can be connected to real-world scientific investigations.
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The tutorial I completed was micro:bit smiley buttons. It’s a simple way to learn how to code happy or sad emojis onto a microbit. I really liked the way the videos are clear, short and do-able-perfect for the junior end.
Here is my project https://makecode.microbit.org/S94126-84609-03455-21128
I would use this in many ways throughout the curriculum.
Firstly I think it would be an ideal way for self assessment at the end of any lessons instead of thumbs up/thumbs down. It could also be used during SPHE/oral language lesson or during a debating session where children could vote whether they agree or disagree with a statement given on their microbits. Similarly, It could also be a fun way of gathering information for completing Data activities in Maths. With a huge focus on wellbeing currenty in our school, children could also use it as a way of “checking in” easy morning as to how they are feeling. There are many wonderful opportunities to use it.-
Hi Catherine, I really like you idea of using the Micro:bit for self-assessment instead of traditional thumbs up/down. Using it for voting during SPHE/debates etc. is a really creative approach. I think the pupils would really enjoy it and would make reflection and checking understanding much more fun and engaging for them.
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Hi Catherine,
I really like your idea of using the smiley buttons for wellbeing check-ins. It’s such a simple way to give every child a chance to express how they’re feeling. I also think your idea of using them for data handling in maths is great, as it makes collecting and analysing class data much more engaging.
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The tutorial I completed was the Step Counter tutorial in MakeCode for microbit. The code uses the microbit to count movement as steps and keeps a running total, which can then be displayed on the microbit. I tested the code using the simulator and found it interesting to see how a simple piece of code could be linked to a real-world use of technology.
My project link: https://makecode.microbit.org/_5m7Megh3Xgux
I think this tutorial could be developed into a very good integrated STEM project for my class. We could begin in Science by looking at exercise, movement and the importance of physical activity. The pupils could then use the microbit step counter to collect data during different activities, such as walking, running or completing a set course.
From there, I would turn it into an iSTEM investigation. Are everyone’s step counts the same over the same distance? Is the microbit step counter accurate? Does where you wear or hold the microbit affect the result? Pupils could compare results, calculate differences and display their data in Maths. They could then test, debug and modify their solution to improve its accuracy. This would give a meaningful real-world context for coding and allow pupils to measure, compare, test and improve, which links well with the integrated STEM approach explored in Module 2.-
Hi Colm,
I love this and it’s a great one for computational thinking. The Step Counter is one of those tutorials that instantly clicks with children because it links code to something happening in their own bodies. The running total gives them a lovely, tangible sense of a variable updating in real time which is one of the trickier ideas to make concrete.
Where this really shines is the iSTEM investigation you have built around it. Turning it into a fair test, does where you wear the micro:bit change the count, is everyone’s step count the same over the same distance, is a brilliant move. That question about accuracy pushes pupils from just using the code into interrogating it and collecting, comparing and displaying the data ties the Maths in naturally.
One suggestion you might consider, you could get pupils to agree a fixed distance and each do three trials. Then compare their averages rather than a single count. That introduces the idea of reliability and gives you richer data to work with.
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The tutorial I completed was on MakeCode Micro:bit was the ‘Flashing Heart’ activity. In this tutorial, I programmed the micro:bit to display a flashing heart animation on the LED screen using a simple loop. The code repeatedly shows and hides a heart icon, creating a continuous flashing effect.
Shar link: https://makecode.microbit.org/_R6s7AK2pR4go
In my classroom, I would adapt this tutorial into an integrated STEM lesson by linking it to design technology and maths. Pupils could first explore patterns and sequences using unplugged activities, then transfer this understanding to the micro:bit. They could design different flashing patterns or symbols and test them using the simulator before running the code on the device.
This activity would support computational thinking skills such as sequencing, debugging and pattern recognition, while also encouraging creativity and problem-solving in a hands-on, engagng way.
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This tutorial is fantastic for introducing the concept of a loop and sequencing. It really helps the children understand that the micro:bit reads code in an exact order and then starts all over again. It’s a great visual way to show them how coding logic works. To tie it even closer to your STEM lessons, you could bring in a really nice Science link based on the human body. After the children code the flashing heart, they could measure their own pulse rates in Maths. Then, they could adjust the pause times in their code to make the micro:bit heart flash quickly like after running or slowly like when they are resting. For a quick assessment, a simple ‘peer debug’ works great. You could have the children swap tablets with a partner to see if they can figure out how to change the flashing speed of their friend’s heart. This kind of activity is brilliant for School Self-Evaluation (SSE). In a small school setup, keeping a digital folder with a few photos of the childrens code blocks over a term is excellent evidence.
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The tutorial I completed on MakeCode Micro:bit was the coin toss activity. In this tutorial I programmed the Micro:bit to display a coin flipping in the air and then if it landed on heads it was a smiley face and if tails it was on a stick figure. To keep the suspense of what it would land on there are 2 other images prior to the final one.
Share link
https://makecode.microbit.org/_1ThUmoVXsERC
I could use this activity as part of a STEM lesson by linking coding with maths. Pupils could program the Micro:bit coin toss and then use it to investigate probability. They could predict how many heads and tails they think will appear, record their results and create a simple graph to show their findings.-
I like how your tutorial introduces children to computational thinking through sequencing, random outcomes and predicting what the program will do. Your Maths link to probability is a really strong way of integrating STEM. You could strengthen it further by asking pupils to compare the results from different groups and discuss whether increasing the number of coin tosses affects the outcome. As an extension, children could modify the code by designing their own images for heads and tails before testing each other’s programs.
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The tutorial I completed the MakeCode Micro:bit Dice tutorial. In this activity, I programmed the Micro:bit to act as a digital dice. When the device is shaken, it randomly generates and displays a number from one to six using the LED display. I tested the program using the MakeCode simulator to ensure the shake gesture triggered a new random number each time.
MakeCode share link: https://makecode.microbit.org/_YRhDCHaMPe6b
As I am new to using Micro:bits, I found this tutorial to be an excellent starting point. It was straightforward to follow and helped me build confidence with the basics of coding. I also think it would work well as an introductory lesson for a class that is new to Micro:bits before moving on to more complex coding activities.
I could turn this into an integrated STEM learning experience by linking it with the Maths curriculum, particularly the strand of Chance. Pupils could use the Micro:bit dice to investigate probability by predicting outcomes, recording results and comparing the frequency of each number over repeated rolls. They could then present their findings using tables or bar charts and discuss whether each number appeared an equal number of times. This would combine coding, mathematics and scientific enquiry while also developing pupils’ computational thinking skills through sequencing, testing and debugging.
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I just tried out the Coin Flipper tutorial on MakeCode, and it was a great little project to do. The program uses the micro:bit’s shake sensor to trigger a coin toss. When you shake your mouse, it picks a random “true” or “false” result. If it’s true, the screen shows a ‘Tick’ icon, and if it’s false, it shows an ‘X’ icon. I added a quick flashing animation block at the start so it actually looks like a coin spinning in the air before it lands on an icon.
My Project Link https://makecode.microbit.org/_PaYA9qFbcc49
This would be brilliant for bringing some ICT into our usual hands on STEM lessons. I could link this to Maths for a great integrated STEM lesson. I could use it for a probability lesson. The children could work in pairs to shake their micro:bits 20 times, track the results on a tally chart, and see how close they get to a 50/50 split.
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Here’s the updated version with your share link added:
I completed the Flashing Heart tutorial on MakeCode for micro:bit.
The code creates a simple flashing heart animation on the micro:bit LED display. It shows one heart image, pauses, then changes to a second heart image, giving the effect of the heart flashing or beating. I tested it in the simulator and it worked well. It is a simple tutorial, but I think it is a good starting point for pupils because they can see the result of their code straight away.
[https://makecode.microbit.org/S06715-02223-24461-54834](https://makecode.microbit.org/S06715-02223-24461-54834)
I could turn this into an integrated STEM lesson by linking it with Science, Maths and SPHE. For example, pupils could learn about the heart and pulse rate, then design a flashing heart animation to represent a heartbeat. In Maths, they could explore timing by changing the pause length and comparing fast and slow beats. In coding, they would be using sequencing, loops and debugging. Pupils could also test different designs and explain why they chose particular patterns.
This could support SSE in our school by helping us gather evidence of pupils using digital technology creatively and developing computational thinking in a practical, hands-on way.
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The name of the tutorial you completed:
Coin Flipper on MakeCode for microA short description of what your code does:
My code turns the micro into a digital coin flipper. When the micro is shaken, it randomly chooses either heads or tails and shows the result on the LED screen. This uses chance, input from the shake gesture, and output on the micro display.MakeCode share link to your project:
https://makecode.microbit.org/_gupHHA6M1LJxHow this could become an integrated STEM learning experience:
This tutorial could be turned into an integrated STEM activity by linking coding with Maths and probability. Pupils could predict whether the micro will show heads or tails, test it a number of times, and record the results in a table. They could then compare the number of heads and tails and discuss whether the results were fair or random link to chance in MathsIt could also link to Science and Technology, as pupils would explore how the micro responds to movement and how an input, such as shaking, can create an output. Pupils could work in pairs, test their code, debug any errors, and explain how they improved it. This would support computational thinking skills such as sequencing, testing, debugging and using data.
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I enjoyed looking at your Coin Flipper project. I think it is a good way to introduce coding because it helps pupils understand how inputs, outputs and random selection work together. One way to strengthen the integrated STEM link would be to have pupils collect the results from a large number of coin flips and create a bar chart to compare the number of heads and tails. They could then discuss whether the results match what they expected and learn more about probability. As an extension activity, pupils could change the code to keep track of how many heads and tails have been flipped. For assessment, the teacher could ask pupils to explain how the code works and describe one change they made to improve or personalise their project.
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I completed the **Flashing Heart** tutorial on the MakeCode micro:bit website. The code displays a heart icon on the micro:bit LED screen, pauses briefly, clears the display, and then repeats the sequence to create a flashing effect. It was a simple introduction to using loops and display commands, and I found it easy to follow.
**MakeCode share limk : https://makecode.microbit.org/_fHoPbeP6U4ue
I could use this tutorial as part of an integrated STEM lesson with younger classes by linking it to the SPHE topic of emotions or to Art by asking pupils to design and code their own symbols or patterns. Pupils could investigate how loops work in coding before creating personalised animations to communicate a message or feeling. This activity develops computational thinking, creativity, and problem-solving skills while also encouraging pupils to explain how their code works and collaborate with classmates.
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I completed the Rock, Paper, Scissors tutorial on MakeCode for the micro:bit. The program uses the A and B buttons to start the game, and when the micro:bit is shaken it randomly displays either rock, paper or scissors on the LED screen.
https://makecode.microbit.org/73569-71755-79195-36410
I could use this activity as part of an integrated STEM lesson by linking it with Mathematics through probability and chance. Pupils could predict which result is most likely, record the outcomes over several rounds, create graphs and compare their results with their predictions. They could then improve their code by adding ound effects. This activity develops computational thinking through sequencing, selection and testing.
For School Self-Evaluation (SSE), pupils’ completed projects, observations and reflections could provide evidence of progress in digital learning and computational thinking. Teachers could also use pupil feedback to evaluate engagement and plan future STEM learning.
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Hey! I liked Rock Paper Scissors too — it builds computational thinking and logic to compare choices and decide a winner in a fun and engaging way.
To strengthen the STEM link, perhaps by adding a data angle: have pupils play several rounds, log outcomes, and graph win/lose/draw results — tying the coding directly into the data strand.
As an extension, stronger pupils could add a score tracker using variables to show running totals. For assessment, ask pupils to explain how the micro:bit “decides” a winner — a quick check of their understanding!
