ROBOT COMMANDERS
& GAME MAKERS

By the end of this lesson you will be able to explain what digital technology is, name the tools we use this semester, and log in to the class Connect page to find resources.

1. When everyone is seated, your teacher will introduce the class - listen for the class rules, the Connect page URL, and what we're building this semester.
2. Open a browser and go to connect.det.wa.edu.au. Log in with your school username and password. If you don't know your login, raise your hand now - before you need it for an assignment.
3. Find the DigiTech Year 7 class page. Bookmark it (Ctrl+D or ⌘+D). You'll need it every lesson.
4. On the class page, open the document called "Term Overview - Year 7 DigiTech". Read through it. Highlight anything you have a question about.
5. In your exercise book (or the digital note provided on Connect), write three things:
   • One thing you already know about digital technology.
   • One thing you want to learn this semester.
   • One question you have right now.
6. Share your answers with the person next to you. You have 2 minutes each.
7. Your teacher will take a brief class discussion - common questions will be answered here.

By the end of this lesson you will be able to identify the input and output components of a Dash robot, connect Dash to the Blockly app, and send your first sequence of commands to make it move.

1. Collect a Dash robot and a tablet/device with the Blockly for Dash & Dot app installed. Your teacher will hand these out.
2. Power on Dash by pressing the button on top. Wait for the white light to stop flashing - Dash is ready when the light goes steady.
3. On the tablet, open Blockly for Dash & Dot. Tap the Bluetooth icon (top left). Wait for "Dash" to appear in the list, then tap it to connect. The app will show a green connected indicator.
4. You'll see the Blockly workspace - a blank canvas on the right and a block palette on the left. Tap the Events category and drag a When play is tapped block onto the canvas. This is your starting block - all programs must begin here.
5. Tap the Drive category. Drag a Drive forward for ___ cm block. Snap it underneath your start block. Change the number to 30.
6. Add another Drive block: Turn right ___ degrees. Set it to 90.
7. Add a third block: Drive forward for 30 cm again.
8. Place Dash on the floor. Tap the green Play button. Watch what happens. Did it do what you expected?
9. In your exercise book, draw the path Dash actually travelled. Label each step of your algorithm.
10. Challenge: Can you add more blocks to make Dash travel in a complete square? (Hint: you need 4 forward movements and 4 turns. Each turn is 90 degrees.)

Answer these in your exercise book or on the Connect note:

1. What is the difference between an input and an output? Give one example of each from Dash.
2. What happened when you ran your first program? Was it exactly what you expected? Why or why not?
3. What change did you make to get the square working?

By the end of this lesson you will be able to design an algorithm using a flowchart, translate it into Blockly commands for Dash, and explain why planning before coding saves time.

A flowchart is a diagram that maps out an algorithm before you write any code. Real engineers use them. You're going to use one to plan Dash's mission path before touching the tablet.

1. Get the Task 1 Design Sheet from Connect (or use a blank A4 page). Label it with your name, class, and date.
2. Draw a top-down map of your obstacle course. Use a ruler. Label: START, END, OBSTACLE, TURN POINT 1, TURN POINT 2. Measure the approximate distances in centimetres using a ruler on your desk.
3. Now draw a flowchart of the exact algorithm Dash needs to follow. Start with an oval labelled START. Use rectangles for each movement ("Drive forward 40cm", "Turn right 90°"). Finish with an oval labelled END.
4. Under your flowchart, write out the algorithm as a numbered list - this is called pseudocode. Example:
   1. Drive forward 40cm
2. Turn right 90°
3. Drive forward 25cm
4. Turn left 45°
5. Drive forward 60cm
6. Stop
5. Exchange your design sheet with the person next to you. Can they follow your algorithm? If your instructions were clear, they should be able to draw the path Dash would travel. Make any fixes needed.
6. Keep your design sheet - you'll need it next lesson when you code it in Blockly.

By the end of this lesson you will have translated your algorithm flowchart into a working Blockly program, tested it against your obstacle course, and debugged at least one error.

