INTRODUCTION TO COMPUTER SCIENCE

Assessment guide
makecode.microbit.org
CONTENTS
Overview................................................................................................................................................................................................................................ 3
Unit 1: Making with micro:bit........................................................................................................................................................................................ 4
Lesson A: The micro:bit is for making.................................................................................................................................................................... 4
Lesson B: Introduction to MakeCode..................................................................................................................................................................... 6
Lesson C: Micro:pet project....................................................................................................................................................................................... 8
Unit 2: Algorithms.............................................................................................................................................................................................................. 0
Lesson A: How computers function........................................................................................................................................................................ 0
Lesson B: Code with event handlers....................................................................................................................................................................... 2
Lesson C: Fidget cube.................................................................................................................................................................................................. 5
Unit 3: Variables.................................................................................................................................................................................................................. 7
Lesson A: Variables in daily life................................................................................................................................................................................. 7
Lesson B: Make a game scorekeeper..................................................................................................................................................................... 9
Lesson C: Everything counts.................................................................................................................................................................................... 13
Unit 4: Conditionals......................................................................................................................................................................................................... 15
Lesson A: Conditionals in daily life....................................................................................................................................................................... 15
Lesson B: Rock, paper, scissors............................................................................................................................................................................... 17
Lesson C: Code a board game................................................................................................................................................................................ 19
Unit 5: Iteration................................................................................................................................................................................................................. 21
Lesson A: Understanding iteration........................................................................................................................................................................ 21
Lesson B: Coding with loops................................................................................................................................................................................... 23
Lesson C: Get loopy!................................................................................................................................................................................................... 25
Unit 6: Mini-project......................................................................................................................................................................................................... 27
Lesson A: Looking back so far................................................................................................................................................................................ 27
Lesson B: Coding and making a mini-project................................................................................................................................................... 29
Lesson C: Mini-project showcase.......................................................................................................................................................................... 32
Unit 7: Coordinates......................................................................................................................................................................................................... 34
Lesson A: Understanding coordinates................................................................................................................................................................. 34
Lesson B: Coding animations and patterns....................................................................................................................................................... 36
Lesson C: Screensaver or game project.............................................................................................................................................................. 38
Unit 8: Booleans............................................................................................................................................................................................................... 40
Lesson A: Understanding Booleans...................................................................................................................................................................... 40
Lesson B: Code a double coin flipper.................................................................................................................................................................. 42
Lesson C: Project Boolean........................................................................................................................................................................................ 44
Unit 9: Bits, bytes, and binary...................................................................................................................................................................................... 46
Lesson A: Understanding bits, bytes, and binary............................................................................................................................................. 46
Lesson B: Code a binary transmogrifier.............................................................................................................................................................. 49
Lesson C: Make a binary cash register................................................................................................................................................................. 51
Unit 10: Radio communications................................................................................................................................................................................. 53
Lesson A: Understanding radio communications............................................................................................................................................ 53
Lesson B: Explore the radio toolbox..................................................................................................................................................................... 55
 Lesson C: Make a micro:bit radio.......................................................................................................................................................................... 57
Unit 11: Arrays................................................................................................................................................................................................................... 59
Lesson A: Understanding arrays............................................................................................................................................................................ 59
Lesson B: Code with arrays...................................................................................................................................................................................... 61
Lesson C: Make a micro:bit musical instrument............................................................................................................................................... 63
Unit 12: independent final project............................................................................................................................................................................. 65
Lesson A: Looking back............................................................................................................................................................................................. 65
Lesson B: Coding and making a final project.................................................................................................................................................... 67
Lesson C: Final project showcase.......................................................................................................................................................................... 70

OVERVIEW
This document includes all assessment answer keys and printer-friendly versions of any assessments to be distributed to
students. These assessments are provided with the curriculum for your convenience. Feel free to use those that are most
helpful to you, or to tweak them for your class. The following types of assessments are included in this course:

“Do now” – Prompts to write on the board for students to think about as they arrive and get settled before class starts.
They are intendent to reinforce concepts, encourage students to link prior knowledge to the day’s concepts, and/or
preview the day’s lesson.

Knowledge check questions – Discussion questions to quickly assess students’ learning after relevant activities during the
lesson. They are also included in slides in each unit PowerPoint presentation.

Exit ticket – Printable half-sheets for students to complete before they leave class (their “ticket” to exit the room).
Students’ responses to the exit ticket questions help you assess if they have grasped the day’s lesson, which will help you
plan for the next one. Printer-friendly versions are included in this guide.

Quiz – A low-stakes formative assessment tool for each unit. Quizzes have an average of five to ten questions and are
intended to take about 10 minutes. The results will help you establish whether students are prepared to take on the unit’s
independent coding project. Printer-friendly versions are included in this guide.

Independent project scoring rubric – An assessment tool to help you objectively evaluate the independent coding
projects and reflection diary entries students complete at the end of each unit. Printer-friendly versions are included in this
guide. Grading criteria are also included in the student workbook to set expectations.
UNIT 1: MAKING WITH MICRO:BIT
Lesson A: The micro:bit is for making
“Do now”
Format: Written on the board at the start of the lesson.
If you could design and create a perfect pet, what would it be?
Answer: Responses will vary

Knowledge check questions and answer key

Format: Q&A discussions during the lesson.

Questions (slide 5) Answers

What is design thinking? A framework for identifying problems, designing

solutions, testing and refining.

What’s the first step in coding by design? Understanding a need or purpose.

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. A computer program is: f. A and C only.

a. Created to solve a problem or serve a
purpose.
b. An TV program about computer science.
c. A set of instructions that tells a computer
what to do.
d. All of the above.
e. A and B only.
f. A and C only.

1. Why is it important to ask why during the design Responses will vary, e.g., to find out your partners likes
process? and dislikes, so you understand what the need is, so
you create real things for real people, to build code
that serves a purpose or fills a need.
Introduction to Computer Science 1: Making with micro:bit, Lesson A: Exit ticket
Name: Date:

1. A computer program is:

g. Created to solve a problem or serve a purpose.
h. An TV program about computer science.
i. A set of instructions that tells a computer what to do.
j. All of the above.
k. A and B only.
l. A and C only.

2. Why is it important to ask why during the design process?

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Introduction to Computer Science 1: Making with micro:bit, Lesson A: Exit ticket

Name: Date:

1. A computer program is:

m. Created to solve a problem or serve a purpose.
n. An TV program about computer science.
o. A set of instructions that tells a computer what to do.
p. All of the above.
q. A and B only.
r. A and C only.

3. Why is it important to ask why during the design process?

Lesson B: Introduction to MakeCode
“Do now”
Format: Written on the board at the start of the lesson.

What is a computer program?