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I really like this Rock, Paper, Scissors idea for the micro:bit. It is a simple and familiar game, which makes it very accessible for pupils, but it also has plenty of opportunities for meaningful learning. The use of the shake function makes the activity more interactive and engaging, and pupils would be able to see very clearly how their code produces a result on the LED screen.
I think the link with Mathematics is particularly strong. Pupils could explore chance and probability by predicting which outcome might appear most often, then testing this over a number of rounds. Recording the results in tally charts and representing them in graphs would make the activity even more valuable.
There is also good scope for differentiation and extension. Some pupils could focus on getting the basic game working, while others could add sound effects, a scoring system or improved images. Overall, it is a practical and enjoyable way to develop computational thinking.
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Tutorial completed: Dice
Using an on-screen button, the micro:bit detects when it is shaken and responds by generating and displaying a random number on the LED display, simulating the roll of a dice. The code combines a “shake” input event with a random number generator block, so each shake produces a new result between 1 and 6.
https://makecode.microbit.org/_5HgeXaMuKg3z
This tutorial could form the basis of an integrated STEM lesson linking coding, maths and design and technology. In coding, pupils explore chance, randomness and conditional logic in a hands-on way rather than on a screen alone. In maths, pupils could roll their micro:bit dice repeatedly, record and tally the results, and use this data to explore probability and create bar charts, linking data and chance from the PMC. For design and technology, pupils could invent their own dice-based games with rules they write themselves. Working in pairs would also encourage collaboration. Differentiation occurs with stronger pupils extending the code to sum two dice rolls or add sound effects.
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Luke,
Choosing the dice tutorial was smart as we all know dice have endless uses in the classroom for all subject areas.
What a great idea to integrate this with making their own board games. This links in nicely with the unplugged activities for computational thinking and designing their own board games.
Making a few different dice with differrent micro:bits would extend this even further. This would be a great informal assessment on their understanding of the code, can they write it again from scratch for a second or third dice.
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Hi Luke
Choosing the dice tutorial was a great choice because dice can be used in countless ways across all areas of the primary curriculum.
I really like the idea of extending the activity by having pupils create their own board games. This links well with unplugged computational thinking activities, as pupils can apply their coding skills in a meaningful and creative context while designing and testing their own games.
To develop the learning further, pupils could program multiple micro:bits to create different types of dice. This would also provide an excellent opportunity for informal assessment, as it would allow the teacher to see whether pupils can independently recreate and adapt the code for a second or third dice without relying on step-by-step instructions.
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I completed the Flashing Heart tutorial on MakeCode for micro: https://makecode.microbit.org/_YrD2HeKKJiAH
The code makes the micro display a heart icon and creates a flashing effect. I tested it using the MakeCode simulator and it worked as expected. It was a simple tutorial, but it helped me understand how to use the basic coding blocks and create a repeating sequence.I think this tutorial could be turned into an integrated STEM lesson within the classroom. In Technology, pupils would learn the basics of block coding using MakeCode. In Science, they could explore how LEDs work and how the micro displays images. In Engineering, pupils could design and make a greeting card or simple decoration that includes the micro with the flashing heart. In Maths, they could investigate repeating patterns and timing by changing how fast the heart flashes. It gives pupils opportunities to build confidence with coding, solve problems and work together while developing digital skills across the curriculum.
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I completed the Coin Flipper tutorial. The code simulates flipping a coin. When the micro:bit is shaken, it randomly displays either Heads or Tails.
MakeCode Share Link: https://makecode.microbit.org/S06030-71251-10394-42177
I think this could work really well with a 5th class during a MATHS lesson on Chance and Data. Instead of using real coins, pupils could code their own coin flipper and then use it to investigate probability. They could start by predicting how many heads and tails they expect to get in 20 flips before testing their predictions. The class could collect their results, combine the data, and display it using tally charts, bar graphs or pictograms.
It also creates a great link between MATHS, TECHNOLOGY and CODING. As the pupils build and test their programs, they’ll learn about algorithms, random number generation and debugging while exploring probability in a practical, hands-on way that makes the maths much more meaningful.
In a SCIENCE lesson, I think the Coin Flipper would be a great way to explore fair testing and randomness. Pupils could compare the results from a digital coin flip with a real coin and see if they get similar outcomes over lots of trials. They could make predictions, record their results and discuss whether one method is more reliable than the other. It’s a simple activity that also helps develop investigation skills, data collection and interpreting results.
The tutorial was easy to follow, even if someone had little coding experience, and it was interesting to see how a few simple blocks of code could create a working program. I think the students would really enjoy this.
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I created the Dice microbit tutorial – https://makecode.microbit.org/_LuFD19Vy32uH you have to change to code to show numbers 1 – 6 and there is a shake function that makes it simulate real life rolling of a dice.
I chose this tutorial as I am interested in developing a bank of materials for the junior end of my school – I started with the clap lights tutorial but I felt it was too complex for infants and there were too many steps so I changed to the dice tutorial.
In infants we do a lot of work on number and we use dice all the time so a felt this tutorial would be a good one to try. To make it an integrated STEM activity – forces used for shaking (science), create their own container to shake a dice (engineering), number work and make a basic graph of what number appears when the shake the dice (maths) and I think they could work on changing and modifying the numbers (technology).
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Hi Sarah,
This is a lovely, practical choice. The dice tutorial can be a nice fit for infants because it takes something they already know and use and shows them the code behind it. The shake function is perfect at that age too since the action is physical and instant and they get a real feel for an input triggering an output without needing any reading.
Your STEM links are strong and the graphing idea is my favourite. Rolling the micro:bit dice repeatedly and recording which number comes up gives infants real data of their own to look at and it opens up lovely talk about whether every number turns up the same amount.
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I completed the Flashing Heart tutorial on MakeCode for micro:bit.
The code creates a simple flashing heart animation on the micro:bit LED display. It begins by showing one heart image, pauses for a short amount of time, and then changes to a second heart image. This gives the effect of the heart flashing or beating. I tested the project in the MakeCode simulator and it worked well. Although it is a simple tutorial, I think it is a very useful starting point for pupils because they can see the result of their code immediately. This makes the learning more engaging and helps pupils understand the connection between the code blocks and what appears on the micro:bit display.
Link: https://makecode.microbit.org/S06715-02223-24461-54834
I could develop this into an integrated STEM lesson by linking it with Science, Maths and SPHE. In Science, pupils could learn about the heart, pulse rate and how exercise affects the body. They could then design a flashing heart animation to represent a heartbeat. In Maths, pupils could explore timing by changing the pause length and comparing fast and slow beats. In coding, pupils would practise sequencing, loops, testing and debugging. They could also experiment with different LED patterns and explain why they chose particular designs.
This activity could support School Self-Evaluation in our school by providing evidence of pupils using digital technology creatively and meaningfully. It would also help to develop computational thinking in a practical, hands-on way while making clear links across different areas of the curriculum.
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Here is the link to my project: https://makecode.microbit.org/_JdRfUyH466uC
For this activity I completed the Love Meter tutorial on Microsoft MakeCode for the micro:bit.
The project uses the micro:bit’s temperature sensor to generate a ‘love score’ when button A is pressed. The device will display some heart emoji’s before showing the percentage. This is a fun introduction to coding concepts such as inputs, variables, sequences and displaying values on the LED screen. This is a bit more of a fun project but it shows how to use the micro:bit and has easy intructions for them to follow for a first lesson.
In my classroom I would use this as part of a STEM lesson by linking it with maths with topics like percentages, chance/probability and data. My students could investigate whether results are truely random by recording the scoring and doing lots of tests. They then could display the results on some form of data chart and discuss their results. This could also be done as a friendship meter, wellbeing meter, kindness meter etc. This activity would support creativity, problem solving, and computational thinking while allowing the children to debug and improve their programming also. Activities like this could also support our schoools self evaluation (SSE) by developing digital literacy, coding skills and collaborative and integrated learning across the curriculum.
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I really enjoyed reading your post. The Love Meter tutorial is a fun and engaging way to introduce coding concepts such as inputs, variables and sequences. I particularly like how you linked the activity to Maths through percentages, probability and data handling, as this gives pupils a meaningful context in which to apply their learning. Your idea of adapting the project into a friendship, wellbeing or kindness meter is very creative and would strengthen the links with SPHE. I also think that asking pupils to record and analyse their results is a realistic way to develop computational thinking and problem-solving skills.
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<p class=”isSelectedEnd”>I completed the Flashing Heart tutorial in MakeCode for the micro. This tutorial introduced me to the basic layout of the MakeCode environment and demonstrated how to use the show LEDs block inside a forever loop. The code continuously displays a heart on the micro’s LED display, introducing key programming concepts such as sequencing and repetition in a simple and engaging way.</p>
<p class=”isSelectedEnd”>MakeCode Share Link: https://makecode.microbit.org/S81249-60981-56939-12322</p>
<p class=”isSelectedEnd”>I could easily turn this tutorial into an integrated STEM learning experience with my 5th class. After completing the tutorial, pupils could investigate how LED displays work before designing and programming their own symbols or animations to communicate a message or emotion. This would integrate science (electricity and technology), mathematics (pattern and spatial awareness), visual arts (design) and English (communicating ideas). Pupils would also develop important computational thinking skills such as algorithms, debugging and iteration as they create, test and improve their programmes.</p>
<p class=”isSelectedEnd”>To extend the activity, pupils could work in pairs using a pair programming approach where they plan, code, test and debug together before sharing their finished projects with the class. Peer assessment and teacher observation could be used to assess pupils’ understanding of coding concepts and their ability to solve problems collaboratively.</p>
As our school is a DEIS Band 1 primary school, our school improvement priorities are identified through our DEIS Action Plan, which incorporates the principles of School Self-Evaluation. Using MakeCode and the micro:bit would support these priorities by increasing pupil engagement, developing digital literacy and promoting collaboration, creativity and critical thinking. Evidence such as pupil work samples, teacher observations and pupil voice could be used to evaluate the impact of these activities and inform future planning for digital learning across the school. -
The name of the tutorial I completed:
From the Data Logging Section- “Solar Panel Experiment”
A short description of what my code does:
Basically when button A is pressed you log data. When button B is pressed, it stops logging and when AB is pressed, it deletes all data and starts again. Every hour then it records the light level for you.
You had to create a data logger which logs light levels from four different Micro:bits. You place the four Micro:bits in different locations outside in plastic bags for 24 hours to find the best location for your solar panels.
The code begins with setting you data column to log the light levels and also the timestamp to hours.
Then you program the buttons to operate the logging of data. If you press button A your logging variable is set to true and will log your light level and show an icon of a tick. It will also plot your data.
If you press button B your logging variable is set to false so it will not log any data and simply show X.
If you press button AB, it shows a skull icon, deletes the log and sets the light column again.
Then you had to set up the logging of data. It was set up using the data and math blocks. You set it to read the light level and coverts it to a percentage scale and rounds it to the nearest whole number. Then the data is logged in the light coloumn. The screen is cleared and the dot it plotted.
MakeCode share link to your project:
https://makecode.microbit.org/_0EMbEcAqEA0x
A brief explanation of how I could turn this tutorial into an integrated STEM
learning experience for my own class:I chose this lesson because I have already worked with a group of 5th class students on a data logger projects where we used the Micro:bit to log eye colours and traffic passing by the school. This would be a step up for them in 6th class to build on the basics they learned from those projects.
I also did a STEM activity with solar panels to bake smores before but have not done it with this group yet so it would tie in nicely with this science experiment. They will have to make boxes with solar panels on top to “bake” the smores. The Micro:bit would then be used to decide where best to put our solar panelled boxes!