1. Collect your Dash robot, tablet, and your design sheet from last lesson. Set up your obstacle course on the floor before you start coding.
2. Open Blockly for Dash & Dot. Connect to Dash (Bluetooth icon → select Dash → wait for green).
3. Look at the first step in your pseudocode. Find the matching block in Blockly. Drag it onto the canvas and connect it under your When play is tapped block.
4. Work through each step in your pseudocode, adding blocks one at a time. Don't rush ahead - build and test one step at a time.
5. After adding 2-3 blocks, tap Play and watch Dash move. Does it match your plan? If not, adjust the values (cm or degrees) before moving on.
6. If Dash is supposed to avoid an obstacle but hits it: check your turn angle. 90° is a right angle (like a corner of a page). Try 45° for a diagonal. Try 135° for a sharp turn-back.
7. Using Loops: If part of your path repeats (e.g., Dash needs to drive-and-turn 4 times to go around a square), use the Repeat ___ times block from the Control category. Put your repeated blocks inside it. This makes your code shorter and cleaner.
8. Once your full program runs and Dash completes the course, take a screenshot of your Blockly program. Save it as "Task1_Blockly_[YourName]" and upload to Connect.

By the end of this lesson you will have a fully working, annotated Dash mission program and a completed reflection document ready for Task 1 submission.

1. Run your Dash program three times in a row. Each time, record in a table: Did it complete the course? Where did it succeed? Where did it fail? (Your table should have columns: Run 1, Run 2, Run 3 - and rows: Stage 1, Stage 2, etc.)
2. If it fails consistently at the same spot, fix it now. Adjust the cm value or degree value. Re-test.
3. Open your screenshot of the Blockly program. In a document (or on paper), annotate each block - write what it does in plain English next to each block in your screenshot. Example: "Drive forward 40cm - moves Dash from START to the first turn point". This shows your teacher you understand your own code.
4. Write a short evaluation (5-8 sentences minimum) answering:
   • What does your program do?
   • What worked well?
   • What didn't work and how did you fix it?
   • What would you change if you had more time?
5. Add your name, class, and date to every document. Combine everything into your Task 1 submission folder on Connect:
   • ✅ Design sheet (map + flowchart + pseudocode)
   • ✅ Annotated Blockly screenshot
   • ✅ Test results table
   • ✅ Evaluation paragraph

By the end of this lesson you will have submitted Task 1 and explored an extension challenge involving conditionals (if/then logic) in Blockly.

1. Log in to connect.det.wa.edu.au.
2. Open Task 1 - Dash Robot Mission Brief submission folder.
3. Check all four items are uploaded: design sheet, annotated screenshot, test table, evaluation. If anything is missing, add it now.
4. Click Submit or Hand In (your teacher will tell you the exact button in Connect for your school).
5. Raise your hand once submitted - your teacher will note it in the roll.

Finished early? Try this. In the Blockly app, look for the Sensing category. There are blocks that detect obstacles. Try to program Dash to:

1. Drive forward.
2. IF an obstacle is detected - THEN stop and turn right 90°.
3. ELSE (no obstacle) - keep driving.

This is a conditional statement - one of the most important ideas in programming. Loops repeat things. Conditionals make decisions. Together, they can handle almost anything.

By the end of this lesson you will be able to explain how data travels across a network as packets, describe the role of IP addresses and servers, and identify at least three risks that come from being connected online.

1. On a blank page, draw a diagram of how a message travels from your laptop to a friend's phone. Include: your device, your school's router/modem, the internet (draw it as a cloud shape), a server, and your friend's device.
2. Label each step: "1. You type a message", "2. Data breaks into packets", "3. Packets travel through routers", etc.
3. Now add three risk points - places on your diagram where something could go wrong (e.g., "data could be intercepted here if not encrypted").
4. Your teacher will share a short video showing a packet travelling across the internet.

Students watch on the class screen. YouTube is 📋 Consent Required - students do not access YouTube directly.

In your exercise book or Connect note, write 3-4 sentences answering: "What happens between you pressing Enter and a website appearing on your screen?" Use at least three of these words: packet, IP address, server, router, DNS, HTTPS.

By the end of this lesson you will be able to identify and describe at least four types of online threats, explain how personal data is collected and used, and choose a specific topic for your Task 2 cybersafety poster.

