Creating a digital start line and finish line with micro:bits (Years 7-8)
The following activity suggests one-way Digital Technologies could be integrated into a unit where vehicles are being designed and produced. Coding examples are provided in three ways: pseudocode, visual programming and general-purpose programming (Python/micro-python).
Additional details
| Year band(s) | 7-8 |
|---|---|
| Content type | Lesson ideas |
| Format | Document |
| Core and overarching concepts | Implementation (programming) |
| Technologies & Programming Languages | Electronic programming boards |
| Keywords | Algorithms, general-purpose programming language, pseudocode, visual programming, DTIF, DTiF, dtif, ACARA |
| Organisation | Australian Government Department of Education |
| Copyright | Australian Government Department of Education, CC BY 4.0 |
Related resources
-
A matter of style
In this lesson sequence, students using the Zen Garden website reflect on criteria for effective design.
-
Google CS First: Storytelling
CS First: Storytelling guides students to use block-based coding in Scratch projects through a series of themed activities.
-
Scope and sequence overview
This resource provides a possible set of sequenced topics that could be used in teaching the Australian Curriculum Digital Technologies curriculum to address the content descriptions of the curriculum.
-
F-2: Digital systems: Hardware and software
At the F-2 level, students develop understandings of digital systems (hardware and software) when they use some key functions to undertake authentic curriculum tasks.
-
F-2: Digital systems: Changes in Technology
Changes to technology over time has affected many aspects of life.