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- Comment on how their tutorial could support coding or computational thinking
- Suggest one way to strengthen the integrated STEM link
- Offer one practical support, extension or assessment idea
Hi Brona,
I really like how you chose this Solar Panel Experiment tutorial in view of your class’ experience of using data logging projects to progress their ability further and how you intend to make it a meaningful exercise as it will help them identify the best area for their solar powered smore ovens. It gives students a real reason to collect and use data. It highlights the pattern element of computational thinking. The class could examine the data collected further using it not only to choose the right location but also examine the best time in which they should place their solar powered ovens outside. This in turn can be linked back to maths in terms of data collection and time. The information they gather could also be used in other lessons, like looking at the best places to grow plants based on sunlight. It could even lead to discussions about global warming and how changing weather patterns might affect plants and the environment.
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For this assignment I completed the Dice tutorial in MakeCode for the micro:bit.
The tutorial programs the micro:bit to act like a dice. When you shake it, it generates a random number between one and six and displays it on the screen. I found it a nice introduction to the basics of MakeCode and it was useful to see how simple changes to the code affected the outcome. It also reinforced the importance of testing and fixing mistakes along the way.MakeCode Share Link: https://makecode.microbit.org/_7MuKom2Ybas2
I work in an additional educational needs role, so I immediately started thinking about how this could be used with the small groups I support rather than as a whole-class lesson. I think it would work really well during numeracy sessions, especially when looking at chance and data. Pupils could predict which numbers might appear, record the results over several rolls and then discuss what they notice. I also like that the coding is broken down into manageable steps, making it less intimidating for children who can lack confidence. Using the simulator first would give everyone a chance to practise before using the micro:bits themselves. It’s something I’d be happy to adapt for the pupils I work with, while also supporting our school’s focus on developing digital learning in a meaningful way.
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The tutorial I completed on MakeCode was the ‘Pet Hamster’. The micro:bit turns into a digital pet that reacts to your input. In this tutorial the ‘on shake’ and ‘on logo pressed’ inputs were coded to make the hamster’s expression change. On the LEDs screen either a happy face or sad face will appear with appropriate music playing alongside each icon ‘until done.’
The link to my project is here: https://makecode.microbit.org/_hr7dbg3tpMf3
Bringing it into the Classroom:
I’d love to take this further and turn it into a full STE(A)M lesson for my students. Here is how I’d bridge the gap between coding and other subjects:
Science & Engineering: Students could get creative by building a physical “habitat” for their hamster using recycled materials, while also learning about what real animals actually need to stay healthy.
Maths: We could track the hamster’s mood over the course of a day, then have the students graph the results or even calculate the measurements needed to build their physical enclosures.
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Hi Niamh, I enjoyed reading your experience of using the Pet Hamster tutorial. I completed the Dice tutorial, which also required the shake function, so these two projects may be a good follow on from one another as the children become used to using each function appropriately. It may also be a way to begin designing a code that encourages pupils who prefer to show how they are feeling through non-verbal prompts, and may be more engaging than generic paper images! Perhaps they could expand this project further to include other moods too, encouraging discussion on feelings and moods in an indirect way that some children may respond well to.
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I thought the funeral music at the sad face was funny.
I think this project can promote computational thinking by showing students that code does not only run line by line but that certain triggers activate different reactions.
One way to strengthen the link to science also would be to involve the use of sensors. Covered sensors in darkness is when the hamster is sleeping, as they are usually nocturnal.
And one assessment idea could be a ‘Bug-Hunt’ worksheet for debugging code in the hamster’s habitat.
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I completed the ‘Dice’ tutorial. This is the link to my project: https://makecode.microbit.org/_ew2MWpHf0PKy . It is a simple but effective way to practice using makecode for microbit and encourages the user to explore the different options for creating a digital dice that works in the same way as a traditional dice.
There is plenty of scope to incorporate this simple tutorial effectively into integrated STEM learning experiences. It links initially with Maths Data and Chance topics, and incorporates the technology into problem solving using the digital dice as a tool, exploring probability, recording data, and comparing results. There is also room for expansion by coding dice with a greater (or fewer) range of numbers to allow for differentiation or expansion tasks.
This could also be linked with Engineering if the children could make their own dice using other non-digital tools, experimenting with weight and materials and whether this affects their tosses, if they can make a dice with a different number of sides, etc.
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Hi Louise,
I agree your lesson has massive scope to integrate into STEM learning experiences. Especially in terms of maths, however I think this lesson could be used to engage in playful learning in literacy through oral language games and activities. There is a huge opportunity to use this for computational thinking also. As you have mentioned changing the numbers on the dice etc leads to algorithmic thinking and pattern recognition as they change the code each time ever so slightly to create different numbers on the dice. It also allows the children to problem solve in small groups if there is a mistake. To assess the children’s learning at the end creating a reflective learning opportunity where the children can share their thoughts and ideas would lead to constructive learning opportunities in the class. Perhaps the children could come up with their own suggestions and ideas of how they could use this activities in other lessons.
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I chose the “Flashing Heart” tutorial as a gentle introduction to computing because, as someone who initially felt a bit apprehensive about coding, switching from a fiddly phone screen to a laptop made this visual project highly accessible and built my confidence. The program itself uses a continuous <code data-path-to-node=”0″ data-index-in-node=”302″>forever loop to alternate between showing a heart icon and clearing the screen every 500 milliseconds, creating a steady beating animation on the MakeCode on-screen simulator’s 5×5 LED grid. This project https://makecode.microbit.org/S69478-85816-79142-90258 can easily be transformed into a fully simulator-based, integrated STEM lesson on Our Bodies for lower primary school pupils in Ireland (Infants to 2nd Class), with no physical hardware required. In this lesson, children explore how their hearts pump and how to feel their own pulse (Science), use the interactive laptop simulator to see how computer instructions control virtual lights (Technology) and practice counting the simulated flashes up to 10 or clapping in time with the screen’s steady beat (Maths).
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The tutorial I completed was ‘Flashing Heart’. In this project the code allows you to create a heart shape that flashes on the screen. This is visual and easy to see on screen. Link https://makecode.microbit.org/_auDceeYrRd2q
This lesson is a very good place for children to start who may not be familiar with how coding works. This interactive platform shows in detail the cause and effect of coding. I would start the lesson by asking the children what they know about coding and different types of coding and if there is a link between coding and maths. This lesson integrates spatial awareness and technology together. I would allow the children to work in pairs to complete this lesson. I would then walk around the classroom to support the children where necessary. To assess their learning at the end of the lesson I would create a reflective learning log for the children to complete to include questions to prompt their thinking. I would use this to find out what they found easy and difficult about the activity and use it to inform future lessons. -
I watched the heart animation and the love meter tutorials and was inspired to create this idea.
Project: Digital Fortune Teller
This micro:bit project recreates a classic paper fortune teller combined with the randomized logic of a Magic 8-Ball. When the user triggers the program on start, it initiates an animation loop. This loop runs four times, visually simulating a paper fortune teller opening and closing while flashing the number eight on the LED grid in between movements. Once the opening and closing sequence completes, the user can press button A, and the program utilizes a random number generator to pick a value within a set range (0-8). You then match the selected number to its corresponding text fortune, which is on the screen, to reveal the answer.
https://makecode.microbit.org/_JwFYdz4vaJCJThis could link to maths with data mapping, recording answers of peers, as well as probability. A link with technology utilising a paper-to-digital design. Their creativity would be sparked as they can use this idea to inspire them to make their own digital recreations of other classic games.
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Hi Meabh,
I love this. A digital fortune teller crossed with a Magic 8-Ball is such a nostalgic, playful idea and it is lovely to see two tutorials spark this.
The computational thinking here is strong too. The random number generator is the heart of it and pairing each possible value with its own fortune on the list is a lovely, concrete way to show how a single random input can map to a set range of outcomes. Children love that they can never predict what they will get.
Your links are well thought out and the probability angle is my favourite. Getting pupils to press A over and over and tally which answers come up opens up lovely talk about whether every fortune is equally likely which quietly turns a bit of fun into real data work.
One thought to build on it. Once they have made this, challenging them to recreate another classic game, a dice, a coin toss, a spinner, would be a brilliant next step and really cement the random logic.
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I completed the Rock Paper Scissors tutorial on the MakeCode for micro:bit website. The tutorial introduced me to using variables, random numbers, conditional statements and button inputs. When Button A is pressed, the micro:bit randomly selects either rock, paper or scissors and displays the corresponding icon on the LED screen. The program then compares the choices and provides the result. Testing the project in the simulator helped me understand how each block of code works together and how small changes to the code affect the outcome.
MakeCode Share Link: https://makecode.microbit.org/#tutorial:/projects/rock-paper-scissorsI think this activity could easily be developed into an integrated STEM lesson in my own classroom. Pupils could first investigate the mathematics behind probability by predicting which outcome is most likely and then collecting data from repeated games. They could record their results in tables, create bar charts and discuss whether the results match their predictions. This would integrate Mathematics with Digital Technologies while also developing scientific enquiry skills through observation, prediction and analysis.
The lesson could be extended by asking pupils to modify the code by adding sounds, animations or a scoring system. More advanced pupils could design their own versions of the game with additional rules or different images. This encourages creativity, problem-solving and computational thinking as pupils debug and improve their programs.
Using MakeCode in this way would support our School Self-Evaluation (SSE) goals by promoting digital literacy, collaboration, creativity and logical thinking. Pupils would gain confidence in coding while seeing how technology can be applied to solve problems and explore mathematical concepts in an engaging, hands-on way.
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Hi Danielle,
I enjoyed reading about your rock paper scissors project. It is an excellent activity for developing computational thinking skills in students. Students have opportunities to predict outcomes, use variables and debug errors they come across. One way to strengthen the integrated STEM connection would be to get students to collect and analyse data from multiple rounds of the game. They can record their findings, discuss what they notice and compare their results.
this would also give opportunity for you for formative assessment. You could ask students to explain their thinking and their findings. They can explain the changes they made or patterns they noticed.
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I completed the Flashing Heart tutorial on Microsoft Make Code for micro:bit. It teaches you how to make a flashing shape for a led screen on a continuous loop. It was a good introduction to block based coding for beginners like me. I played around with sequencing and loops.
Here is the link to my Flashinh Star:
https://makecode.microbit.org/_RU1egPeLj4cYThis could be adapted for many STEM lessons. For example, students could investigate how devices could be used to communicate using symbols/ messages on a led board like this.
This would use many of the 7 key competences such as being mathematical, communicating, being creative etc.This supports computational thinking by encouraging to break problems into smaller steps and recognise patterns. This would be useful for my schools self evaluation when we reflect on how we are using digital learning in the classroom. It would help in developing students confidence and abilities in digital technology.
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I really like your idea of using the Flashing Heart tutorial to explore how symbols and messages can be communicated using technology. It is a simple activity, but it introduces important coding concepts such as sequencing and loops in an engaging way. Your focus on developing pupils creativity and digital skills is a real strength. I also think your link to School Self-Evaluation is very relevant, as activities like this can provide evidence of pupils’ progress in digital learning.
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I completed the Smiley Buttons tutorial on MakeCode for micro:bit.
MakeCode project link: https://makecode.microbit.org/_EWKMLTCAg7qC
This tutorial uses the buttons on the micro:bit to display different images on the LED screen. When Button A is pressed, a happy face appears and when Button B is pressed, a sad face is shown. The activity helped me to understand how inputs and outputs work and how the micro:bit responds to different commands.