1. Open your school's web browser. Use safe, approved research sources: the Australian Cyber Security Centre (cyber.gov.au) or the eSafety Commissioner (esafety.gov.au).
2. Find at least 3 facts about your chosen topic. Write them in your own words in your research notes - don't copy and paste.
3. Find or think of a real-world example of the threat you're writing about - a news story, a common scenario, or something that has happened to someone you know (general, no names).
4. Think of 3 actionable tips your poster will give students. Make them specific and practical - "Use strong passwords" is too vague; "Use a password with 12+ characters including symbols and never reuse it" is specific.
5. Save your research notes on Connect under Task 2 - Research Notes.

By the end of this lesson you will have a complete poster design layout in Canva with all key information placed, a consistent colour scheme chosen, and at least one visual element (icon, chart, or diagram) added.

1. Log in to Canva for Education with your school credentials. If unavailable, open PowerPoint or Google Slides and set the slide size to A3 (42cm × 29.7cm) or A4 portrait.
2. Click Create a design → Custom size. Set width: 595px, height: 842px (A4 portrait). This is your poster canvas.
3. Choose a template from Canva's education/infographic category, OR start from scratch. Starting from scratch gives you more control.
4. Add your headline - large, bold, eye-catching. Use an Orbitron-style font or any strong display font. Example: "DON'T GET HOOKED: How to Spot a Phishing Attack"
5. Create 3 sections on your poster corresponding to your 3 key tips. Use a coloured box or card shape for each. Make sure they're aligned.
6. Add icons or visuals - Canva has thousands of free icons. Search for your topic (e.g., "padlock", "phishing", "shield", "password"). Add one icon per section.
7. Add your 3 researched facts/tips - keep text brief. Bullet points work well on posters. Remove unnecessary words.
8. Add your name and class in a small font at the bottom right.
9. Save your Canva design. Share it as a link OR export as PDF. Both are acceptable for submission.

By the end of this lesson you will have given structured feedback on a classmate's poster and revised your own based on feedback received.

1. Open your poster on screen OR print it as a draft if a printer is available.
2. Swap seats with the person behind you (or sit next to someone your teacher pairs you with). Open their poster on their screen.
3. On a blank page, write Two Stars and a Wish for their poster:
   • ⭐ Star 1: Something specific and strong about their poster ("The colour scheme makes it very readable because…")
   • ⭐ Star 2: Another specific strength ("The phishing example is really clear and scary in a good way…")
   • 🌟 Wish: One specific, constructive improvement ("I wish the tips were in a numbered list so I knew which order to read them in")
4. Hand the feedback page to your classmate. Read the feedback you receive.
5. Go back to your own poster and make at least two revisions based on the feedback. If you disagree with the feedback, that's okay - write a note explaining why you kept it your way. Good designers defend their choices.
6. Record the changes you made (or didn't make and why) in a short note in your Connect file.

By the end of this lesson you will have submitted Task 2 and participated in a class discussion about digital citizenship - what it means to be a responsible person online.

1. Log in to Connect. Open Task 2 - Cybersafety & Digital Citizenship Poster.
2. Upload your final poster (PDF) and your research notes document.
3. Click Submit / Hand In. Raise your hand when done.

Once everyone has submitted, your teacher will lead a brief class discussion. Be ready to share your thoughts on:

• What does it mean to be a "good digital citizen"?
• What's one thing you've changed about how you use the internet since starting this unit?
• If you were in charge of social media rules for your school, what would you change?

No right or wrong answers - this is a discussion, not a test. Listen to different points of view.

By the end of this lesson you will be able to open Scratch Offline, identify the main interface areas (stage, sprites panel, blocks palette, scripts area), and write a program that makes a sprite move and respond to keyboard input.