Answer: It tells a program WHEN to perform a certain task (an alternative correct answer could be: It tests to see if a
certain condition, criteria or rule is met before performing a task)

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. True or false: Code, or a program, gives instructions to a True

computer to tell it what to do.
2. From the MakeCode home page, how do you get to the d. All of the above
programming workspace?
a. Start a new project
b. Open an existing project
c. Import a program
d. All of the above
e. None of the above
3. What are two ways to power the micro:bit? Connecting it to a computer with the micro-USB
cable or to the battery pack
4. How do you get a program on the micro:bit? a. Connecting the micro:bit to a computer with
a. Connecting the micro:bit to a computer with the the micro-USB cable and selecting the Download
micro-USB cable and selecting the Download button in a MakeCode project
button in a MakeCode project
b. Connecting the micro:bit to the battery pack and
selecting the Download button in a MakeCode
project
c. Wirelessly using Bluetooth
d. None of the above
5. What is the simulator? c. The area of a MakeCode project that shows
a. The area of a MakeCode project where you build a how a program looks when run on the micro:bit
program
b. The face of the micro:bit
c. The area of a MakeCode project that shows how a
program looks when run on the micro:bit
d. The buttons that allow you to switch between
Blocks and JavaScript in a MakeCode project
6. How many programs will a micro:bit hold at one time? One program
Introduction to Computer Science 1: Making with micro:bit, Lesson B: Quiz
Name: Date:

1. True or false: Code, or a program, gives instructions to a computer to tell it what to do.

4. From the MakeCode home page, how do you get to the programming workspace?
a. Start a new project
b. Open an existing project
c. Import a program
d. All of the above
e. None of the above

3. What are two ways to power the micro:bit?

4. How do you get a program on the micro:bit?

a. Connecting the micro:bit to a computer with the micro-USB cable and selecting the Download button in a
MakeCode project
b. Connecting the micro:bit to the battery pack and selecting the Download button in a MakeCode project
c. Wirelessly using Bluetooth
d. None of the above

5. What is the simulator?

a. The area of a MakeCode project where you build a program
b. The face of the micro:bit
c. The area of a MakeCode project that shows how a program looks when run on the micro:bit
d. The buttons that allow you to switch between Blocks and JavaScript in a MakeCode project

6. How many programs will a micro:bit hold at one time?

Lesson C: Micro:pet project
“Do now”
Format: Written on the board at the start of the lesson:

What is the purpose of prototyping?

Answer: To gather more feedback from your partner so your design meets their need.

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.

Unit 1 Making with micro:bit: Reflection Diary

Write a diary entry of about 150–300 words addressing the following points:

 Summarize the feedback you got from your partner on your idea. How would you revise your design, if you
were to go back and create another version?
 What was it like to have someone designing a pet for you? Was it a pet you would have enjoyed? Why or why
not? What advice did you give them that might help them redesign?
 What was it like to interview your partner? What was it like to be listened to?
 What was something that was surprising to you about the process of designing the micro:pet?
 Describe a difficult point in the process of designing the micro:pet, and explain how you resolved it.
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (Please
see the next page for a printer-friendly version.)
Introduction to Computer Science 1: Making with micro:bit

Independent project scoring rubric

Assessment elements 1 2 3 4

Project Project is missing four or Project is missing two or three Project is missing one of the Project addresses all required
more of the required of the required elements. required elements. elements.
elements.

Diary entry rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all
more of the required the required elements. the required elements. elements.
elements.
UNIT 2: ALGORITHMS
Lesson A: How computers function
“Do now”
Format: Written on the board at the start of the lesson.
What is a computer?
Answer: Responses will vary

Knowledge check questions and answers

Format: Q&A discussions during the lesson.

Questions (slide 8) Answers

What are the four main components that make up any The processor, the memory, the inputs and the
computer? outputs

How many programable buttons are on the micro:bit? Two

Exit ticket
Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Question Answer

Name a real-life event from today’s class that caused an Responses will vary
action.
Introduction to Computer Science 2: Algorithms, Lesson A: Exit ticket
Name: Date:

1. Name a real-life event that happened in class that caused an action?

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Introduction to Computer Science 2: Algorithms, Lesson A: Exit ticket

Name: Date:

1. Name a real-life event that happened in class that caused an action?

Lesson B: Code with event handlers
“Do now”
Format: Written on the board at the start of the lesson.
Write down two examples of computer input and two examples of computer output.
Answer: Responses will vary

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. What is a computer processor?  d. A small chip inside the computer that

a. Where the computer stores its memory the computer uses to process and transform
b. The face of the micro:bit information
c. The area of a MakeCode project that shows how a
program looks when run on the micro:bit
d. A small chip inside the computer that the computer
uses to process and transform information

5. What is the difference between RAM and hard drive a. RAM is the computer’s short-term memory and
memory? the hard drive is where the computer stores its
a. RAM is the computer’s short-term memory and the long-term memory
hard drive is where the computer stores its long-term
memory 
b. The hard drive is where the computer stores its short-
term memory and RAM is the computer long-term
memory
c. RAM is used for programming and the hard drive
memory is for storage
d. Hard drive memory is for storing files and RAM is used
for processing inputs

6. The term input describes: c. How a computer takes in information from the
a. A type of RAM memory world
b. A computer speaker
c. How a computer takes in information from the world 
d. How a computer processes information

7. The term output describes: a. How a computer displays or communicates

a. How a computer displays or communicates information
information
b. The way a computer stores memory 
c. Where cords, like a USB cable, connect to a computer
d. A type of RAM memory

8. What’s an algorithm? b. Sets of instructions to a computer

a. The word used to describe all computer codes

b. Sets of instructions to a computer
c. A type of hardware used with micro:bit
 d. The area of a MakeCode project that shows how a
program looks when run on the micro:bit

9. What’s a function machine? a. One that takes an input, processes the input,
a. One that takes an input, processes the input, and then and then delivers an output
delivers an output
b. One that can understand many different coding 
languages
c. A computer designed for a single task
d. A peripheral machine that connects to a computer

7. Is a micro:bit an example of hardware or software?  Hardware

8. What is pseudocode?  b. A detailed step-by-step plan for your

a. The coding blocks in MakeCode program
b. A detailed step-by-step plan for your program
c. A coding language
d. A computer program

9. What is an event in programming?  An action done by the user, such as

pressing a key or clicking a mouse button

10. What is an event handler?  A routine that responds to an event

Introduction to Computer Science 2: Algorithms, Lesson B: Quiz
Name: Date:

1. What is a computer processor? 13. What’s an algorithm?

a. Where the computer stores its memory
a. The word used to describe all computer codes
b. The face of the micro:bit
b. Sets of instructions to a computer
c. The area of a MakeCode project that shows how
c. A type of hardware used with micro:bit
a program looks when run on the micro:bit
d. The area of a MakeCode project that shows how
d. A small chip inside the computer that the
a program looks when run on the micro:bit
computer uses to process and transform
information
14. What’s a function machine?
a. One that takes an input, processes the input, and
10. What is the difference between RAM and hard then delivers an output
drive memory? b. One that can understand many different coding
languages
a. RAM is the computer’s short-term memory and c. A computer designed for a single task
the hard drive is where the computer stores its d. A peripheral machine that connects to a
long-term memory computer
b. The hard drive is where the computer stores its
short-term memory and RAM is the computer 7. Is a micro:bit an example of hardware or software?
long-term memory
c. RAM is used for programming and the hard
drive memory is for storage 8. What is pseudocode?
d. Hard drive memory is for storing files and RAM a. The coding blocks in MakeCode
is used for processing inputs b. A detailed step-by-step plan for your program
c. A coding language
d. A computer program
11. The term input describes:

a. A type of RAM memory

b. A computer speaker 9. What is an event in programming?
c. How a computer takes in information from the
world
d. How a computer processes information

12. The term output describes:

a. How a computer displays or communicates 10. What is an event handler?

information
b. The way a computer stores memory
c. Where cords, like a USB cable, connect to a
computer
d. A type of RAM memory
Lesson C: Fidget cube
“Do now”
Format: Written on the board at the start of the lesson:
Do you ever fidget? If so, what kinds of things do you fidget with regularly?
Answer: Responses will vary

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.
Unit 2 Algorithms: Reflection Diary
 Compose a diary entry addressing the following:
 What problem did you solve, or why did you decide to create this project?
 What kind of input and output did you decide to use?
 What does your program do? Describe how your program works (what the cause and effect are).
 Include at least one screenshot of your program working.
 Publish your MakeCode program and include the URL.