As a teacher of Junior Infants to 2nd Class, I think this tutorial could be developed into an engaging integrated STEM lesson. In SPHE, pupils could use the micro:bit to discuss emotions and feelings and talk about ways to support their wellbeing. In Maths, the class could carry out a survey to find out how everyone is feeling and display the results using tally charts or pictograms.
The activity would also introduce pupils to important coding concepts such as sequencing and debugging in an age-appropriate way. Pupils could work in pairs to test their programs, make changes and explain how their code works. This would encourage collaboration, communication and problem-solving skills while developing their confidence with digital technologies.
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I really like how you’ve linked this tutorial to curricular areas outside of what it linked under the STEAM area itself, and in a really practical way. I think it would be a great way to integrate feelings and emotions with digital technologies. Working in pairs is a great way to foster collaboration – you could link your older children with the more junior children in your classroom, with the junior children giving verbal instructions and your older children carrying out these instructions.
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I completed the Reaction Game tutorial on MakeCode for micro:bit.
MakeCode project link: https://makecode.microbit.org/_5H6c7zJku87u
The aim of this tutorial is to create a game that measures reaction time. The micro:bit displays a countdown before showing an image on the LED screen. Players must press the correct button as quickly as possible and the micro:bit records how long they took to react. I enjoyed seeing how different coding blocks could be combined to create an interactive game.
I think this tutorial would work very well with pupils from 3rd to 6th class as part of an integrated STEM lesson. In Science, pupils could investigate how factors such as exercise, tiredness or distractions affect reaction times. In Maths, they could collect and analyse class data by calculating averages and creating graphs to compare results.
The coding element would allow pupils to explore concepts such as variables, algorithms and debugging. As an extension activity, pupils could modify the code by adding different levels of difficulty or creating their own game challenges. This would encourage problem-solving, teamwork and computational thinking while showing pupils how coding can be used in real-world investigations.
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I completed the digital dice tutorial for this project, as I wanted to start with something simple. This allows your micro.bit to act as a dice and display a random number when shaken.
Link to project: https://makecode.microbit.org/_PVegTbU988CY
In order to use this in my classroom, I would approach the lesson as a problem, for example: someone stole all the dice in the classroom, but we need to play a game. What could we use to create/replace the dice that have been stolen?
This could lead to opportunities for the children to make the physical dice as a paper activity first, exploring number, problem solving and shape and space (nets of 3d shapes).
This could then lead to the use of the digital technology approach and align the steps the children used in creating their dice with the steps needed to create the digital version, much like we saw in the tower building video.
This incorporates designing, building, creating, assessing and debugging within the areas of maths, science and engineering. It could even be linked to literacy by extending the task with another problem of “oh, all the dice next door are gone as well, but they still have their micro.bits. Could you write out the instructions step by step for them to follow to create your digital dice?”.
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I completed the tutorial called Dice. Here is the link to my project
https://makecode.microbit.org/_UgmFD9PhXUuF
This tutorial allows the user to make a digital dice which is just brilliant! You can see how engaging this would be for pupils. The tutorial leads you step by step through the setup and coding process. The dice ‘rolls’ when you shake the online micro bit but if using the physical device the children would shake it. I chose this project as I think it would be very useful to integrate across the curriculum.
I would use it through STEM activities like;
Maths- Probability and chance games and activities
Technology: Using micro bit in the classroom. Paired activity to follow teacher in step by step making of the dice using microsoft makecode. Our school is actually purchasing microbit devices this summer so we will be able to use the physical device too!
A twist on the dice could be the other tutorial of rock paper scissors! These two tutorials would work well as a follow on from each other.
I have really enjoyed microbit as my class have used it a little throughout this year. They engaged so well with it and learned to add audio and music also!-
Hi Aoife,
This was lovely to read. The Dice tutorial is a great choice because it takes something the children already use in Maths and helps them understand the code behind it. The shake to roll action is also perfect as it is physical, simple and gives an instant result.
I especially love the probability link. Asking the children to roll the micro:bit dice several times and record the numbers gives them their own real data to work with. It also creates a great opportunity to discuss whether each number is equally likely to appear. The timing is perfect too with the physical devices arriving this summer.
I also love that you noticed how well Dice and Rock Paper Scissors can work as a sequence. Both use randomness, but Rock Paper Scissors takes the learning a step further by introducing conditional statements. Starting with Dice would give the children a strong foundation before moving on to the more advanced activity.
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Hi Aoife,
I really like how you’ve linked the digital dice to STEM and real classroom applications. The tutorial is an excellent introduction to coding because it helps pupils understand key programming concepts such as sequences and random number generation in a fun, hands-on way. One way to strengthen the integrated STEM link is to add music when the dice shakes, just for fun and to engage pupils. One practical support would be to provide pupils with a printed block-by-block coding guide. This would help those who get stuck identify where their code differs from the example and build their confidence.
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I completed the Rock, Paper, Scissors tutorial on MakeCode. The program uses the micro:bit to randomly select either rock, paper or scissors each time the device is shaken. The choice is displayed on the LED screen using simple images and text. I found the tutorial straightforward to follow and it was a nice introduction to using variables, randomisation and event blocks.
MakeCode Share Link: https://makecode.microbit.org/_3qdA4xc4FJRt
I could easily turn this into an integrated STEM activity for my Senior Infants class. As part of Maths, the children could predict which choice they think will appear most often before testing the micro:bit several times. They could record the results using tally marks and create simple pictograms or bar charts. We could then discuss whether the outcomes were fair and introduce the idea of chance in an age-appropriate way. This could also link with SPHE by encouraging turn-taking, cooperation and playing games fairly. I think activities like this are a lovely way of introducing coding in a playful and meaningful context.
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I explored a number of the tutorials, and the first one I tried was the flashing heart I felt this is such a great starting point as it introduced the basics of coding in a very accessible way. The tutorial was simple to follow and not overwhelming, while still giving a clear understanding of how a set of instructions can create an outcome on a device.
The code creates a flashing heart image on the Microbit by using a sequence of commands that turn the LEDs on and off. Although it is a simple programme, it introduces important computational thinking concepts such as sequencing, patterns and repetition. It also demonstrates to pupils that changing the code can change what happens on the screen. This would be very useful for infant classes which I would have only thought could interact with things more simple like Beebots.
I think this tutorial could be developed into a meaningful integrated STEM learning experience in an infant classroom by linking it to learning about the human body and the heart. Pupils could explore how the heart works, investigate their own pulse before and after exercise, and make connections between the real heartbeat and the digital representation they have created. They could then adapt the code by changing the heart pattern, timing or adding their own ideas.
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Hi Dean,
I really liked your choice of the flashing heart tutorial. It’s a great way to introduce coding and computational thinking, as children can see how changing the code changes the outcome. It introduces sequencing and repetition in a simple, engaging way.
I also like how you linked it to learning about the heart. To build on this, the children could compare their pulse before and after exercise and then change the speed of the flashing heart to match. This makes a nice link between Science, Maths and Technology.
A simple way to assess the lesson would be to ask pupils to explain what they changed in their code and why. This could also provide useful evidence for School Self-Evaluation (SSE) by showing how children’s computational thinking is developing.
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I completed the MakeCode micro:bit tutorial “Dice”. I was pleasantly surprised at how simple this activity was and understand how it could be used as a Fast Finisher activity, while the dice could then be used for a follow-on task in Maths or games in other curricular areas.
The Dice tutorial uses the detects the motion of shaking to simulate rolling a dice. When the micro:bit is shaken, it generates a random number between 1 and 6 and displays the corresponding dice face on the LED screen. This introduces pupils to coding concepts such as events (shake input) and random number generation in a fun and interactive way.
MakeCode Share Link: https://makecode.microbit.org/_19DW4ahuW3DWI could turn this into an integrated STEM learning experience by asking pupils to design and code their own board game using the micro:bit as the dice. In Maths, pupils could investigate probability by recording the outcomes of multiple dice rolls and comparing experimental and theoretical probability. In Science and Technology, they could explore how the micro:bit detects movement and discuss how similar sensors are used in everyday devices. Engineering skills could be developed as pupils design and build their own game boards, while the coding element allows them to test, debug, and improve their programs through collaboration and problem-solving.
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Hi Fiona,
I love this. The Dice tutorial is such a good choice because it takes something children already use in Maths and shows them the code behind it.
I really like that you added a sound to play when the dice rolls. That is a lovely touch and not something the tutorial asks for.
Your idea of pupils designing and coding their own board game around it is amazing. It gives the dice a genuine purpose while building the boards brings in engineering naturally. The probability investigation is my favourite part though because recording lots of rolls and comparing experimental and theoretical probability turns a fun activity into real data work.
I also like your point about using it as a fast finisher activity. Coding does not always need a full lesson slot and having something like this ready to go is a practical way to keep it ticking over.
If you try this board game activity out in school, we would love to hear how it goes 🙂
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https://makecode.microbit.org/_183HayRVkApW
I completed the Flashing Heart tutorial on MakeCode for the micro. This was a great introduction to block-based programming and helped me become more familiar with the MakeCode interface. The tutorial involved programming the micro to continuously display a heart icon followed by a blank screen, creating a flashing effect. It demonstrated how to use the forever loop and the show LEDs blocks to create a simple animation.
I could adapt this activity into an integrated STEM lesson for my own class by linking it with a topic on wellbeing or healthy hearts in Science. Pupils could first learn about how the heart works and why exercise is important. They could then use the micro to design different heart animations or create digital messages promoting healthy lifestyles.
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For this activity I chose the Dice tutorial on the MakeCode website.
https://makecode.microbit.org/_fV2iMd70iThx
I think this tutorial could be developed into a really engaging integrated STEM lesson for an infant class. I would begin with a simple maths activity where the children predict which number might appear before shaking the micro:bit. They could then work in pairs to record their results using tally marks and compare which numbers appeared most and least often. This would reinforce counting, number recognition, data handling and simple probability in a practical way.
To extend the lesson, each number could be linked to a movement activity in PE, for example one jump, two claps or five star jumps; or using dice during Maths games or maths stations. I like that this activity combines coding, maths and active learning in a way that is fun, hands-on and accessible for young children while introducing them to the basic idea that code gives instructions for a computer to follow.
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I really liked your idea of using the Dice tutorial to support Maths learning. It is a great way to introduce coding and computational thinking, as pupils can see that the code gives the micro:bit instructions to produce a random number. They can also develop computational thinking by making predictions, recognising patterns in their results and discussing whether the dice is fair.
One way to strengthen the integrated STEM link would be to have pupils design and build their own dice holder or game board using recycled materials. This would add an engineering and design element while encouraging creativity and problem-solving.
As an extension, pupils could modify the code by adding sounds, icons or changing the way the dice is shaken. For assessment, I would ask pupils to explain how the code works and describe one change they made to improve or personalise their project. This would help make their computational thinking more visible.
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I really like how you’ve taken a simple coding activity and linked it with Maths and PE. Recording the results with tally marks is a great way to get children thinking about patterns and predictions, while also showing them that coding can be used to investigate and solve problems.
One way you could strengthen the STEM link even more would be to have the children design a simple board game that uses the micro:bit as the dice. They could then play each other’s games and make changes based on what worked well. It would bring in a bit more creativity and problem-solving.
As an extension or assessment idea, you could ask the children to make one small change to the code themselves, like changing the picture that appears or adding a sound when the micro:bit is shaken. It’s a simple way to check that they understand how changing the code changes what the micro:bit does.
From an SSE point of view, activities like this are a nice way to build computational thinking across the school. Teachers could share ideas like this, and pupils’ ability to predict, test and improve their code could be used as evidence of progress in digital learning.