1. Open Scratch 3.0 from the desktop. You'll see a blank project with the default cat sprite on the stage.
2. Click on the cat sprite in the Sprite Panel to make sure it's selected (it should have a blue border).
3. In the Blocks Palette, click Events (yellow). Drag a when 🏁 clicked block into the Scripts Area. This runs your program when the green flag is pressed.
4. Click Motion (dark blue). Drag a move 10 steps block and snap it under the flag block. Change 10 to 50.
5. Click the green flag (top of the stage). The cat moves right. Click it a few more times - the cat keeps moving right and eventually disappears off screen. This is expected.
6. Add a Looks block: say Hello! for 2 seconds. Snap it after the move block. Run the program - the cat moves AND talks.
7. Now let's add keyboard control. Delete your current blocks (drag them back to the palette, or right-click → Delete). We're going to rewrite it properly.
8. Add a when 🏁 clicked block. Then add a Control → forever loop under it. A forever loop runs continuously until the program stops.
9. Inside the forever loop, add: Control → if [ ] then. In the condition (the hexagonal hole), place: Sensing → key [right arrow] pressed?. Inside the "then" section, add: Motion → change x by 10. This means: if the right arrow is pressed, move right.
10. Duplicate that if block (right-click → Duplicate) and change it for the left arrow, with change x by -10. Now the cat moves left and right with arrow keys!
11. Add up/down movement the same way: up arrow → change y by 10. Down arrow → change y by -10.
12. Press the green flag and use the arrow keys. You now have a controllable character!
13. Save your project: File → Save to your computer. Name it "Lesson12_MovingSprite_[YourName].sb3". Upload to Connect.

By the end of this lesson you will be able to describe the key elements of a fun game, plan your own game concept using a design document, and set up a Scratch project with appropriate sprites and backdrops.

Think about games you enjoy. What do they have in common?

• Clear goal - you know what you're trying to do (collect 10 coins, survive for 60 seconds, reach the exit)
• Challenge - it should be slightly hard. Too easy = boring. Too hard = frustrating. The sweet spot is "just right".
• Feedback - the game tells you when you succeed or fail (score increases, sprite flashes, sound plays)
• Progression - it gets harder over time (enemies speed up, obstacles increase)
• Restart ability - you can try again quickly when you lose

1. Get the Task 3 Design Document from Connect (or create your own in a Word/Google Doc). This is a planning document you fill in before you code.
2. Fill in: Game Title - give your game a name. It can be anything. "Asteroid Dodger", "Banana Catch", "Ninja Jump" - your choice.
3. Fill in: Game Type - choose one: Dodge (avoid enemies), Catch (collect falling items), Maze (navigate a path), Shooter (hit targets), Platformer (jump between platforms).
4. Fill in: Goal - in one sentence: "The player must [do what] to [achieve what] before [losing condition]."
5. Fill in: Sprites needed - list every character or object: Player sprite, enemy sprite, collectible sprite, etc. Sketch them if you can draw.
6. Fill in: How scoring works - when does the score increase? By how much? What score ends the game?
7. Open Scratch 3.0 Offline and set up your project:
   • Delete the default cat sprite (right-click → Delete)
   • Click the Sprite icon (bottom right) to add your player sprite. Use the library OR draw your own using the Paint editor.
   • Click the Backdrop icon (bottom right corner) to choose a background scene.
   • Save as "Task3_GameProject_[YourName].sb3" to Connect.

By the end of this lesson you will be able to create a variable in Scratch, use it to track a score that updates during the game, and code a simple game-over condition using a conditional statement.

1. Open your Scratch project. Click on the Variables category in the block palette (orange).
2. Click "Make a Variable". Name it Score. Select "For all sprites". Click OK.
3. You'll see new orange blocks appear including set Score to 0, change Score by 1. The score will also appear on the stage - move it to a corner.
4. On your player sprite's code: at the start (under when 🏁 clicked), add set Score to 0. This resets the score when the game starts.
5. Now find where scoring should happen. For a catch game: when the player sprite touches the falling item sprite. For a dodge game: when a timer runs down. Use a Sensing → touching [sprite name]? block inside an if statement to detect contact.
6. When contact is detected: add change Score by 1. Test it - press the green flag and touch the target. Does the score increase?
7. Now add a game over condition. This could be: score reaches 10 (win), touching an enemy (lose), or a timer hits 0 (lose). Use: if Score = 10 then → broadcast "GameOver" → stop all. We'll build the game-over screen next lesson.
8. Save your project (File → Save to your computer). Upload to Connect as "Task3_Progress_Lesson14_[YourName].sb3".

By the end of this lesson you will have added sounds to key game events, created a costume animation loop for your player sprite, and built a start screen that runs before the game begins.

