Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: Leaving Land Lesson 2 — micro:bit Light Meter

Canvas state
Unpublished

TEACHER ONLY · LESSON GUIDE

Leaving Land Lesson 2 — micro:bit Light Meter

Run the lesson here; the student item below remains the independent and absence route.

Daily Learning Contract

Topic: Sensor data and threshold decisions

Objective: Students will analyze how light-level data changes across conditions and explain how a threshold turns a sensor reading into a programmed response.

TEKS:
  • §126.19(c)(6) — The student uses digital tools to transform data, make inferences, and predictions. The student is expected to use digital tools in order to transform data, analyze trends, and predict possibilities and develop steps for the creation of an innovative process or product.

Demonstration of learning: Completed light-meter program and worksheet with readings from at least two conditions, a chosen threshold, and an explanation of the resulting response.

Before class

Time: One class period
Student route: Learn: micro:bit Light Meter
Use what already exists: AIR Unit 1 overview; current Learn/Do pages; micro:bits and MakeCode.

Lesson flow

  1. Launch: Launch with a concrete question or failure that makes sensing with led display matter.
  2. Model: Model one current example or tool move before students begin.
  3. Do: Guide the first decision together, then release students to the existing Canvas task.
  4. Check + support: Check for the named evidence, not completion alone; keep a visual sequence, sentence stems, and purposeful partner roles available.
  5. Close + handoff: Collect or verify the evidence and name the next lesson's connection.

Check before students leave

Ask students to point to the specific evidence above and explain one choice, test, or revision. Completion alone is not evidence of understanding.

Support + troubleshooting

Scaffold: Keep the visual task sequence visible, assign purposeful partner roles, and use the sentence stems on the student page before simplifying the task.

When students get stuck: Ask for the exact step where the tool, code, or task stopped. Check setup, inputs, and saved work before replacing the task or lowering the thinking.