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Tutorial Completed:
Name Tag TutorialFor this activity, I completed the Name Tag tutorial using MakeCode for the micro:bit. I decided to personalise it by programming it to display my daughter’s name as a scrolling message across the LED display.
What my code does:
The code displays my daughter’s name on the micro:bit LED screen. It is a simple program that introduces the basics of using the MakeCode block editor and demonstrates how text can be displayed on the micro:bit.MakeCode Share Link:
https://makecode.microbit.org/_Vygc77bD98vYHow I could turn this into an integrated STEM learning experience:
Although this tutorial was very simple, I can see lots of opportunities to extend it in the classroom. Pupils could design and make personalised name badges or lanyards for their micro:bits, linking the activity with Art and Engineering. They could then programme their micro:bits to display their names, greetings or positive messages.
As pupils become more confident, they could adapt the code by adding animations, icons or button controls. This would encourage creativity while developing computational thinking, problem-solving and debugging skills. The activity could also support Oral Language, with pupils presenting their name tags and explaining how they programmed them. It would be an engaging way to introduce coding in a fun and accessible manner while integrating STEM learning across different curriculum areas.
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Smiley Buttons Adrian
https://makecode.microbit.org/_UkyEvjY4UdVsMy code uses the A and B buttons on the micro:bit to show different faces on the LED display. When I press button A, a happy face appears. When I press button B, a sad face appears. This helped me learn about inputs (pressing a button) and outputs (the image shown on the screen).
I could turn this into a STEM lesson for my 6th class by getting the pupils to create their own emotion display using the micro:bit. They could programme different buttons to show different faces or messages in Irish.
This activity would include:
- Science: Talking about emotions and how technology responds to inputs.
- Technology: Writing and testing code in MakeCode.
- Engineering: Making a stand or case for the micro:bit using Lego or recycled materials.
- Mathematics: Looking at patterns and using the 5 × 5 LED grid to create designs.
Because I teach in a Gaelscoil, the pupils could use Irish throughout the lesson by programming and naming the emotions in Irish, such as sásta, brónach, and feargach. This would help develop their coding, problem-solving and Irish language skills at the same time.
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I used the ‘Name Tag’ tutorial on MakeCode.
Instead of using it to show my name, I used it to show the answer to a quiz question.
https://makecode.microbit.org/_MM32K3LyKMxC
My idea for an integrated STEM learning experience would be to use this tutorial to create a walking quiz. It could be for any subject or topic. In this case the answers are one word, each micro:bit/device is numbered and each Micro:bit will display an answer to one of a number of quiz questions.
• So each pair would be given the answer to an unknown question. In this case it is a maths quiz on 3D shapes.
• When each pair has programmed their Micro:bit, the paper quiz of questions will be handed out to pairs.
• The children will do a walking quiz in their pairs. They will walk around the room checking the words on each microbit.
• At each stop they will match the microbit answer to the correct question on their sheet and record the micro:bit number and answer.-
<p class=”isSelectedEnd”>Your MakeCode activity is a creative way to use the Name Tag tutorial while encouraging pupils to apply coding in a meaningful context. Programming the micro:bit to display quiz answers gives pupils experience with sequencing and debugging, while the walking quiz develops computational thinking as they identify patterns, match information and solve problems collaboratively.</p>
<p class=”isSelectedEnd”>One way to strengthen the integrated STEM link would be to have pupils design and create their own quizzes based on a STEM investigation or class project. For example, after exploring materials in science or collecting data in maths, pupils could create their own questions and program the answers onto the micro:bit. This would strengthen the connection between coding and scientific or mathematical inquiry.</p>
A practical extension would be to ask pupils to swap their code with another pair and test whether it works correctly. This provides an opportunity for peer assessment, encourages debugging, and allows pupils to reflect on whether their code meets the intended purpose before completing the walking quiz.
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I completed the Dice tutorial. My code shows the numbers 1-6 like a regular dice. There is a shake option to roll the dice and randomly generate a number from 1-6. I included music when the dice shakes.
https://makecode.microbit.org/_hWicdy7PMUvE
I would use this in the classroom by:
STEM Dice Challenge
1 = Build the tallest tower.2 = Design a paper bridge. etc.
Students roll the digital dice to randomly select their STEM challenge.Investigation Dice
Use the dice to choose variables to test during a science investigation. For example, when testing paper airplanes:
1 = Short wings2 = Long wings
3 = Add a paper clip
Students roll the digital dice to determine which variable to investigate, then record results. -
Name of the Tutorial: I completed the MakeCode micro:bit tutorial ‘Dice’ as it is a plugged form of the traditional dice that I use in my classroom almost daily.
Description of the Code: The code chooses a number from 1 to 6 at random by the motion of shaking, performed by moving your cursor over the simulator or pressing the ‘Shake’ button on the micro:bit simulator, just like throwing a traditional dice.
MakeCode link: https://makecode.microbit.org/_3YifYkeTwR1W
Integrated STEM learning experiences:
Engineering – Build and test a dice that can be used in various games.
Technology – Code a micro:bit to respond to a shake and display a number from 1 to 6. Improve the dice simulator by adding music when the simulator ‘shakes’.
Mathematics – Use the dice and record data of which number appears most in 10 shakes of the micro:bit dice.-
I really liked your micro:bit dice activity as it introduces key coding concepts such as variables, random number generation and sequencing in a simple, engaging way. It also encourages computational thinking as pupils test, debug and refine their code to ensure the dice works as expected.
To strengthen the integrated STEM link, you could extend the lesson by having pupils investigate probability. They could predict how often each number should appear, record the results from multiple rolls and compare the experimental results with the theoretical probability using tables or graphs.
As part of our School Self-Evaluation (SSE), this type of activity could provide useful evidence of pupils’ computational thinking and problem-solving skills. A practical extension would be to ask pupils to modify the code to create a 10-sided dice or a dice with custom values, allowing them to demonstrate their understanding while encouraging creativity and independent thinking.
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Hi Hannah,
This is a lovely choice and I like that you picked something that fits naturally into what you already use in the classroom. Turning a traditional dice into a digital one is a great way in for children because they already understand what a dice is meant to do.
Your STEM breakdown is really well thought out and the Maths investigation is my favourite part. Recording which number appears most often across 10 shakes gives the children their own data to work with and opens up lovely discussion about whether the dice is fair and what might happen if they repeated the experiment more times. I also like your idea of adding music when the micro:bit is shaken.
One small idea to stretch the Maths would be to combine the results from a few pairs. With a larger number of shakes, pupils could see whether the results begin to even out more than they do in a single set of 10. That would be a lovely way to introduce the idea that more data can give us a clearer picture.
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I followed the Dice Tutorial and made the following: https://makecode.microbit.org/_4rR2kMc3wcYE
Use as a digital dice for (1) integration in Maths, and (2) classroom management.
(1) Maths: There are always games in extension resources for Maths, and very often these require dice. One I can recall immediately is a Place Value Game, where a group of players took turn to roll three times in a row and order the digits to make the highest number possible- highest number wins.
(2)Classroom Management: This digital dice would also be ideal for a quick ‘Pick a number’ when a random pupil selection is required!One change I couldn’t figure out how to make was: I would rather the LEDs showed up as if they were the dots on a dice. I could create the LEDs I wanted, but I couldn’t see an ‘Or’ or random choice option for the LED patterns. So the instruction I wanted to make was: On shake, then Show LED <1 dot> or <2 dots> or <3 dots> and so on… perhaps someone has a suggestion!
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Hi Emma,
There is some lovely practical thinking here. The place value game is a great example because a digital dice fits straight into an activity the children already know. Using it for random pupil selection is such a handy classroom management idea too.
On your question, you were very close. There is not a single “or” block for choosing between the different LED patterns. The micro:bit needs to pick a random number first, then use that number to decide which dice face to display.
I had a little play with it and made an example here:
https://makecode.microbit.org/_3jLA9Dfzfaz6In this version, I created a variable called “dice” to store the number. The micro:bit chooses a random number from 1 to 6 when it is shaken. The if and else if blocks, which are conditional statements, then check which number was chosen and display the matching dot pattern using the show leds blocks.
One small thing to watch in your original code is that pick random 0 to 6 gives seven possible outcomes, including zero. For a standard dice, you want it to pick a number from 1 to 6.
Have a look at the example and let us know if you have any questions. 😊
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I decided to complete the Dice microbit tutorial. The dice code shows numbers 1 to 6, similar to a traditional dice. When you press the shake button or move your cursor across the microbit simulator, one of these numbers will then appear randomly There is also a sound to show the dice has been shaken.
This is the link to my project ; https://makecode.microbit.org/S32950-05129-58031-47798
I could use the digital dice project to create an integrated STEM learning experience for my class, learners could work in small groups to design, build, and test a dice using technology and engineering skills to experiment with the shake sensor, add sound effects, and refine their design through testing and debugging. Mathematics would also be used to explore number patterns, counting, and probability by recording how often each number appears. The children could compare results, create tally charts, or discuss whether the dice is truly random.
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Hi Aoife,
I like how simple and engaging your activity is. Using the “on shake” input makes it interactive and is a great way to introduce students to event driven programming and random number generation. One small improvement would be to change the random range from 0–10 to 1–6 so it behaves like a real dice. To strengthen the STEM connection, maybe you could it into a probability investigation where students compare results from the micro:bit with a real dice. They could record outcomes, create graphs, and discuss whether the digital dice is fair.
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Thanks Aoife, the digital dice project is such a brilliant, versatile choice for the classroom.
I love how seamlessly you’ve integrated STEM concepts here—using the shake sensor and adding sound effects makes it so engaging for pupils, and linking it directly to Maths through probability, tallying, and testing randomness is a fantastic idea. It’s a wonderful way to blend coding with practical, hands-on learning. Thanks for sharing your project link
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I completed the Microbit code Smiley Buttons. https://makecode.microbit.org/_gevExd3gfEoM
When Button A is pressed a happy face appears, When button B is pressed a Sad face appears.
To turn this into an integrated STEM learning experience, I would integrate it with Maths and gathering data. Students could use the code to answer a question as a whole class. Did you enjoy today’s PE lesson. Students respond using buttons and tally the results into a pictogram bar chart.
Individually, pupils then design and carry out their own mini survey question, using the same code to collect responses from a small group, before recording and presenting their findings.
To push more able pupils, I’d challenge them to edit the code so the micro:bit counts and displays the totals itself using variables.
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I completed the Rock, Paper, Scissors tutorial and found it really fun and interesting. You can find my project here:
https://makecode.microbit.org/_RL5L1vTY4Y68
This tutorial guided me to code a micro:bit so that when shook, it would display either a rock, paper or scissors icon to enable the user to randomise the response.
A Rock, Paper, Scissors micro:bit coding activity could easily be developed into an integrated STEM lesson. Pupils would learn coding skills by programming the micro:bit using variables, random number generation and selection statements in MakeCode. They could then investigate whether the game is truly random by making predictions, carrying out repeated trials and recording their results. This provides a meaningful opportunity to explore probability, data handling and graphing in Mathematics, while also developing scientific skills such as fair testing, observing patterns and drawing conclusions from evidence. Pupils could work collaboratively to test and improve their programs, explaining their thinking and debugging their code together. This approach makes coding more purposeful and helps pupils see clear links between digital technologies, mathematics and scientific inquiry.
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Tutorial – Traffic Logger
Code Name – Transport Logger
I followed the transport logger tutorial but altered the column criteria to create a transport logger where vehicles, walker and cyclists/scooters are recorded.Project – https://makecode.microbit.org/_efcW5LhV26aV
I created this logger in order to integrate into lessons based on global warming and the effects of transport on global warming while also connecting it to our annual Green schools initiative. Each year we have out walk to school from the town park initiative. The logger can be used to record the mode of transport taken by pupils on a normal school day and on the day of the Green Schools’ initiative. The information gathered could be then converted into graphs in maths and then shared with the other classes and subsequently on the Green School information board.