1. Click on your player sprite. Click the Sounds tab (top of the scripts area - between Code and Costumes). You'll see a list of sounds for this sprite.
2. Click Choose a Sound (bottom left speaker icon). Browse categories (Effects, Loops, Instruments, etc.) or search. Choose a sound for: collecting a point (e.g., "Collect", "Coin", "Pop") and a sound for losing/game over (e.g., "Lose", "Boing", "Crunch").
3. In your Code tab, find where scoring happens (when player touches the collectible). Add a Sound → play sound [your collect sound] until done block. Now every time you score, a sound plays!
4. Find your game-over condition. Add a Sound → play sound [game over sound] block just before stop all.
5. Test. Press the green flag. Play your game. Do you hear the sounds at the right moments?

1. Click on your player sprite. Click the Costumes tab. You'll see one costume (the sprite's current appearance).
2. Click Choose a Costume to add a second costume for the same sprite, OR use the Paint editor to draw a slightly different version. For a walking character: one costume with the left leg forward, one with the right leg forward.
3. In your Code tab, inside your forever loop, add: next costume + wait 0.1 seconds. This rapidly switches between costumes, creating animation.
4. Test. Is the animation too fast or too slow? Adjust the wait time (0.05 = very fast, 0.3 = slow).

1. Click on the Stage in the bottom right (the thumbnail with the background). This lets you add code to the backdrop itself.
2. Add a when 🏁 clicked block to the stage. Under it: switch backdrop to [Start Screen]. You'll need to create a "Start Screen" backdrop - go to the Backdrops tab of the stage and use the paint editor to write "Press SPACE to Start" or similar.
3. Add: wait until key [space] pressed. Then: switch backdrop to [Game Background]. Then: broadcast "StartGame".
4. On your player sprite, change when 🏁 clicked to when I receive "StartGame". Now the game doesn't start until the player presses Space. This is a professional game feature!
5. Save and upload to Connect as "Task3_Progress_Lesson15_[YourName].sb3".

By the end of this lesson your game will have an enemy or challenge element that moves, your game's difficulty will increase over time, and at least one classmate will have playtested it and given you feedback.

1. Click your enemy or obstacle sprite (or create one if you haven't yet - add a sprite from the library, something that fits your theme).
2. For a falling object (like rain, asteroids, or falling food): In the enemy's code, add when I receive "StartGame". Then a forever loop. Inside: go to x: (pick random -200 to 200) y: 180. Then: glide 1 secs to x: (x position) y: -180. The sprite falls from a random x position at the top to the bottom.
3. For a chasing enemy: Add forever. Inside: point towards [Player]. Then: move 3 steps. The enemy always points toward the player and moves toward them.
4. Test: does the enemy/obstacle move in a way that creates challenge? Too fast → reduce the steps or increase the glide time. Too slow → do the opposite.

1. Increasing difficulty means the game gets harder as the player does better. The simplest way: make the enemy move faster as the score increases.
2. Create a new variable called Speed. Set it to 1 at game start.
3. Replace hardcoded speed values (like "move 3 steps") with move (Speed) steps.
4. Add: every time the score increases by 5, run change Speed by 0.5. This makes the game progressively harder. Enemies move a little faster every 5 points.

By the end of this lesson your game will be complete, bug-free (or as close as possible), annotated, and ready to submit next lesson.

1. In Scratch, right-click on any block in the Scripts area. Choose "Add Comment".
2. A yellow sticky note appears. Type your annotation - what that block does and why.
3. Add comments to at least: the game start setup, the movement code, the scoring logic, the game-over condition. Minimum 5 comments total.

In a Word doc or Connect text box, write 6-10 sentences answering:

1. Describe your game - what is it called, how is it played, and what is the goal?
2. Which part of the code are you most proud of and why?
3. What problem did you encounter and how did you solve it?
4. What would you add or improve if you had more time?
5. What did you learn about programming that you didn't know at the start?

By the end of this lesson you will have submitted Task 3 and showcased your game to at least two classmates in a gallery-walk format.

