Hardware, Software and the BBC micro:bit

In this activity we are going to introduce students to the terms hardware and software with a fun read aloud. After reading, students will identify hardware and software examples in the classroom. Familiarity with the terms hardware and software will help students transition their understanding to understanding a micro:bit as a hardware example. Students will conclude the lesson by coloring their own BBC micro:bit designs.

This activity is intended to be used to introduce K-2 students to the new computer science terms and get them familiar with a new piece of hardware (physical computing device). This should be the first time the students are using the micro:bit in your classroom.

For maximum success with this lesson the micro:bit should not be plugged into a power source (no batteries / computer). Additional time should be allotted to establish the classroom management processes for distribution, collection, assembly, and proper use in your classroom.

Grade Levels: K - 2
Subject Matter: Physical Computing
Concepts: Computing Devices and Systems
Standards: K-2.CD.1, K-2.CD.2, K-2.CD.3, 3-5.CD.3, 6-8.CD.3, K-2.PA.6
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Materials

Lesson Plan

  1. Warm-up and vocabulary introduction
    • Begin with asking students “What do you think makes a computer work?”
    • Introduce the vocabulary:
      • Hardware: (noun) The physical parts of a computer. The parts of the computer or computing device (laptop, desktop, tablet, phone, etc) that you can physically touch.
      • Software: (noun) The programs and commands that operate a computing device (laptop, desktop, tablet, phone, etc) and make it run.
    • Give students a minute to turn to their neighbor and say the word “hardware” out loud. 
    • Repeat with saying the word “software” to a different neighbor. 
  2. Read-Aloud Story
    • Read “team Hardware vs. team Software” by CodeSpeaks Labs
    • Share pictures with students and pause to reinforce vocabulary. 
    • Interactive opportunities:
      • Page 8 –  allows students to use a choral response and say “Hardware.” 
      • Page 13 – asks “have you ever seen anything on the internet before?” silent response options could be raising hands or thumbs up/down.
      • Page 15 – both hardware and software characters begin conversations with each other. Tip – have a different voice for each character OR have a different reader assigned to each hardware/software character.
      • Page 21 – Coloring page
      • Page 22 – Decoding Activity
      • Page 23 – Find the bugs
  3. Hardware  & Software Hunt Activity
    • Give students a “Hardware Hunt” or “Software Hunt” worksheet to find items around the room.
    • In pairs, quietly look around the room and draw/check off examples of hardware and software in the classroom. 
    • Regroup to share findings and clarify any confusion. Refresh vocabulary if necessary:
      • Hardware: (noun) The physical parts of a computer. The parts of the computer or computing device (laptop, desktop, tablet, phone, etc) that you can physically touch.
      • Software: (noun) The programs and commands that operate a computing device (laptop, desktop, tablet, phone, etc) and make it run. 
    • Additional questions reinforce new vocabulary understanding:
      1. Can you name an example of something you’ve used today that might be software?
      2. How can we tell if something is hardware or software?
      3. Can you think of software we use when we go to the computer lab, art room, etc.?
      4. Why do you think it is important to learn about hardware and software?
  4. Introduce the micro:bit to your students:
    • Show the students a BBC micro:bit. 
    • Questions to ask:
      • Do you think this micro:bit a hardware or software? ANSWER: hardware
      • What does the micro:bit need in order to get instructions on what to do? ANSWER: software
  5. Watch this video to see what the BBC micro:bit can do: Introducing the BBC micro:bit – BBC Make It Digital
  6. Pass out the micro:bits using your established classroom process. Students should explore the micro:bit using a magnifying lens and looking for markings on the front and back. Have students share what they notice during this time. Guide students to look at the micro:bit and find different parts:  buttons, lights, pins, and label them using a handout or projection.
  7. Wrapping up and reflecting on the BBC micro:bit
    • Questions to ask:
      1. What parts of the micro:bit can you touch?
      2. What do you notice about the button or lights on the micro:bit?
      3. How many lights can you count?
      4. Does the micro:bit look like something you’ve seen before? What?
      5. Is a tablet / ipad / phone like the micro:bit? How are they the same or different?
      6. If you could make the micro:bit do anything, what would it be?
  8. Finish the activity by allowing students to color their own BBC micro:bit
  1. Warm-up and vocabulary introduction
    • Begin with asking students “What do you think makes a computer work?”
    • Introduce the vocabulary:
      • Hardware: (noun) The physical parts of a computer. The parts of the computer or computing device (laptop, desktop, tablet, phone, etc) that you can physically touch.
      • Software: (noun) The programs and commands that operate a computing device (laptop, desktop, tablet, phone, etc) and make it run.
    • Give students a minute to turn to their neighbor and say the word “hardware” out loud. 
    • Repeat with saying the word “software” to a different neighbor. 
  2. Read-Aloud Story
    • Read “team Hardware vs. team Software” by CodeSpeaks Labs
    • Share pictures with students and pause to reinforce vocabulary. 
    • Interactive opportunities:
      • Page 8 –  allows students to use a choral response and say “Hardware.” 
      • Page 13 – asks “have you ever seen anything on the internet before?” silent response options could be raising hands or thumbs up/down.
      • Page 15 – both hardware and software characters begin conversations with each other. Tip – have a different voice for each character OR have a different reader assigned to each hardware/software character.
      • Page 21 – Coloring page
      • Page 22 – Decoding Activity
      • Page 23 – Find the bugs
  3. Hardware  & Software Hunt Activity
    • Give students a “Hardware Hunt” or “Software Hunt” worksheet to find items around the room.
    • In pairs, quietly look around the room and draw/check off examples of hardware and software in the classroom. 
    • Regroup to share findings and clarify any confusion. Refresh vocabulary if necessary:
      • Hardware: (noun) The physical parts of a computer. The parts of the computer or computing device (laptop, desktop, tablet, phone, etc) that you can physically touch.
      • Software: (noun) The programs and commands that operate a computing device (laptop, desktop, tablet, phone, etc) and make it run. 
    • Additional questions reinforce new vocabulary understanding:
      1. Can you name an example of something you’ve used today that might be software?
      2. How can we tell if something is hardware or software?
      3. Can you think of software we use when we go to the computer lab, art room, etc.?
      4. Why do you think it is important to learn about hardware and software?
  4. Introduce the micro:bit to your students:
    • Show the students a BBC micro:bit. 
    • Questions to ask:
      • Do you think this micro:bit a hardware or software? ANSWER: hardware
      • What does the micro:bit need in order to get instructions on what to do? ANSWER: software
  5. Watch this video to see what the BBC micro:bit can do: Introducing the BBC micro:bit – BBC Make It Digital
  6. Pass out the micro:bits using your established classroom process. Students should explore the micro:bit using a magnifying lens and looking for markings on the front and back. Have students share what they notice during this time. Guide students to look at the micro:bit and find different parts:  buttons, lights, pins, and label them using a handout or projection.
  7. Wrapping up and reflecting on the BBC micro:bit
    • Questions to ask:
      1. What parts of the micro:bit can you touch?
      2. What do you notice about the button or lights on the micro:bit?
      3. How many lights can you count?
      4. Does the micro:bit look like something you’ve seen before? What?
      5. Is a tablet / ipad / phone like the micro:bit? How are they the same or different?
      6. If you could make the micro:bit do anything, what would it be?
  8. Finish the activity by allowing students to color their own BBC micro:bit

Elements of this resource were created by micro:bit, then curated by the team at Nextech.

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