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Tutorial – Traffic Logger
Code Name – Transport Logger
I followed the transport logger tutorial but altered the column criteria to create a transport logger where vehicles, walker and cyclists/scooters are recorded.Project – https://makecode.microbit.org/_efcW5LhV26aV
I created this logger in order to integrate into lessons based on global warming and the effects of transport on global warming while also connecting it to our annual Green schools initiative. Each year we have our walk to school from the town park initiative. The logger could be used to record the mode of transport taken by pupils on a normal school day and on the day of the Green Schools’ initiative. The information gathered could be then converted into graphs in maths and then shared with the other classes along with project work based on the effect of transport on global warming in an effort to encourage pupils to walk/scoot/cycle to school. This information could then be subsequently displayed on the Green Schools information board.
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Hi Catriona,
Fantastic choice. You are the first person to take on the data logger tutorial, so well done for giving it a go. Adapting the columns to record vehicles, walking and scooting or cycling shows that you really understood what the code was doing and could make it your own.
What I love most is how real the context is. Linking the data logger to your Green Schools walk to school initiative gives the activity a genuine purpose. Recording how pupils travel on a normal day and then again on the initiative day sets up a clear before and after comparison. That is exactly the kind of investigation that makes data handling meaningful because the children are exploring a question that matters to them.
Turning the results into graphs in Maths and sharing them on the Green Schools board closes the loop beautifully too. The information does not just stay on the micro:bit. It is shared with the whole school and could even encourage more pupils to choose an active way of travelling.
One small thought to build on it. You could collect the data across a full week which would reduce the impact of an unusually wet morning and give the children a larger data set to explore for patterns.
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I explored the Tutorial Countdown on the Microsoft Microbit website. This micr :bit program demonstrates how a microcontroller can receive inputs and produce outputs through coding. Students can explore key programming concepts such as sequencing, loops, and conditional statements while controlling features like the LED display, sounds, or sensors. When the program starts, it uses a for loop to repeat three times (index 0 to 2). During each repetition, the micro:bit plays a short Middle C note, displays a countdown number (3, 2, then 1) by subtracting the loop variable (index) from 3, and then plays a Middle G note. After the countdown finishes, the program displays the message “GO”.
Here is a Makecode link to the Countdown I created : https://makecode.microbit.org/_Wa1Vkd9iwRy0
One way I could extend this activity into an integrated STEM lesson is by presenting students with a real world challenge: designing a digital starting system for a school sports day or another classroom event. Using the micro:bit, students would program a countdown timer that provides a fair and consistent start for participants.This activity also creates opportunities to integrate science by exploring human reaction times and how people respond to different types of stimuli. Students could investigate whether visual signals (the LED display) or audio signals (the buzzer/speaker) result in faster reactions. They could then collect and compare reaction time data from their classmates, discuss the importance of consistent timing in sporting events, and use their findings to evaluate and improve their countdown system.
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I completed the Flashing Heart tutorial on MakeCode for the micro:bit. It was a simple but enjoyable activity that introduced me to the basics of programming the micro:bit.
The code displays a heart icon on the micro:bit’s LED screen, pauses briefly, clears the screen and then repeats the sequence to create a flashing heart effect. I tested the program in the simulator and it worked exactly as expected. It was a good introduction to using loops, display commands and timing within MakeCode.
Linnk to my project: https://makecode.microbit.org/S70742-02761-12533-93683
I think this tutorial would work really well with my 6th class. Once the pupils have made the flashing heart, they could have a go at creating their own LED animations or symbols to represent different emotions or messages. This would be a nice way to link coding with Art, while also helping them develop their creativity, problem-solving and computational thinking skills. At the end, pupils could share their designs with the class and explain how they created them and why they chose their design.
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For this task, I chose the “Flashing Heart” tutorial on MakeCode for the BBC micro:bit.
In this tutorial, I programmed a micro:bit to display a flashing heart pattern on its LED grid. When the micro:bit powers on, it alternates continuously between a large heart and a small heart icon, creating a dynamic beating effect. The code utilizes basic loops, pause commands, and basic LED outputs, making it an ideal entry point to coding for senior primary classes.
My MakeCode project share link is: https://makecode.microbit.org/_41m3822vA69K
For integrated STEM learning, this project links brilliantly across subjects. In Science, pupils can explore the human circulatory system and heart rates. In Maths, they can measure beat intervals using timers or graph beat frequencies. In Literacy, students can draft step-by-step procedural texts for programming the pattern.
It is a fantastic, hands-on task for 6th class that combines basic coding with key STEM concepts.
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Hi Shona,
Please watch the video of the micro:bit website tour in the module or follow the steps below to share your micro:bit project link:
- Open your project in MakeCode.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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Link: https://makecode.microbit.org/_1bqYhXYVJH3a
Coin Flip Tutorial
I really enjoyed this tutorial. The event block I chose was “on shake” to represent the motion of tossing a coin. The micro:bit will then randomly select either true or false which is similar to heads or tails.
I can see how it could be used in Maths for data/probability. I could pose the question “is the micro:bit coin toss fair?” Children can then predict the results and carry out 20-30 tosses and record heads and tail in a tally chart. They could then compare the results with a real coin toss and discuss probability and chance.
It also links with Technology through coding.-
Hi Ciara,
Lovely choice and it is clear that you really thought about how you could use it with the children. The Coin Flip is a great fit for probability because the true or false output maps neatly onto heads or tails. Using the shake gesture to mimic tossing a coin is a lovely touch too.
Your fairness investigation is the standout for me. Asking whether the micro:bit coin toss is fair, getting pupils to make a prediction first, then carrying out 20 or 30 tosses and recording the results in a tally chart turns a simple piece of code into real data work. Making the prediction before testing is especially useful because it gives pupils something to compare their results with and opens up lovely discussion about why the results might not be an exact 50/50 split.
Comparing the micro:bit with a real coin adds another interesting layer. It gives pupils a chance to see that both can produce uneven results over a small number of tosses, even though each outcome has an equal chance.
One small idea to build on this would be to combine everyone’s results into one class total. With a much larger number of tosses, pupils could see whether the results begin to move closer to 50/50. That would be a lovely way to introduce the idea that larger samples can give us a clearer picture.
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I completed the ‘Flashing Heart’ tutorial on the MakeCode micro platform. I chose this tutorial after attempting the Rock, Paper, Scissors tutorial and finding it a little more challenging to get started with. The Flashing Heart tutorial was a more accessible introduction to the micro, but I could also see how the basic idea could be developed into a much more challenging STEM activity for older students.
The code displays a heart on the micro and uses a pause between two images to create the effect of a flashing or beating heart.
MakeCode link to my project:
https://makecode.microbit.org/S63822-40847-77286-79607For a senior class, I would use this tutorial as a starting point and challenge students to investigate how changing the timing of the pauses affects the perceived rate of the heartbeat. They could collect real-world data by measuring their pulse at rest and after exercise, and then program the micro to represent different heart rates. This would create meaningful links between science, mathematics and computing, as students would be collecting, comparing and representing data rather than simply observing an animation.
As an engineering challenge, students could redesign the program so that the display represents different stages, such as resting, exercising and recovering. They could test their designs against the data they collected and refine their programs to make the representation more accurate.
Although the Flashing Heart tutorial is very simple, I think it demonstrates how a straightforward introduction to coding can develop into a more integrated STEM learning experience through experimentation, data collection, problem-solving and programming.
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Hi Miriam,
Yes, I agree that the ‘flashing heart’ task is easier than ‘rock, paper, scissors’ but as they love rock paper scissors you chose a good intro to the basics. Nice to experience success with a task instead of being intimidated by something too challenging too early.
It’s why I love the tutorials. I always encourage pupils to try the tutorials first. Many are reluctant to do so as they are impatient to get coding but they are invaluable. The tutorials give them ownership of their learning. It’s great to have a worked example that they can access independently instead of having to constantly ask the teacher, who quite likely will be dealing with another pupil’s connectivity issue!
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I completed the **Dice tutorial using MakeCode for micro:bit**. I programmed the micro:bit to act like a standard six-sided die by displaying a randomly selected number from one to six whenever the device is shaken. The program can also be tested using the shake function on the online simulator.
I could use this project as an integrated STEM activity in the classroom:
Science: Pupils could investigate how movement activates the micro:bit’s accelerometer. They could experiment with different ways of moving the device and observe whether this affects the program.
Technology: Pupils could use MakeCode to examine, test and modify the original program. They could change the images, introduce additional instructions or adapt the range of numbers displayed.
Engineering: Working in groups, pupils could design and build a simple device for shaking or holding the micro:bit using recycled materials such as cardboard tubes, paper cups or plastic bottles. They could test their designs and make improvements.
Mathematics: Pupils could roll the digital die repeatedly and record their results in a tally chart. They could then present the data in a pictogram or bar chart, compare the frequency of each number and discuss probability and randomness.
My Link https://makecode.microbit.org/S00138-79374-51871-99684
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https://makecode.microbit.org/_9goiPi2bMHCh
This is the link to the micro:bit code I made having looked at the tutorial on MakeCode. I chose the Dice tutorial as I reckoned it would be quite a fun, simple place to start and also something practical that could be used for a Maths lesson then once created.
As I have very little experience with coding I was surprised how simple and easy it was. I think this could even be used in classes younger than 3rd class which was the recommendation. Children are becoming more and more computer literate, I think these processes will make sense to them. Having the online stimulator makes it more accessible for all and a real visual aid in the learning process. We are always telling children to check their work and the debug aspect of this programme creates a great habit and we know children learn by doing and from their own mistakes.
I love to use dice in maths lessons to help children practice their tables and by having this online aspect to lesson, it makes it more fun and accessible for children. You could extend lesson by adding higher numbers or lower numbers depending on child’s capabilities. Without children even noticing. I think this is an excellent tool, that equips children with new way of thinking and learning that is more relevant to the modern world they will grow up in.
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I like the idea of linking coding to visual arts by including things like animations. Using the moving dog animation is a great way of getting children interested and engaged in the process. Even if coding is not their thing. It encourages children to engage in computational thinking in order to create an outcome they would enjoy. They will engage in planning, building, testing, debugging and sharing projects in order to create something real and tangible on their online stimulator. Which again appeals the the visual learner.
Children may have to create their own pets, or imaginary ones. This could be linked to their literacy lessons then where they have to write a story about the character they created. They have to give the character a name and a personality and so their learning becomes real and purposeful.
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https://makecode.microbit.org/_iyEJp37qAWi6
My project is called ‘Heads or Tail’ – When you shake the microbit it will randomly select heads or tails and display a ‘H’ or a ‘T’. I would use this in a lesson on probability – evens. After programming their Microbit each pair could try 100 shakes and see how close their answer is to 50/50. They could create graphs in maths to show their results and write their results as a percentage. It would be an interesting challenge to see if they could later adapt their program so that the microbit records the number of heads and tails there have been and reports the results when you press one of the buttons. This would e a great test of their collaboration and problem solving.
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Hi Nicola,
Heads or Tails is a lovely choice and I really like the touch of adding the little animation before the result appears. Having the icons flash up first gives the coin toss a sense of movement and anticipation which makes the micro:bit feel much more interactive for the children.
Your probability plan is really strong too. Getting each pair to complete 100 shakes and see how close their results come to 50/50 is a great way to make probability concrete. Turning those results into graphs and percentages brings the Maths in really naturally. Using a larger number of trials also opens up lovely discussion about why the results tend to move closer to 50/50 as the number of tosses increases.