1. Log in to Connect. Open Task 3 - Scratch Game Design Project.
2. Upload:
   • ✅ Final game file: YourName_Task3_FinalGame.sb3
   • ✅ Game Design Document (PDF or Word)
   • ✅ Evaluation paragraph (in the same doc or a separate file)
3. Click Submit. Raise your hand to confirm with your teacher.

Once everyone has submitted, your teacher will run a gallery walk:

• Leave your game running on your screen. Stand next to your computer.
• Classmates walk around and play your game for 60-90 seconds. You can watch but don't help - if someone doesn't know how to play, your start screen needed more work.
• After the gallery walk, your class will vote (show of hands or sticky notes) for: Most Fun Game, Best Art, Most Creative Concept.

By the end of this lesson you will be able to identify the input and output components of a Micro:bit, connect it to MakeCode, and write a program that displays a message and reacts to a button press.

1. Open a browser and go to makecode.microbit.org. Click New Project. Name it "Task4_Badge_[YourName]".
2. You'll see the MakeCode editor. On the left is the block palette (grouped by category). In the middle is your coding canvas - you'll see two blocks already there: on start and forever. On the right is the Micro:bit simulator - a virtual Micro:bit you can test with.
3. Click the Basic category. Drag a show string " " block into the on start block. Type your name in the string. Watch the simulator scroll your name across the LED display.
4. Drag a show icon block into the forever block. Choose a heart icon. The display now loops a heart animation continuously.
5. Now add button input. Click the Input category. Drag an on button A pressed block onto the canvas (not inside anything - it sits on its own). Inside it, add a show string "HI!" block.
6. Test in the simulator - press the A button (click it). Does "HI!" scroll across? ✅
7. Plug in your physical Micro:bit via USB. Click Download (bottom left). A .hex file downloads. Drag it onto the Micro:bit drive that appears in your file explorer (like copying to a USB). The Micro:bit will flash its LED while it programs, then run your code.
8. Test on the physical Micro:bit: does your name scroll when it starts? Does the heart loop? Does pressing A show "HI!"?
9. In your exercise book, draw a quick sketch of the Micro:bit and label: Button A, Button B, LED matrix, USB port, edge connector.

By the end of this lesson you will be able to use if/else logic in MakeCode, read data from the accelerometer, and complete a design brief for your interactive badge.

1. In MakeCode, click the Logic category. Drag an if [ ] then / else block into your on button B pressed event.
2. For the condition, click Input → look for acceleration (mg) x. This gives a number - positive means tilting right, negative means tilting left, near zero means flat.
3. From Logic, drag a [ ] > [ ] comparison block. Put acceleration x on the left, and the number 200 on the right. This means "if tilting right more than 200mg…"
4. In the then section: show an arrow icon pointing right. In the else section: show an arrow icon pointing left. Now when you tilt the Micro:bit, it shows which way it's tilting!
5. Test in the simulator by clicking and dragging the tilt controls. Then flash to the physical Micro:bit and test.
6. Now complete your Task 4 Design Brief (download from Connect):
   • Badge name and theme (e.g. "Space Badge", "Sports Badge", "My Name Badge")
   • List every input you'll use and what it will trigger
   • List every output - draw the LED patterns if you can
   • Sketch the overall flow: what happens on start, what loops, what responds to buttons/shake

By the end of this lesson you will have built the core interactive features of your badge - including custom LED animations, at least two button/sensor responses, and a looping idle display.

1. Open your Task 4 project. Review your design brief - use it as a checklist as you build.
2. Start with the on start block: add your badge name scrolling as text, then transition into your idle animation (the loop that runs when nothing is being pressed).
3. For your idle animation in the forever block: use multiple show LEDs blocks in sequence, each showing a slightly different pattern, with a pause (ms) 300 block between each. This creates a frame-by-frame animation.
4. Add your Button A response - this should do something different to the idle state. Ideas:
   • Show your name or a message
   • Play a melody (if Micro:bit V2 with speaker, or headphones via edge connector)
   • Show a score or countdown using a variable
5. Add your Button B response - make it clearly different to Button A. Use an if/else to make it context-sensitive if you want a challenge.
6. Add your sensor response (shake or tilt from last lesson). Keep it thematically related to your badge concept.
7. Test everything on the simulator first. Then flash to the physical Micro:bit and test every input. Fix any bugs before moving on.
8. Save and upload to Connect as a progress save.