Reflection diary and Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (Please
see the next page for a printer-friendly version.)
Introduction to Computer Science 2: Algorithms
Independent project rubric

Assessment elements 1 2 3 4

Inputs Fewer than two different At least two different inputs At least three different At least four different inputs are
inputs are successfully are successfully inputs are successfully successfully implemented.
implemented. implemented. implemented.

Outputs Fewer than two different At least two different At least three different At least four different outputs are
outputs are successfully outputs are successfully outputs are successfully successfully implemented.
implemented. implemented. implemented.

micro:bit program micro:bit program lacks all of micro:bit program lacks two micro:bit program lacks micro:bit program:
the required elements. of the required elements. one of the required
elements.  Uses event handlers in a way that is
integral to the program
 Compiles and runs as intended
 Uses meaningful comments in code

Diary entry rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two Diary entry is missing one Diary entry addresses all elements.
more of the required of the required elements. of the required elements.
elements.
UNIT 3: VARIABLES
Lesson A: Variables in daily life
“Do now”
Format: Written on the board at the start of the lesson.
What are two physical objects that can hold items inside them??
Answer: Responses will vary, e.g., backpack, wallet, notebook, bookcase, house, car, purse, etc.

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. What’s the difference between a constant and a Responses similar to the following:
variable?
 The value of a constant doesn’t change
 The value of a variable can change

2. What are two types of variables we learned about Responses can be any two of the following:
today?  Number
 String
 Boolean
 Sprite
 Array
Introduction to Computer Science 3: Variables, Lesson A: Exit ticket
Name: Date:

1. What’s the difference between a constant and a variable?

2. What are two types of variables we learned about today

-------------------------------------------------------------------------------------------------------------------

Introduction to Computer Science 3: Variables, Lesson A: Exit ticket

Name: Date:

1. What’s the difference between a constant and a variable?

2. What are two types of variables we learned about today

Lesson B: Make a game scorekeeper
“Do now”
Format: Written on the board at the start of the lesson.
In programming, what’s a variable?
Answer: A variable holds the value of information that may change when the program is running.

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers
1. What’s the difference between a constant and a variable? A constant has a value that doesn’t
change, and a variable has a value
that may change.
2. Name two variables that can affect how you dress to go outside. Responses will vary, e.g., the
weather/temperature, what’s clean,
holiday season, time of day, formality
of an event, etc.
15. What’s an example of each of the following types of variables? a. Numerical data, e.g., the year,
a. Number the temperature, or the degree
b. String of acceleration
c. Boolean b. A string of alphanumeric
characters, e.g., a person’s name,
a password, or the day of the
week
c. Only two values: true or false
(can also be represented by
0=false, 1=true)
16. Why is it important to name variables in a clear and meaningful way? Variable names should clearly
describe what type of information
they hold so they are easily
recognizable in the program and you
can find problems or bugs easier.
17. True or false: You can only use the default variable names provided in the False. You can make a variable with
Variables toolbox drawer. any name you want/need for a
program with the Make a Variable
button.
Questions Answers
18. Write the pseudocode in words to describe what these coding blocks do: Something similar to:
At the start of the program, the
variables for Player A wins, Player B
wins, and player ties are all set to
zero.

19. Write the pseudocode in words to describe what these coding blocks do: Something similar to:
When you shake the micro:bit, the
lights will display “Total rounds
played:” and the number value that
totals the number of wins for player
A plus the number of wins for Player
B plus the number of ties.
Introduction to Computer Science 3: Variables, Lesson B: Quiz
Name: Date:

1. What’s the difference between a constant and a variable?

2. Name two variables that can affect how you dress to go outside.

3. What’s an example of each of the following types of variables?

a. Number

b. String

c. Boolean

4. Why is it important to name variables in a clear and meaningful way?

5. True or false: You can only use the default variable names provided in the Variables toolbox drawer.
6. Write the pseudocode in words to describe what these coding blocks do:

7. Write the pseudocode in words to describe what these coding blocks do:
Lesson C: Everything counts
“Do now”
Format: Written on the board at the start of the lesson.
What’s a physical object that counts, holds, or tracks values that you might prototype?
Answer: Responses will vary, e.g., wallet, scorecard, fitness tracker, calculator, etc.

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.
Unit 3 Variables: Reflection Diary
Write a diary entry of about 150–300 words addressing the following points:

 What was the problem you were trying to solve with this project?
 What were the variables that you used to keep track of information?
 What mathematical operations did you perform on your variables? What information did you provide?
 Describe what the physical component of your micro:bit project was (e.g., an armband, a wallet, a holder, etc.)
 How well did your prototype work? What were you happy with? What would you change?
 What was something that was surprising to you about the process of creating this project?
 Describe a difficult point in the process of designing this project and explain how you resolved it.
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (Please
see the next page for a printer-friendly version.)
Introduction to Computer Science 3: Variables

Independent project scoring rubric

Assessment elements 1 2 3 4

Variables No variables are At least one variable is At least two variables are At least three different variables are
implemented. implemented in a implemented in a implemented in a meaningful way.
meaningful way. meaningful way.

Variable names None of the variable names A minority of variable names The majority of variable All variable names are unique and
clearly describe what are unique and clearly names are unique and clearly clearly describe what information
information values the describe what information describe what information values the variables hold.
variables hold. values the variables hold. values the variables hold.

Mathematical operations No mathematical operations Uses a mathematical Uses a mathematical Uses a mathematical operation on
are used. operation incorrectly or not operation on at least one at least two variables in a way that
in a way that is integral to variable in a way that is is integral to the program.
the program. integral to the program.

micro:bit program micro:bit program lacks three micro:bit program lacks two micro:bit program lacks one micro:bit program:
or more of the required of the required elements. of the required elements.
elements.  Uses variables in a way that is
integral to the program
 Uses mathematical operations
to add, subtract, multiply,
and/or divide variables
 Compiles and runs as intended
Uses meaningful comments in code

Reflection diary scoring rubric

Assessment 1 2 3 4
Diary entry Diary entry is missing three Diary entry is missing two of Diary entry is missing one of Diary entry addresses all elements.
or more of the required the required elements. the required elements.
elements.
UNIT 4: CONDITIONALS
Lesson A: Conditionals in daily life
“Do now”
Format: Written on the board at the start of the lesson.
Think of examples to fill in the blanks of this sentence: If __________, then __________.
Answer: Responses will vary

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. Write down a conditional statement that relates to Responses will vary

this class
Unit 4: Conditionals, Lesson A: Exit ticket
Name: Date:

1. Write down a conditional statement that relates to this class

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Unit 4: Conditionals, Lesson A: Exit ticket

Name: Date:

1. Write down a conditional statement that relates to this class

Lesson B: Rock, paper, scissors
“Do now”
Format: Written on the board at the start of the lesson.
What’s the purpose of conditionals in coding?
Answer: It tells a program WHEN to perform a certain task (an alternative correct answer could be: It tests to see if a
certain condition, criteria or rule is met before performing a task)

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. What’s an example of an “If…then” statement? Responses will vary and need to follow the format: If
_____, (then) _____

2. What’s an example of an “If…then…else” statement? Responses will vary and need to follow the format: If
_____, (then) _____, else _____

3. In coding, conditionals tell a computer to do which of the c. When to do it

following?
a. How to do it
b. To do it faster
c. When to do it
d. Where to do it

4. Write an example of pseudocode for your micro:bit using Responses will vary and need to follow the format:
conditionals. On button A press: choose random number from 0-
2, If random number = 0, then display rock icon, Else
if random number = 1, then display paper icon, Else
display scissors icon.