I especially like your extension idea of getting the micro:bit to record the heads and tails itself. This would actually take you into data logging, so it would be a whole new program and a lovely challenge.
There is a really useful micro:bit data logging activity here that you could use as a starting point:
https://microbit.org/projects/make-it-code-it/traffic-survey-data-logger/?editor=makecodeThe example records different types of traffic, but you could adapt the same idea so the two categories are heads and tails instead. That would allow the micro:bit to collect the results and give pupils a real data set to explore afterwards.
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I used the turorial called dice. It allows me to create a coded version of dice, that could be used for a number of games. If I shake the Micro:bit, I receive a variable between 1 and 6.
https://makecode.microbit.org/_a25Cru5ebUpY
input.onGesture(Gesture.Shake, function () {
basic.showNumber(randint(1, 6))
})Since this is a fairly short code, we could even highlight the differences between visual and written code.
As an short unplugged activity we could use different dice for short games. Not only six sided dice (D6) could be used, but other variants as well – 4 sided dice, 8, 12, 20, 30 or combining two dice to make a D100.
By using code for the dice, we can surpass the physical limits of those fixed numbers. It is very easy to adjust the printed numbers, whithout having the physical limitations. In my opionion this would be a great showcase for removing limitations through technology.
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Name of Tutorial: Countdown
My code counts down from 3 to 1 emitting a short beep with each number. Then, when 1 is reached, a higher and longer tone is emitted and the word GO! Is displayed on the screen
Link: https://makecode.microbit.org/S41427-20282-75923-37789
The pupils could be challenged to change the code around to create steps in the sounds, introduce new sounds, count up, count higher/lower – could they add flashing lights, a character?
Reflection afterwards: What use is this code? Have the pupils brainstorm different ideas and explore different ways that this would be useful – would anything need to be changed to make it more useful in everyday life – both in school and outside school? Could this code be part of a larger picture – what other codes might be needed to be added to make something different, or do they know of something where this type of code is integral to the design? ( Looking around us, seeing the smaller parts of the bigger picture.)
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Hi Rachel,
This is a lovely piece of coding.
I really like your reflection questions too especially getting children to think about where they have seen countdowns in everyday life and what other code might sit around one. That helps them connect this small piece of code to bigger programs they already know.
One thing worth thinking about for the classroom is the level of challenge. Because this version uses a loop, a variable and subtraction, it could be quite advanced for children who are only beginning to code. A nice way to scaffold it would be to build the countdown the long way first, showing 3, 2 and 1 separately with the sounds in between. Once pupils spot the repetition, you could introduce the loop as a tidier/more efficient way of achieving the same result. It gives them a really clear reason for using a loop.
I made the longer version here in case it is useful:
https://makecode.microbit.org/_Amfh4eUrDffxIt could be lovely to show pupils both versions side by side and ask what they notice about the amount of code needed in each.
Looking forward to hearing “Go!” 😊
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The countdown is such a useful and versatile microbit code. It could be used as a countdown to a challenge in pairs or small groups eg how many names can you think of starting with the letter or skip counting. The code could be lengthened to add a second countdown after go indicating the amount of time you have to name as many as you can. This would involve some computational thinking as they would have to break down the steps between the original Go countdown and the finish countdown. Recognition and repetition of pattern in creating code would also be explored. Each child could design their own countdown to go with their challenge incorporating real life problems and creating real life games.
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Hi Rachel, I really like the simplicity of this countdown activity and the clear connection between coding and real-world applications. The opportunities for the children to modify sounds, visuals, and counting patterns promotes creativity and problem-solving. Your reflection questions are excellent for encouraging computational thinking and helping the children to see how small pieces of code contribute to larger systems.
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I completed the Morse Chat tutorial. It sends dots and dashes both as LED visuals and sounds to a second microbit to communicate in Morse Code. When I had completed the tutorial, I had another go independently and made some changes. I changed the input from a long and short press which I found finicky on the simulator to press button A and press button B. I also changed the tone of the dot and the dash just to see, but it could be used as an accessibility feature as the different tones are another factor to help differentiate between dots and dashes. Here is the link to my project: https://makecode.microbit.org/_2ut2dq8DscYb
This project could easily be adapted to an integrated stem learning experience touching on History and English. The children would study the use of Morse Code and other codes in history. They would then complete the tutorial and plan to create their own code machine be it Morse or another code. In groups they could then complete and test their projects.-
Hi Sinead,
I really like this and you are the first person to take on Morse Chat, so well done for giving one of the trickier tutorials a go. Using the radio to send messages between two micro:bits is a real step up because the children can actually see two devices communicating with each other. That gives them a lovely concrete way into thinking about how information can be sent from one device to another.
What impresses me most is that you did not just complete the tutorial, you went back and adapted it. Using button A for the dot and button B for the dash is a great practical change and I love that you spotted how the different tones could support accessibility too. Having both a visual pattern and a sound gives children more than one way to recognise the message which is really thoughtful design.
Your History and English links are fantastic too. Looking at real codes from history, then having the children design and test their own coded messages gives the activity a genuine purpose. The group testing is where the problem-solving really comes in because their system only works if another pair can understand and decode what they have sent.
This would be a lovely one to try with the physical micro:bits, as the radio communication really comes to life once pupils are sending messages to each other.
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The tutorial I opted for was the ‘Clap lights’ tutorial for V2 microbit.
The tutorial showed me how to make the microbit respond like a sound sensor that would turn on all the LED lights.
It would make a great integrated STEM lesson as we could conjure an imaginary narrative about Granny living alone and needing extra security for peace of mind. Brainstorming ideas on how best to help Granny. Floodlights that would act when sound is detected would work both inside her home and in her garden etc etc.
https://makecode.microbit.org/_a4UFir6VtDKR
This has the potential for extension to include flashing lights, voice announcement that ‘The Gardaí are on their way’a siren using ‘nee naw’ style notes. etc
Great for both stage 3 and 4 classes.
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Hi Marie,
I love this and the Granny narrative is what really makes it. Giving the activity a real-life purpose, using floodlights to help Granny feel safer living alone, gives the children a genuine real problem to solve. It turns the tutorial into a lovely integrated STEM activity. I also really like the brainstorming beforehand as it gets the children thinking about possible solutions before they start coding.
Your extension ideas are gorgeous too, especially adding a siren using “nee naw” style notes and a voice announcement. They give more confident coders a meaningful next step once they have the basic version working. 😊
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I completed the Dice tutorial on MakeCode micro:bit.
How it works: The code uses the micro:bit’s built-in “shake” ability. When shaken, the micro:bit selects a random number between 1 and 6 and displays it on the LED grid, effectively simulating a physical dice.
MakeCode Project Link: https://makecode.microbit.org/_Hrt7Y0U8ocy8
Turning This Into a STEM Lesson:
This simple project can easily be expanded into a rich, cross-curricular STEM lesson for the classroom:Science: Students can explore how sensors work by investigating the micro:bit’s accelerometer and discussing how motion detection is used in real-world technology (like smartphones or smart watches). As an engineering design challenge, pupils could construct a protective casing for their micro:bit “dice” using recycled materials.
Maths: Rather than just rolling for fun, students can use their digital dice to conduct probability experiments. In pairs, they can record 50 to 100 rolls, track the frequencies on a tally chart, and convert the data into bar graphs or spreadsheet charts to analyze whether the micro:bit’s random number generator produces an even probability distribution.
Technology & Coding: To further enhance the lesson, students could add code to adapt to games played during wet breaks or golden time, for example snakes and ladders.
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Hi Eoghan,
I really like your dice project because it’s a fun way to develop coding and computational thinking. Pupils are using events, random numbers and the micro: bit’s accelerometer, while also testing and changing their code to see what happens.
To make the STEM link stronger, pupils could investigate how changing the code affects the dice, for example, creating a two-dice version and exploring how the results compare with a physical dice.
As an extension, pupils could design their own simple dice game and change the code to make the micro:bit work for their game. They could then explain the changes they made to a partner, which would be a simple way to assess their coding understanding.
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I really like your choice of the Dice tutorial. I think it would be a great way to develop coding and computational thinking because the children can clearly see the connection between an input (shaking the micro) and an output (a random number appearing). It also gives them an opportunity to experiment with changing the code and predicting what will happen.
To strengthen the STEM link, I think you could develop the dice into a simple maths game. For example, pupils could use two micro as dice and add the two numbers together. They could then change the code so that different totals produce different images or messages on the LED display. This would link coding with number, problem-solving and logical thinking in a meaningful way.
As an extension, pupils could be challenged to modify the existing code themselves and explain what they changed. You could assess this by asking them to predict the outcome before running their code and then explain whether their prediction was correct.
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Coin Flipper MakeCode Tutorial
I completed the Coin Flipper tutorial on Microsoft MakeCode for micro:bit. The program simulates the tossing of a coin. When Button A is pressed, the code randomly chooses either true or false and displays a different icon for each outcome, representing heads or tails. I also tested the program using the MakeCode simulator and found that each press of Button A produced a random result. The tutorial also allows an animation to be added to make the coin appear to flip before showing the result.
MakeCode share link:
https://makecode.microbit.org/_PDwFHM38rYfpI think this tutorial could make a great integrated STEM learning experience when teaching the topic of chance in Maths. For example, I could have pupils predict how many heads and tails they expect from 50 or 100 virtual coin flips. They could use the micro: bit to carry out the experiment, record the results in a table, create a graph and calculate the experimental probability. They could then compare their results with the theoretical probability of ½ for heads and ½ for tails. This would also provide opportunities for pupils to discuss fairness, randomness and why results may not be exactly 50/50 in a small number of trials. The activity connects Maths with Technology and Engineering, as pupils are not only investigating probability but also understanding and modifying a computer program. Overall, I think the Coin Flipper would be a fun, practical way of turning an abstract idea such as probability into something pupils can experiment with, measure and discuss.
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Coin Flipper MakeCode Tutorial
I completed the Coin Flipper tutorial on Microsoft MakeCode for micro: bit. The program simulates the tossing of a coin. When Button A is pressed, the code randomly chooses either true or false and displays a different icon for each outcome, representing heads or tails. I also tested the program using the MakeCode simulator and found that each press of Button A produced a random result. The tutorial also allows an animation to be added, making the coin appear to flip before displaying the result.
MakeCode share link:
https://makecode.microbit.org/_PDwFHM38rYfp
I think this tutorial could make a great integrated STEM learning experience when teaching the topic of chance in Maths. For example, I could have pupils predict how many heads and tails they expect from 50 or 100 virtual coin flips. They could use the micro: bit to carry out the experiment, record the results in a table, create a graph and calculate the experimental probability. They could then compare their results with the theoretical probability of ½ for heads and ½ for tails. This would also provide opportunities for pupils to discuss fairness, randomness and why results may not be exactly 50/50 in a small number of trials. The activity connects Maths with Technology and Engineering, as pupils are not only investigating probability but also understanding and modifying a computer program. Overall, I think the Coin Flipper would be a fun, practical way of turning an abstract idea such as probability into something pupils can experiment with, measure and discuss.
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https://makecode.microbit.org/S12371-16941-32436-78191
I had great fun with the Makecode website as it was my first experience of coding.
I made the Love Meter but renamed it Make the Number.
This code produces a random number maker from 0 -100, but this can be varied depending on what you need it for.
I would like to use this in Maths, each child could code the number generator and then use their own ideas to select what the random number means.
In my case I would use it as part of the Morning Meeting where children could come up with 5 different ways to make the random number generated.
The children will love using the Makecode website as their tutorials are very clear and easy to follow and it will really develop their computational thinking.
I think it will be a great asset for me to use with the students in my class this year.
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After completing the tutorials I chose to try the smile tutorial. The link is https://makecode.microbit.org/_bJe8F45vy2aD
I chose a small heart, surprise face, big heart, happy face on a loop with the string cheer up! at the end. I tried putting music with it. The music played with the blocks but not with the simulator so there is something I need to debug.I would use this as an exploration of feelings with the children. They could choose an icon and match a simple tune to go with it eg ducks make me happy and a happy tune. I have a younger class level so I think this would appeal to them.
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Hey Niamh,
I really like this idea, especially for a younger class. Connecting the different icons and sounds to feelings gives the coding a really clear purpose, and I could see children having great fun choosing what makes them happy and then deciding how they want to represent that through an image and a tune.
You have also spotted a lovely debugging opportunity in your own project. The issue with the music is that the music block is not connected to the rest of the code. In MakeCode, the blocks should snap together almost like jigsaw pieces. When the music block is connected properly, it should retain its colour. If it appears yellow and greyed out, that means MakeCode does not know when it should run because it is not connected to an event or another part of the program.
That actually gives you a great example to use with the children too, because they can see that debugging is simply noticing something is not working as expected, finding the reason and making a change.
Really lovely idea, and I think the feelings connection would work brilliantly with younger pupils.
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Hey Niamh,
I really like this idea, especially for a younger class. Connecting the different icons and sounds to feelings gives the coding a really clear purpose, and I could see children having great fun choosing what makes them happy and then deciding how they want to represent that through an image and a tune.
You have also spotted a lovely debugging opportunity in your own project. The issue with the music is that the music block is not connected to the rest of the code. In MakeCode, the blocks should snap together almost like jigsaw pieces. When the music block is connected properly, it should retain its colour. If it appears yellow and greyed out, that means MakeCode does not know when it should run because it is not connected to an event or another part of the program.
That actually gives you a great example to use with the children too, because they can see that debugging is simply noticing something is not working as expected, finding the reason and making a change.
Really lovely idea, and I think the feelings connection would work brilliantly with younger pupils.
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I completed the Countdown tutorial. I found it a fun and straightforward way to introduce pupils to coding and sequencing.
The code creates a countdown on the micro display. When the program starts, the numbers count down 3-2-1 and then GO! This tutorial helped me understand how simple blocks of code can be combined to create a working program and how the simulator can be used to test and make changes to the code.
The link to my code is https://makecode.microbit.org/_dvyUsM4U03vw
I think this could be turned into an integrated STEM learning experience for 1st Class by connecting the countdown to a practical classroom activity. For example, pupils could design a countdown for a simple science experiment, such as counting down before observing what happens when two materials are mixed or before timing how long an object takes to move. In Maths, we could explore counting backwards and sequencing numbers. In English, pupils could discuss and write instructions for the activity.
The children could also work in pairs to predict what the micro will do, test the code, and then make changes to the countdown. This would develop problem-solving, logical thinking, collaboration and early coding skills while linking digital learning with Maths and Science.
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Hey Danielle,
This is a lovely example of taking a very simple MakeCode tutorial and turning it into something much richer for 1st Class. I really like the way you have connected the countdown on the micro:bit to practical classroom activities rather than treating the coding as a standalone task.
The Science example works particularly well. Having pupils predict what the micro:bit will do, test it and then make changes gives them a very natural introduction to sequencing, testing and debugging. Pairing that with counting backwards in Maths and giving instructions in English also makes the learning feel nicely connected.
I also really like your idea of pupils working in pairs. For younger children, talking through what they think will happen before running the code could make their thinking much more visible and give you great opportunities to listen for their understanding.
A really strong, realistic way to introduce coding with a younger class.
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https://makecode.microbit.org/#editor
This is the link to my project.
I used the Name Tag Simulator.I chose this because it would be a suitable introductory coding lesson for the start of the school year and one that the children would find accessible and fun.
To use this you must
1. Open Microsoft MakeCode for micro:bit and click New Project.
2. Go to the Basic menu in the toolbox.
3.Drag the show string Hello block to your own name.
4.The virtual microbit on the screen automatically scrolls your name.
5. I also chose to use the show LED blocks. This was fun and the kids would definitely enjoy this.
As an integrated STEM lesson the children could act as wearable tech engineers
They could also track how fast a human eye tracks scrolling text an what happens if the text scrolls too quickly.
I would also use it in Math for teaching co-ordinates especially the LED option.
I would follow all this with refection in pairs/small groups or whole class feedback.-
Hey Noreen,
This is a lovely choice for an introductory activity. The Name Tag project is simple enough to build confidence early on, but you have already identified some really nice ways to extend it through wearable technology, Maths and discussion afterwards.
One quick note on the link you shared. It looks like this may be the URL from the editor itself rather than the share link for your project. To share a MakeCode project, use the Share icon in the top-right corner of the editor and follow the steps I outlined in the tutorial of this module. You can also use this page for guidance: https://makecode.microbit.org/share
I really like the idea of using the LED grid for coordinates too. That could be a very natural way to connect the coding activity back into Maths.
A great, accessible starting point for pupils.
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I chose the flashing hearts tutorial.
It allows you to create a flashing led picture on a grid.
This could be linked with mosaic art, or multiplication grids, and then transferred to digital tasks then.My project is available here: https://makecode.microbit.org/_cAWLfpHfihHc
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I completed the Makecode Microbit tutorial, “Dice”. The program is designed to display numbers 1-6. A number is randomly generated and a melody plays on a loop when the “shake” button is pressed.
This is the linkhttps://makecode.microbit.org/_Ei6Uzr2sA699
I think this tutorial would be an excellent coding challenge for students in my SET groups as it supports Stage 3 and Stage 4 of Technology Learning where students can use the microbit to create something purposeful and make the device respond to a challenge that is meaningful to them.( climb the tower!)
The students could create a tower 1m high using tinfoil & tape. Students would have to measure the height of the tower.(plan)
Then the students could create their own character using clothes pegs and art materials. (Do)
The next task would be to create the dice using the microbit so that they can play the game. (Do)
The students would roll the dice & climb the tower, the first to the top wins!
An alternative method would be to start from the top of the tower (100cm) and count backwards to the bottom using the dice.
Another extra challenge would be to use two die and add the total for each turn. ( review)I plan to do this activity with a SET group in September. The students would be embracing integrated STEM learning as the lesson(s) connects their learning across Science, Technology, Engineering and Maths where they can apply their learning to an imagined context( designing & making a tower 1m tall)
More importantly they would be using the following skills while working on the task.
– designing , building & testing
– measuring, comparing and recording
– using technology to create a response
-debugging, improving and explaining their solutions or improvements/enhancements -
I completed the Microbit tutorial, “Dice”. The program is designed to display numbers 1-6. A number is randomly generated and a melody plays on a loop when the “shake” button is pressed.
This is the linkhttps://makecode.microbit.org/_Ei6Uzr2sA699
I think this tutorial would be an excellent coding challenge for students in my SET groups as it supports Stage 3 and Stage 4 of Technology Learning where students can use the microbit to create something purposeful and make the device respond to a challenge that is meaningful to them.( climb the tower!)
The students could create a tower 1m high using tinfoil & tape. Students would have to measure the height of the tower.(plan)
Then the students could create their own character using clothes pegs and art materials. (Do)
The next task would be to create the dice using the microbit so that they can play the game. (Do)
The students would roll the dice & climb the tower, the first to the top wins!
An alternative method would be to start from the top of the tower (100cm) and count backwards to the bottom using the dice.
Another extra challenge would be to use two die and add the total for each turn. ( review)I plan to do this activity with a SET group in September. The students would be embracing integrated STEM learning as the lesson(s) connects their learning across Science, Technology, Engineering and Maths where they can apply their learning to an imagined context( designing & making a tower 1m tall)
More importantly they would be using the following skills while working on the task.
– designing , building & testing
– measuring, comparing and recording
– using technology to create a response
-debugging, improving and explaining their solutions or improvements/enhancements-
Hey Michelle,
This is a fantastic way to take the Dice tutorial and turn it into a much bigger learning experience. I really like that the micro:bit has a clear purpose within the challenge rather than being used in isolation.
The tower idea brings in so much naturally, particularly measuring, designing, building, testing and improving. I also love the extensions of counting backwards from 100cm and using two dice, as they give you easy ways to adjust the level of challenge for different pupils.
It is great to see you already planning to use this with your SET group in September too. One small addition could be to explore the strength or stability of different materials, which would make the Science connection even more explicit and use the shake function of the micro:bit to assist with them!
A really creative and practical integrated STEM activity.
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For this activity, I completed the “Name Tag” tutorial on MakeCode for micro:bit. I found it to be an excellent introduction to block-based coding and the use of loops and display commands.
The code I created displays “Sarah Here Saying Hello” on the micro:bit’s LED display. Using the simulator, I was able to test the program and see how the text scrolled across the screen. The tutorial demonstrated how simple code blocks can be combined to create an engaging and interactive output. It also helped reinforce concepts such as sequencing and repetition, which are important foundations for computational thinking.
https://makecode.microbit.org/S76544-44105-78673-34734
To turn this into a STEM activity for 3rd class, I would ask children to create a scrolling name tag that includes their name and one interesting fact about themselves. They could test their code, make changes to the message speed, and share their finished designs with the class. This would help develop coding, problem-solving, creativity, and communication skills in a fun and age-appropriate way.
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Hey Sarah,
This is a lovely way to build on the Name Tag tutorial. Adding an interesting fact gives the coding a clear purpose and makes it much more personal for the children.
I really like that you would have pupils test the code and share their finished work. A great, accessible activity for 3rd Class and a really nice introduction to coding with the micro:bit.
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I used the animate animal programme as my class have lots of different pets and I think this would spark interest in my class. I chose Animating a moving dog on Micro bitThe code displays a pixel of a dog and allow the participant to use the different cycles provided pauses, led, loops, music and different movements which the participant can choose. I found this tricky but could see how the children in my class would love this. As you can see from my poor attempt, I was only able to get the dog to move his head and wag his tail.
Project – https://makecode.microbit.org/_ad42yVEciX1a
This project can be integrated into STEM learning by combining coding with creative design and science. Pupils could research different animal movements and design corresponding animation frame images. This is hands on activity and encourages children to problem solve, be creative and understand how technology can work in the real world.
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I really like this idea! I think the tutorial is a great way to introduce coding because pupils have to think through each step of the animation and work out what needs to happen to make it move. It also gives them a chance to fix any mistakes as they go, which is a really important part of computational thinking.
One way you could build on the STEM aspect would be to get pupils to look at how different animals move before creating their own animation. That would make a nice link with Science as well as coding.
As an extension, you could ask pupils to create a different animal and then explain their code to a partner or the class. It would be a simple way to check their understanding while also letting them share ideas with each other. -
I really like your choice of the moving dog animation, as pets would provide an engaging and familiar starting point for pupils. This tutorial could develop coding and computational-thinking skills by helping pupils explore sequencing, loops, pauses and LED patterns. They would also need to test and debug their code to make the dog’s movements appear correctly.
To strengthen the integrated STEM connection, pupils could first investigate how dogs and other animals move. They could then create a sequence of animation frames that represents one movement accurately, combining Science observation with Technology and coding.
A useful support would be to give pupils a simple storyboard on which they could draw each animation frame before coding. As an extension, more confident pupils could add sound or use a button or shake input to trigger a different movement. Learning could be assessed by asking pupils to explain one coding choice and describe how they corrected or improved their animation.
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