By the end of this lesson you will have a fully annotated MakeCode screenshot, a completed test table, and a working badge ready for final submission next lesson.

1. In MakeCode, right-click any block and choose Add Comment. Add comments to every major section:
   • on start - explain what the startup sequence does and why
   • forever - explain the idle animation logic
   • each button/sensor event - explain what it does and why that input triggers that output
2. Take a full screenshot of your MakeCode workspace (all blocks visible). Paste into a Word doc or Google Doc. Add annotation arrows/labels using the drawing tools, or print and annotate by hand.
3. Create a test table with columns: Input Tested, Expected Output, Actual Output, Pass/Fail, Notes. Complete at least 5 rows - one for each input you programmed.
4. Fix any failures found in testing. Re-flash the Micro:bit after each fix and re-test.
5. Write your evaluation (4-6 sentences): What does your badge do? What worked well? What would you improve? What did you learn about how physical computing differs from screen-based coding?

By the end of this lesson you will have submitted Task 4 and demonstrated your working badge to the class.

1. Log in to Connect → Task 4 - Micro:bit Interactive Badge.
2. Upload all four items:
   • ✅ Design brief
   • ✅ Annotated MakeCode screenshot
   • ✅ Test table
   • ✅ Evaluation paragraph
3. Click Submit. Raise your hand to confirm.
4. Place your physical Micro:bit (running your badge program) on your desk. Walk around and try your classmates' badges. You have 10 minutes.

By the end of this lesson you will be able to distinguish between different types of data, explain how data is collected and used in the real world, and design a survey question for Task 5.

1. Task 5 asks you to collect real data from your class. Today you choose your topic and design your survey questions. Choose a topic that interests you - sport, music, technology habits, sleep, food, etc.
2. Write 5 survey questions. Your questions must include at least:
   • One numerical question (e.g. "How many hours of screen time do you have per day?")
   • One categorical question with set options (e.g. "What is your favourite subject? Circle one: Maths / English / Science / DigiTech / Other")
   • One yes/no question
3. For each question, write: what type of data it collects, and what you expect to find.
4. Get your survey approved by your teacher before you run it next lesson.

By the end of this lesson you will have collected survey responses from your class and entered all data into a correctly structured spreadsheet with proper headers and data types.

1. Your teacher will give you 5 minutes to survey your classmates. Walk around and ask each person your 5 questions. Record answers on paper (tally marks or a quick note). Aim for at least 15-20 responses.
2. Open Excel or Google Sheets. In Row 1, type your column headers - one per question. Example: Name | Screen Time (hrs) | Fav Subject | Has Pet (Y/N) | Sleep Hours | Fav Sport
3. Starting from Row 2, enter each person's responses - one person per row. Type carefully - spelling errors in categorical data create separate categories in charts later.
4. Make sure numbers are entered as numbers (not "2 hours" - just "2"). Yes/No answers should be consistent - always "Yes" or "No", not a mix of "yes", "Y", "yep".
5. Once all data is entered, save the file as "Task5_DataDetective_[YourName].xlsx". Upload to Connect as a progress save.
6. Count up: how many responses did you collect? If fewer than 15, ask 2-3 more classmates to fill in your survey before next lesson.

By the end of this lesson you will be able to use SUM, AVERAGE, and COUNT formulas in a spreadsheet, and create a correctly labelled column chart and pie chart from your data.

1. Click on an empty cell below your numerical data column (e.g. Screen Time). Type =AVERAGE(B2:B21) - adjust the range to match your data. Press Enter. This gives the average screen time of all respondents.
2. In the next cell, type =MAX(B2:B21) and =MIN(B2:B21) to find the highest and lowest values.
3. Label each formula result in the cell next to it (e.g. "Average screen time:" in column D, the formula result in column E).

1. First, create a summary table for your categorical data. In a new area of the sheet, list each category option and use =COUNTIF(C2:C21,"Maths") to count how many people chose each option. Repeat for each option.
2. Select your summary table (category names + counts). Click Insert → Chart (Excel) or Insert → Chart (Google Sheets).
3. Choose Column chart (also called Bar chart in some tools - use vertical bars). