Day 3: Build a Help Desk Sequence

Daily Learning Contract

• Topic: Troubleshooting Logic
• Objective: Students will identify problem-solving and communication skills that transfer among careers by building, testing, and explaining a three-step help desk sequence.
• TEKS: d(4)(B)
• Demonstration of Learning: Students complete the first section of the Help Desk Program Evidence: an ordered three-step sequence, Button A and Button B logic, a recorded test, and a transferable-skill connection.

Lesson Overview

Before Students Arrive

1. Test makecode.microbit.org once on a student-filtered Chromebook. Project the supplied Block-Order Guide and printer trace in the Student Guide; no teacher-created MakeCode project is required.
2. Make teams of four. Per team, prepare one Chromebook, one scenario card, one matching three-card sort, one Block-Order Guide, one Program Evidence sheet, and one micro:bit plus data-capable cable only when using hardware.
3. Choose and state the durable backup method.
4. If using boards, test one complete connect/download cycle. Do not update every board preemptively. Official micro:bit guidance treats firmware update as a troubleshooting step when a compatible device is not found or the installed firmware is too old.
5. Print one Day 3 exit check per student. Label the hardware return and evidence turn-in locations.

Bellringer — Put the Checks in Order (5 min)

Prompt: A Chromebook will not turn on. Which check belongs first: replace the device, check the charger/cable, or open a repair ticket? Explain.

Expected reasoning: start with a fast, low-risk check before a more disruptive or expensive action.

Activity 1 — Scenario, Roles, and Project Name (10 min)

Give each team one scenario. The Driver controls the device, the Navigator reads one block at a time, the Tester predicts and runs A/A/A/A/B, and the Evidence Recorder writes what happened. In a team of three, the Tester also records. Rotate Driver and Navigator after the Button A branches. Students write the exact project name: Period - Team - Help Desk.

Teams use the Step-Sort Cards and say their reasoning aloud:

“We put ___ first because it is a fast, low-risk check. We put ___ last because ___.”

Project the word bank sequence, variable, branch, test, backup. Before teams build, every team must explain its first step with the frame above.

Check the Wi-Fi card specifically: the scenario says everyone else is online, so students troubleshoot the user's device and do not restart shared network equipment.

Activity 2 — Build or Trace the Logic (25 min)

Chunk the process. Students test after each chunk.

1. Create the step variable and set it to 1 on start.
2. Show “Help Desk Ready.”
3. Add Button A and the three branches.
4. Show the current step before increasing the variable.
5. After Step 3, return to Step 1.
6. Add Button B to display “FIXED.”

After the variable chunk, ask every Tester to identify the value before the first press. After Button A, every Tester dry-traces A/A/A/A before the team continues. If two teams skip directly to Step 2, pause and point to block 11 on the supplied guide.

The paper route uses the same Block-Order Guide. Students trace Button A four times and Button B once.

Active-monitoring look-fors

• A shows Step 1, Step 2, Step 3, then Step 1.
• B independently displays FIXED.
• The sequence uses the assigned low-risk steps.
• The evidence recorder explains why Step 1 belongs first.

Activity 3 — Test, Save, and Exit (10 min)

At minute 35, teams without working Button A move to the equal paper trace. At minute 40, all building stops. Students test from minutes 40-44, save or sign the trace from 44-47, complete the branching exit from 47-49, then close tabs, return hardware, and turn in evidence.

Before leaving, every student names one skill used today and another career or setting that uses the same skill. Examples include nursing, teaching, automotive repair, customer service, and engineering.

Supports

• Project the completed logic while students build; do not compress all steps into one verbal direction.
• Use bilingual Step-Sort Cards and allow Spanish step text.
• Let students use screen magnification or dictate step text to the evidence recorder.
• Rotate roles at the halfway checkpoint so tool speed does not become the assessment.

If Hardware, MakeCode, or Attendance Fails

• No board: use the simulator.
• Site blocked: arrange the cards, trace A/A/A/A/B, and have another team initial the results.
• Saved project missing: use the screenshot, share link, downloaded .hex, or signed paper trace instead of rebuilding from memory.
• Absent: complete the paper route or join the assigned team's durable evidence on return.