5. True or false: A conditional statement must have all the False. Only if and then need to be included in a
following: If, then, else conditional statement, else is optional
Introduction to Computer Science 4: Conditionals, Lesson B: Quiz
Name: Date:

1. What’s an example of an “If…then” statement?

2. What’s an example of an “If…then…else” statement?

3. In coding, conditionals tell a computer to do which of the following?

a. How to do it
b. To do it faster
c. When to do it
d. Where to do it

4. Write an example of pseudocode for your micro:bit using conditionals.

5. True or false: A conditional statement must have all the following: If, then, else
Lesson C: Code a board game
“Do now”
Format: Written on the board at the start of the lesson:
What is an example of each type of conditional statement: “If…then” and “If…then…else” ?
Answer: Responses will vary and need to follow the following formats:
 If ______, then ______
 If ______, then ______, else _______

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.

Unit 4 Conditionals: Reflection Diary

Write a diary entry of about 150–300 words addressing the following points:

 Explain how you decided, as a pair, on your particular board game idea.
 What was something that was surprising to you about the process of creating this game?
 Describe a difficult point in the process of designing this game, and explain how you resolved it.
 What feedback did your beta testers give you? How did that help you improve your game? What were the
Conditionals that you used as part of your game rules?
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (Please
see the next page for a printer-friendly version.)
Introduction to Computer Science 4: Conditionals

Independent project scoring rubric

Assessment elements 1 2 3 4

Rules Most of the game rules are More than one game rule is A game rule is missing or not All game rules are clear and
missing or it is not clear what missing or not complete or complete or not clear. complete.
the rules are. not clear.
Game board meets only three Game board is:
Game board Game board meets only one Game board meets only two
of the conditions listed for a Complete
of the conditions listed for a of the conditions listed for a
score of 4. Neat
score of 4. score of 4.
Fits with the theme of the game
micro:bit is a central part of the
game

Photo documentation A photo is missing or of poor Multiple photos and/or Most photos and/or captions Complete photo documentation
quality or a caption is captions missing or of poor missing or of poor quality. that includes photos of game board
missing. quality. and code and captions.

micro:bit program micro:bit program lacks three micro:bit program lacks two micro:bit program lacks one micro:bit program:
or more of the required of the required elements. of the required elements.
elements. Uses the micro:bit in a way that is
integral to the game
Uses conditionals correctly
Compiles and runs as intended
Uses meaningful comments in code

Diary entry rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all elements,
more of the required the required elements. the required elements. including:
elements.
o Brainstorming ideas
o Construction
o Programming
o Beta testing
UNIT 5: ITERATION
Lesson A: Understanding iteration
“Do now”
Format: Written on the board at the start of the lesson.
What’s a task or action that you do several times a day or day after day?
Answer: Responses will vary

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. What’s another word for iteration? Any of the following, or other synonymous word:
 Repeat
 Repetition
 Repetitive
 Loop
2. What are two ways that loops are beneficial when coding? Responses can be any two of the following, or
other benefit:
 Less typing
 Saves time
 Fewer chances of making a mistake
 Easier to read the code
 Fewer lines of code to debug
 Shorter programs
Unit 5: Iteration, Lesson A: Exit ticket
Name: Date:

1. What’s another word for iteration?

2. What are two ways that loops are beneficial when coding?

-------------------------------------------------------------------------------------------------------------------

Unit 5: Iteration, Lesson A: Exit ticket

Name: Date:

1. What’s another word for iteration?

2. What are two ways that loops are beneficial when coding?
Lesson B: Coding with loops
“Do now”
Format: Written on the board at the start of the lesson.
What’s a real-life example of iteration?
Answer: Responses will vary

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. What’s a benefit of the Slo-Mo mode in MakeCode? It slows down the execution of a program, and
highlights which line of code is being processed
so you can see what’s going on and find
mistakes.

2. What is it called when a loop block is inside another loop Nested loops
block?

3. Match the following types of loops with their definition?

Repeat Runs a command as long as a certain condition is met

For Runs a command n times

While Runs a command n times with a variable to increment each time

4. What is the x and y coordinate location of the LED sprite? x: 3, y: 3 or (3, 3)

5. How could you rewrite this pseudocode with loops? Repeat 4 times: Step forward, Turn left
Step forward
Turn left
Step forward
Turn left
Step forward
Turn left
Step forward
Turn left
Unit 5: Iteration, Lesson B: Quiz
Name: Date:

1. What’s a benefit of the Slo-Mo mode in MakeCode?

2. What is it called when a loop block is inside another loop block?

3. Match the following types of loops with their definition?

Repeat Runs a command as long as a certain condition is met
For Runs a command n times
While Runs a command n times with a variable to increment each time

4. What is the x and y coordinate location of the LED sprite?

5. How could you rewrite this pseudocode with loops?

Step forward
Turn left
Step forward
Turn left
Step forward
Turn left
Step forward
Turn left
Lesson C: Get loopy!
“Do now”
Format: Written on the board at the start of the lesson.
What’s a physical object that counts, holds, or tracks values that you might prototype?
Answer: Responses will vary, e.g., wallet, scorecard, fitness tracker, calculator, etc.

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.
Unit 5 Iteration: Reflection Diary
Write a diary entry of about 150–300 words addressing the following points:

 Explain how you decided on your particular “loopy” idea. What brainstorming ideas did you come up with?
 What type of loop did you use: For, While, or Repeat?
 What was something that was surprising to you about the process of creating this program?
 Describe a difficult point in the process of designing this program and explain how you resolved it.
 What feedback did your beta testers give you? How did that help you improve your loop demo?
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (See the
next page for a printer-friendly version.)
Unit 5: Iteration
Independent project scoring rubric

Assessment 1 2 3 4

Variables (parameters) None of the variable names Few variable names are The majority of variable All variable names are unique
clearly describe what unique or clearly describe names are unique and clearly and clearly describe what
information values the what information values the describe what information information values the
variables hold. variables hold. values the variables hold. variables hold.

Sound, display, and motion None of the required Uses only one of the required Uses only two of the required Uses sound, display, and
elements are used. elements in a way that is elements in a way that is motion in a way that is
integral to the program. integral to the program. integral to the program.

micro:bit program micro:bit program lacks three micro:bit program lacks two micro:bit program lacks one micro:bit program:
or more of the required of the required elements. of the required elements.
 Uses loops in a way that
elements.
is integral to the program
 Compiles and runs as
intended
 Uses meaningful
comments in code

Reflection diary scoring rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all
more of the required the required elements. the required elements. elements, including:
elements.
o Brainstorming ideas
o Construction
o Programming
o Beta testing
UNIT 6: MINI-PROJECT
Lesson A: Looking back so far
“Do now”
Format: Written on the board at the start of the lesson.
What was your favorite unit project so far and why?
Answers will vary

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (the next page for a printer-
friendly version to distribute to students.)

Questions Answers

1. What mini-project are you considering at this point? Responses will vary
Unit 6: Mini-project, Lesson A: Exit ticket
Name: Date:
1. What mini-project are you considering at this point?

-------------------------------------------------------------------------------------------------------------------

Unit 6: Mini-project, Lesson A: Exit ticket

Name: Date:

1. What mini-project are you considering at this point?

Lesson B: Coding and making a mini-project
“Do now”
Format: Written on the board at the start of the lesson (for the first class-session, use the first question only; for the
remaining classes, use all three).

 What’s a one-line description of your mini-project?

 What progress did you make last class?
 What are you going to work on and figure out today?

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (the next page for a printer-
friendly version to distribute to students.)

For each class session of this lesson, each student will turn in their Work Log as their exit ticket.
Unit 6: Mini-project, Lesson B: Work log
Name: Date:

-------------------------------------------------------------------------------------------------------------------

Unit 6: Mini-project, Lesson B: Work log

Name: Date:
Work Log entry scoring rubric

Assessment elements 1 2 3 4

Work Logs More than two late Two late or missing One late or missing All work logs
or missing work logs work logs and/or work log and/or work submitted on time,
and/or not accurate work logs not logs not accurate nor and complete.
nor sufficiently accurate nor sufficiently detailed.
detailed. sufficiently detailed.
Lesson C: Mini-project showcase
“Do now”
Format: Written on the board at the start of the lesson:
What was your favorite part of the mini-project?
Answers will vary

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.

Reflection diary
At the end of the week, students should compose a final reflection that summarizes the process of their learning over the
course of the week. They should go back through their Work Logs and reflect upon the following prompts:

 Talk about one challenge you faced in creating this project, either a challenge in coding or in making the artifact.
How did you overcome this challenge?
 What did you demonstrate that you already knew?
 What was the new thing you learned in order to make this? How did you learn about it?
 Who in the class provided help to you along the way? How?
 Describe one specific thing you are proud of in this project.
 What would you do differently next time?
 If you had another week to work on this project, what might you add or improve?
 Publish your MakeCode project and include the URL.

Independent project and diary entry rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (See the
next page for a printer-friendly version.)
Unit 6: Mini-project
Mini-project project scoring rubric

Assessment elements 1 2 3 4

Code - Show what Code does not demonstrate Code only partially Code only partially Code very effectively
you know previous concepts, is not demonstrates previous demonstrates previous demonstrates the use of
efficient, variable names not concepts, and/or is not efficient, concepts, and/or is not efficient. previous concept(s). Variable
clear. variable names not clear. names are unique and clearly
describe what information
values the variables hold. Code
is highly efficient.

Code - Show Code does not demonstrate Code only minimally Code only minimally Code very effectively
something new new concepts, is not efficient, demonstrates new concepts, demonstrates new concepts, demonstrates the use of new
variable names not clear. and/or is not efficient, variable and/or is not efficient. concept(s). Variable names are
names not clear. unique and clearly describe
what information values the
variables hold. Code is highly
efficient.

Maker component No tangible component. Tangible component does not Tangible component is Tangible component is tightly
add to the functionality of the somewhat integrated with the integrated with the micro:bit
program. micro:bit but is not essential. and each relies heavily on the
other to make the project
complete.

Diary entry scoring rubric

Assessment elements 1 2 3 4

Diary entry Reflection piece lacks three of Reflection piece lacks two of the Reflection piece lacks one of Reflection piece describes:
the required elements. required elements. the required elements.
 Development Process
 Something new
 Something proud of
 Future mods
UNIT 7: COORDINATES
Lesson A: Understanding coordinates
“Do now”
Format: Written on the board at the start of the lesson.
If wanted to tell someone where you normally sit in the classroom, how would you give them the most accurate location?
Answer: Responses will vary, e.g., third row from the window and two desks from the front, or two desks from the door
and four desks back, etc.

Knowledge check questions and answer key

Format: Q&A discussions during the lesson.

Questions Answers

What location is the origin on the micro:bit screen? (0,0) in the upper left

What is the range of x values on the micro:bit screen 0 to 4, increasing from left to right horizontally
and what direction do they increase?

What is the range of y values on the micro:bit screen 0 to 4, increasing from top to bottom vertically
and what direction do they increase?

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. True or false: There are four possible values for the x False. The values range from 0 to 4, for a total of five
coordinate on the micro:bit screen. values.
Unit 7: Coordinates, Lesson A: Exit ticket
Name: Date:

1. True or false: There are four possible values for the x coordinate on the micro:bit screen.

-------------------------------------------------------------------------------------------------------------------

Unit 7: Coordinates, Lesson A: Exit ticket

Name: Date:
1. True or false: There are four possible values for the x coordinate on the micro:bit screen.
Lesson B: Coding animations and patterns
“Do now”
Format: Written on the board at the start of the lesson.
Name something that uses coordinates as part of a message?
Answer: Responses will vary, e.g., flight schedules and gate locations in airports, schedules and platform locations in train
stations, etc.

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. How many coordinate pairs are represented on the 25

micro:bit LED screen?
3. Mark the LED location represented by the coordinates
(0,2), (3, 0), (1, 3), and (4,4).

20. What type of variable is the (x,y) coordinate? sprite

21. We’ve learned how to light LEDs on the micro:bit screen Basic (i.e., ‘show leds’ and ‘show icon’ blocks); Led
using blocks from three different Toolbox drawers. What (i.e., ‘plot’, ‘unplot’, ‘toggle’, and ‘point’); and Game
are the three Toolbox drawers? under Advanced (i.e., ‘sprite move by’, ‘sprite turn’)
22. How would you describe this code with words as When buttons A and B are pressed at the same time:
pseudocode?
 If the LED at coordinate (2,4) is lit (true), then
screen will show a happy face.
 If not (false), then the screen will show an X on
the screen.

Unit 7: Coordinates, Lesson B: Quiz

Name: Date:

1. How many coordinate pairs are represented on the micro:bit LED screen?

23. Mark the LED location represented by the coordinates (0,2), (3, 0), (1, 3), and (4,4).

24. What type of variable is the (x,y) coordinate?

25. We’ve learned how to light LEDs on the micro:bit screen using blocks from three different Toolbox drawers. What are
the three Toolbox drawers?

26. How would you describe this code with words as pseudocode?
Lesson C: Screensaver or game project
“Do now”
Format: Written on the board at the start of the lesson:
Create a 5x5 grid (like the micro:bit screen) and use it to draw your first initial. How many squares did your initial require?
Answer: Responses will vary

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.
Unit 7 Coordinates: Reflection Diary
Write a diary entry of about 150–300 words addressing the following points:
 Did you do a screensaver? A game? Something different? How did you decide?
 If you did a game, what is the object of the game?
 How does your project use coordinates?
 Describe something in your project that you are proud of.
 Describe a difficult point in the process of designing this program, and explain how you resolved it.
 What feedback did your beta testers give you? How did that help you improve your design?
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (See the
next page for a printer-friendly version.)
Unit 7: Coordinates
Independent project scoring rubric

Assessment elements 1 2 3 4

Coordinates and LEDs No plot/unplot/ toggle/point At least one of the different At least two of the different Uses at least 3 of the different
x y blocks are implemented. kinds of plot/unplot/ kinds of plot/unplot/ kinds of plot/
toggle/point x y blocks in a toggle/point x y blocks in a unplot/toggle/point x y blocks
meaningful way. meaningful way. in a meaningful way, and uses
variables to update
coordinates.

micro:bit program micro:bit program lacks three micro:bit program lacks two micro:bit program lacks one micro:bit program:
or more of the required of the required elements. of the required elements.
elements.  Uses plotted LEDs in a
way that is integral to the
program
 Compiles and runs as
intended
 Uses meaningful
comments in code

Diary entry scoring rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all
more of the required the required elements. the required elements. elements.
elements.
UNIT 8: BOOLEANS
Lesson A: Understanding Booleans
“Do now”
Format: Written on the board at the start of the lesson.
Name three things or situations that, like a light switch, only produce two options.
Responses will vary

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. How many values can a Boolean have? A Boolean data type has only two values: true or
false.
27. Name two of the three common Boolean operators we Responses can be any two of the following:
discussed in the lesson?
 And
 Or
 Not
Unit 8: Booleans, Lesson A: Exit ticket
Name: Date:

1. How many values can a Boolean have?

28. Name two of the three common Boolean operators we discussed in the lesson?

-------------------------------------------------------------------------------------------------------------------

Unit 8: Booleans, Lesson A: Exit ticket

Name: Date:

1. How many values can a Boolean have?

29. Name two of the three common Boolean operators we discussed in the lesson?
Lesson B: Code a double coin flipper
“Do now”
Format: Written on the board at the start of the lesson.
Besides a coin, what else could you use to randomly determine a yes or no answer?
Answers will vary

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. Do you remember this code from our micro:bit Alarm? How If the micro:bit is shaken, the micro:bit will
would you describe this code with words as pseudocode? play two tones and keep repeating this action
until button A is pressed. So, after shaking, as
long as button A is not pressed (or ‘button A
is pressed’ is false), the two-tone alarm will
continue to repeat.

30. How many values can a Boolean have? A Boolean data type has only two values: true
or false.
31. Name the three common Boolean operators we have discussed  And
in this unit?  Or
 Not

32. What do conditionals like “if…then” do for Booleans? Conditionals like “if…then” check whether a
condition is true.
33. Why do we set the initial value of a variable inside the ‘on start’ The initial value of a variable is the value the
block? variable will hold each time the program
starts.
Unit 8: Booleans, Lesson B: Quiz
Name: Date:

1. Do you remember this code from our micro:bit Alarm? How would you describe this code with words as pseudocode?

2. How many values can a Boolean have?

3. Name the three common Boolean operators we have discussed in this unit?

4. What do conditionals like “if…then” do for Booleans?

5. Why do we set the initial value of a variable inside the ‘on start’ block?
Lesson C: Project Boolean
“Do now”
Format: Written on the board at the start of the lesson:
Write down a question and two variables that can help answer it.
Answer: Responses will vary, e.g., Question: Should I bring an umbrella to school? Variables: Is it raining? Do I have to walk
to school?

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.
Unit 8 Booleans: Reflection Diary
Write a diary entry of about 150–300 words addressing the following points:

 How did you incorporate Boolean variables into your micro:bit program?
 How did you incorporate Boolean operators into your micro:bit program?
 Describe something in your project that you are proud of.
 What feedback did your beta testers give you? How did that help you improve your design?
 If you had more time to work on this project, describe what you might add or change.
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (See the
next page for a printer-friendly version.)
Unit 8: Booleans
Independent project scoring rubric

Assessment elements 1 2 3 4

Boolean No Boolean variables are At least one Boolean variable At least two Boolean variables More than two Boolean
implemented. is implemented in a are implemented in a variables are implemented in a
meaningful way. meaningful way. meaningful way.

micro:bit program micro:bit program lacks three micro:bit program lacks two of micro:bit program lacks one of micro:bit program:
or more of the required the required elements. the required elements.
 Uses Booleans in a way
elements.
that is integral to the
program
 Compiles and runs as
intended
 Uses meaningful
comments in code

Reflection diary scoring rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all
more of the required the required elements. the required elements. elements, including:
elements.
 Brainstorming ideas
 Construction
 Programming
 Beta testing
UNIT 9: BITS, BYTES, AND BINARY
Lesson A: Understanding bits, bytes, and binary
“Do now”
Format: Written on the board at the start of the lesson.
What is the lowest number and type of coins you would need to make 26 cents? What is the highest number and type of
coins you could have to make 26 cents?

Answer: You need a minimum of two coins to make 26 cents: one quarter and a penny. The most would be 26 pennies.

Knowledge check questions and answer key

Format: Q&A discussions during the lesson.

Questions Answers

What is the price of the least expensive item you can buy? 1 unit

What is the price of the most expensive item you can buy? 15 units

What else can you buy? What coin(s) would you use to do The four coins can buy every item between 1 unit
this? and 15 units.

What is the price of something you cannot buy, because you You can buy everything.
don’t have exact change?

Questions Answers

What do you notice about the denominations as they increase Each amount is double (or times 2 or twice) the
from right to left? denomination before it (to its right).

If we added one more coin to your set of coins that is greater 16 (because 16 is “‘2 times” greater than 8)
than the 8 unit coin, what is the next logical coin
denomination? Why?

Questions Answers

What is the new maximum price you could pay for an item? 31

What combinations of coins can you use to pay for an item Every amount between 16 units and the new
priced from 16 units to this new maximum price? maximum with the five coins now in the set and
there is only one way to make each of those
amounts

Questions Answers

If we added one more coin to your set of coins that is greater 32 (because 32 is “2 times” greater than 16)
than the 16 unit coin, what is the next logical coin
denomination? Why?
 What is the new maximum price you could pay for an item? 63

What combinations of coins can you use to pay for an item Every amount between 32 units and the new
priced from 32 units to this new maximum price? maximum with the six coins now in the set and
there is only one way to make each of those
amounts.

Questions Answers

How would you represent the number 45? The 32, 8, 4, and 1 coins face up and the 16 and 2
coins face down.

Questions Answers

What is 22 in base-2? 10110

What is 37 in base-2? 100101

Questions Answers

What is 01010 in base-10? 10

What is 110110 in base-10? 54

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. How would your age be represented in base-2? Answers will vary

Unit 9: Bits, bytes, and binary, Lesson A: Exit ticket
Name: Date:

1. How would your age be represented in base-2?

-------------------------------------------------------------------------------------------------------------------

Unit 9: Bits, bytes, and binary, Lesson A: Exit ticket

Name: Date:

1. How would your age be represented in base-2?

Lesson B: Code a binary transmogrifier
“Do now”
Format: Written on the board at the start of the lesson.
Translate your name into a secret code! Write down the alphabet from A to Z and then write down the alphabet
backwards from Z to A underneath it. Now write your name using the letters in the bottom row that correspond to the
correct letter above them. Answer: Responses will vary, e.g.,
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Z Y X W V U T S R Q P O N M L K J I H G F E D C B A
Michelle = NRCSVOOV, John = QLSM

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. What is the definition of a bit? A binary digit with two possible values, 0 or 1.
34. What is the definition of byte? A byte is a sequence of binary digits made up of
eight bits. It has 256 possible values from 00000000
through 11111111.
35. What is 37 in base-2? 100101
36. What is 110110 in base-10? 54
37. How are binary numbers calculated? Binary numbers are calculated based on the number
of place values (“bits”), and as you enter 1s and 0s,
the value changes.
38. Put the following in order from smallest to largest 1. Kilobyte
measurement:
39. Megabyte
Megabyte 40. Gigabyte
Kilobyte 41. Terabyte
Terabyte
Gigabyte
Unit 9: Bits, bytes, and binary, Lesson B: Quiz
Name: Date:

What is the definition of a bit?

What is the definition of byte?

What is 37 in base-2?

What is 110110 in base-10?

How are binary numbers calculated?

Put the following in order from smallest to largest measurement:

Megabyte
Kilobyte
Terabyte
Gigabyte
Lesson C: Make a binary cash register
“Do now”
Format: Written on the board at the start of the lesson:
What will the cash register of the future look like?
Answer: Responses will vary

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.
Unit 9 Binary: Reflection Diary
Write a diary entry of about 150–300 words addressing the following points:

 Describe what the physical component of your micro:bit project was (e.g., an armband, a cardboard mount, a
holder, etc.)
 How well did your prototype work? What were you happy with? What would you change?
 What was something that was surprising to you about the process of creating this project?
 Describe one way in which your project differed from the example that was given. How would you recognize it
as your own?
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (See the
next page for a printer-friendly version.)
Unit 9: Bits, bytes, and binary
Independent project scoring rubric

Assessment elements 1 2 3 4

Binary display No binary numerals display At least one binary numeral At least two binary numerals All binary numerals display
correctly. displays. display correctly. correctly.

micro:bit program micro:bit program lacks three micro:bit program lacks two of micro:bit program lacks one of micro:bit program:
or more of the required the required elements. the required elements.
elements.  Uses binary in a way that
is integral to the program
 Uses mathematical
operations to convert
decimal to binary
 Compiles and runs as
intended
 Uses meaningful
comments in code

Reflection diary scoring rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all
more of the required the required elements. the required elements. elements.
elements.
UNIT 10: RADIO COMMUNICATIONS
Lesson A: Understanding radio communications
“Do now”
Format: Written on the board at the start of the lesson.
Name two ways you could silently send a message to a friend without using a phone or instant message.
Answer: Responses will vary, e.g. a written note, a smoke signal, Morse code, blinking, sign language, etc.

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. Name two things that send and receive radio signals,  Responses will vary, e.g., micro:bit, car radio,
besides a cell phone, with which you frequently walkie-talkies, baby monitors, computer, internet-
interact. connected smart devices, etc.
Introduction to Computer Science 10: Radio communications, Lesson A: Exit ticket
Name: Date:

1. Name two things that send and receive radio signals, besides a cell phone, with which you frequently interact.

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Introduction to Computer Science 10: Radio communications, Lesson A: Exit ticket

Name: Date:

1. Name two things that send and receive radio signals, besides a cell phone, with which you frequently interact.
Lesson B: Explore the radio toolbox
“Do now”
Format: Written on the board at the start of the lesson.
What is the game, Marco Polo? What is Morse Code?
Answer: Responses will vary (high level explanations are provided in Section 2 at the beginning of each coding activity)

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. Using the radio blocks, what information can you send to a You can send a number, a string or a
micro:bit? string/number combination. You can also give a
micro:bit instructions on what to do when it
receives a radio message.
42. What is the definition of string data? A word or series of alphanumeric characters.
43. Why did we all have to set our ‘radio set group’ block to a So that the micro:bits would all be using the
default value of 1? same group ID number and could send and
receive messages.
44. Why was it important to set a final catch-all ‘else’ clause in the So that it would display an error message if it
conditional you used for the Morse code activity? received a number value beyond 0, 1, or 2.
45. When editing code, why do we look for lines of code that To make code more efficient and to reduce the
repeat? number of lines of code needed.
46. Using pseudocode, describe what these code blocks do. If the radio receives a number greater than 11, it
will display a check mark.
Introduction to Computer Science 10: Radio communications, Lesson B: Quiz
Name: Date:

1. Using the radio blocks, what information can you send to a micro:bit?

47. What is the definition of string data?

48. Why did we all have to set our ‘radio set group’ block to a default value of 1?

49. Why was it important to set a final catch-all ‘else’ clause in the conditional you used for the Morse code activity?

50. When editing code, why do we look for lines of code that repeat?

51. Using pseudocode, describe what these code blocks do.

Lesson C: Make a micro:bit radio
“Do now”
Format: Written on the board at the start of the lesson.
In the same way an airline pilot needs a co-pilot to tell her where to fly, many games and sports require a team to
accomplish a goal. Why do you think it is important to have different team members cover different positions and actions
in your favorite game or sport?
Answer: Responses will vary

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.

Unit 10 Radio communication: Reflection Diary

Write a diary entry of about 150–300 words addressing the following points:

 What kind of project did you do? How did you decide what to pick?
 How does your project use radio communication?
 Are there separate programs for the Sender and the Receiver micro:bits? Or one program for both?
 Describe something in your project that you are proud of.
 Describe a difficult point in the process of designing this program, and explain how you resolved it.
 What feedback did your testers give you? How did that help you improve your design?
 How would you improve your project given more time?
 Relating to the pair programming process:
 What challenges did you encounter working with a partner?
 What benefits did you gain?
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (Please
see the next page for a printer-friendly version.)
Introduction to Computer Science 3: Variables

Independent project scoring rubric

Assessment elements 1 2 3 4

Radio No working and/or Use of radio is incomplete or Effectively uses the radio to Effectively uses the radio to
meaningful use of radio. non-functional and/or send or receive data, with send and receive data, with
tangential to operation of meaningful actions and meaningful actions and
program. responses for each. responses for each.

micro:bit program micro:bit program lacks three micro:bit program lacks two of micro:bit program lacks one of micro:bit program:
or more of the required the required elements. the required elements.
elements.  Effectively uses the Radio
to send and receive data,
with meaningful actions
and responses for each
 Compiles and runs as
intended
 Uses meaningful
comments in code

Reflection diary scoring rubric

Assessment elements 1 2 3 4

Diary entry Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all
more of the required the required elements. the required elements. elements.
elements.
UNIT 11: ARRAYS
Lesson A: Understanding arrays
“Do now”
Format: Written on the board at the start of the lesson.

What’s something that you or someone you know collects?

Answer: Responses will vary
What are two ways you could organize a collection of different magazines.
Answer: Responses will vary, e.g. alphabetical order, publishing date, topic, size, number of pages, etc.

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. What is an index in an array? A number that corresponds to specific location in the

array.
Unit 11: Arrays, Lesson A: Exit ticket
Name: Date:

1. What is an index in an array?

-------------------------------------------------------------------------------------------------------------------

Unit 11: Arrays, Lesson A: Exit ticket

Name: Date:

1. What is an index in an array?

Lesson B: Code with arrays
“Do now”
Format: Written on the board at the start of the lesson.
What is the purpose of arrays in coding?
Answer: Arrays store similar items under one name to make finding and organizing them easier.

Quiz answer key

Format: Printed full-page handout for students to complete during class. (See the next page for a printer-friendly version
to distribute to students.)

Questions Answers

1. How would you define the following terms? Array length: The total number of items in the collection.
Array sort: How you could order items in the collection (for
Array length:
example, date, price, name, color, and so on). The most common
Array sort:
types of array sorts are: Bubble, selection, and insertion.
Array index:
Array index: A unique address or location in the collection, e.g.,
Array type:
page number in an album, shelf on a bookcase, etc.
Array type: The type of item being stored in the collection, e.g.,
Comics, $1 coins, Pokémon cards, numbers, strings, etc.
2. How are arrays different from variables? Answers will vary, but should include some of the following:
Variables are used to store a single value.
An array can be used to store many values in one place.
You can think of arrays like a list of items – like a row of
mailboxes, or a train of container boxes.
The information contained in an array is all similar.
3. Where do you find the Array blocks in The Array blocks are found under the Advanced Toolbox menu in
MakeCode? the Arrays category.
4. To create an array in MakeCode, what do you A variable.
need to assign it to?
Introduction to Computer Science 4: Conditionals, Lesson B: Quiz
Name: Date:

1. How would you define the following terms?

Array length:

Array sort:

Array index:

Array type:

2. How are arrays different from variables?

3. Where do you find the Array blocks in MakeCode?

4. To create an array in MakeCode, what do you need to assign it to?

Lesson C: Make a micro:bit musical instrument
“Do now”
Format: Written on the board at the start of the lesson:

What’s your favorite musical instrument and why?

Answer: Responses will vary

Reflection diary questions

Format: Provide to students electronically. Copy and paste from below.

Unit 11 Array: Reflection Diary

Write a diary entry of about 150–300 words addressing the following points:

 Explain how you decided on your musical instrument. What was your inspiration instrument? What
brainstorming ideas did you come up with?
 What properties does it share with a real musical instrument? What properties are unique?
 Describe the type of array you used (Numbers, Strings, or Notes) and how it functions in your project.
 What was something that was surprising to you about the process of creating this program?
 Describe a difficult point in the process of designing this program, and explain how you resolved it.
 What feedback did your testers give you? How did that help you improve your musical instrument?
 Publish your MakeCode program and include the link.

Independent project rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (Please
see the next page for a printer-friendly version.)
Introduction to Computer Science 11: Arrays

Independent project scoring rubric

Assessment elements 1 2 3 4

Array Array doesn’t work at all or no Array skips values or has other Stores each element of the Stores and iterates through
array present. problems with storing and/or array successfully. each element of the array
retrieving elements. successfully.

Maker component No tangible component. Tangible component does not Tangible component is Tangible component is tightly
add to the functionality of the somewhat integrated with the integrated with the micro:bit
program. micro:bit but is not essential. and each relies heavily on the
other to make the project
complete.

micro:bit program micro:bit program lacks three Array is poorly implemented Uses an array in a tangential micro:bit program:
or more of the required and/or peripheral to function way that is peripheral to
elements. of project, and/or lacks two of function of project and/or  Uses at least one array in a
the required elements. program lacks one of the fully integrated and
required elements. meaningful way
 Compiles and runs as
intended
 Uses meaningful
comments in code

Diary entry rubric

Assessment elements 1 2 3 4
Diary entry
Diary entry is missing three or Diary entry is missing two of Diary entry is missing one of Diary entry addresses all
more of the required elements. the required elements. the required elements. elements.
UNIT 12: INDEPENDENT FINAL PROJECT
Lesson A: Looking back
“Do now”
Format: Written on the board at the start of the lesson.
What was your favorite project from units 7 through 11 and why?
Answer: Responses will vary

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (See the next page for a
printer-friendly version to distribute to students.)

Questions Answers

1. What final project are you considering at this point? Responses will vary
Unit 12: Independent final project, Lesson A: Exit ticket
Name: Date:

1. What final project are you considering at this point?

-------------------------------------------------------------------------------------------------------------------

Unit 12: Independent final project, Lesson A: Exit ticket

Name: Date:

1. What final project are you considering at this point?

Lesson B: Coding and making a final project
“Do now”
Format: Written on the board at the start of the lesson (for the first class-session, use the first question only; for the
remaining classes, use both).

What’s a one-line description of your final project?

What are you going to work on and figure out today?

Exit ticket answer key

Format: Printed half-page handout for students to complete and turn in as they leave class. (the next page for a printer-
friendly version to distribute to students.)

For each class session of this lesson, each student will turn in their Work Log as their exit ticket.
Unit 12: Final project, Lesson B: Work log
Name: Date:

-------------------------------------------------------------------------------------------------------------------

Unit 12: Final project, Lesson B: Work log

Name: Date:
Work Log and Record of Thinking entry scoring rubric

Assessment elements 1 2 3 4

Work Logs More than four late Four late or missing Two late or missing All work logs
or missing work logs work logs and/or work log and/or work submitted on time
and/or not accurate work logs not logs not accurate nor and accurate.
nor sufficiently accurate nor sufficiently detailed.
detailed. sufficiently detailed.

Records of Thinking Three late or missing Two late or missing One late or missing All records of
records of thinking records of thinking record of thinking thinking submitted
and/or record not and/or record not and/or record not on time and accurate.
accurate nor accurate nor accurate nor
sufficiently detailed. sufficiently detailed. sufficiently detailed.
Lesson C: Final project showcase
“Do now”
Format: Written on the board at the start of the lesson:

What was your favorite part of the final project?

Answers will vary

Final narrative questions

Format: Provide to students electronically. Copy and paste from below.

Unit 12 Independent final project: Final Narrative

Write a Final Narrative addressing the following points:

 How did you start the process of designing the product/meeting your goals?
 What did you hope to learn?
 What challenges did you face? How did you overcome them?
 What was the outcome?
 What did you learn in the end?
 Who in the class provided help to you along the way? How?
 What were you proud of?
 What would you do differently next time?
 Publish your MakeCode project and include the URL.

Independent project and final narrative rubric

Format: Printed full-page rubric for the educator to use to evaluate students’ unit independent coding projects. (See the
next page for a printer-friendly version.)
Unit 12: Final project
Final project scoring rubric

Assessment elements 1 2 3 4

Code - Show what Code does not demonstrate Code only partially Code only partially Code very effectively
you know previous concepts, is not demonstrates previous demonstrates previous demonstrates the use of
efficient, variable names not concepts, and/or is not efficient, concepts, and/or is not efficient. previous concept(s). Variable
clear. variable names not clear. names are unique and clearly
describe what information
values the variables hold. Code
is highly efficient.

Code - Show Code does not demonstrate Code only minimally Code only minimally Code very effectively
something new new concepts, is not efficient, demonstrates new concepts, demonstrates new concepts, demonstrates the use of new
variable names not clear. and/or is not efficient, variable and/or is not efficient. concept(s). Variable names are
names not clear. unique and clearly describe
what information values the
variables hold. Code is highly
efficient.

Maker component No tangible component. Tangible component does not Tangible component is Tangible component is tightly
add to the functionality of the somewhat integrated with the integrated with the micro:bit
program. micro:bit but is not essential. and each relies heavily on the
other to make the project
complete.

Final narrative scoring rubric

Assessment elements 1 2 3 4

Diary entry Reflection piece is trivial Reflection piece is Reflection piece is mostly Narrative piece is thoughtful and detailed
and lacks three of the superficial and lacks two of thoughtful and/or lacks one and contains all required elements:
required elements. the required elements. of the required elements.
 Comprehensive narrative of the
 development process
 Citations from your Work Logs and
Records of Thinking
 Answers most of the questions posed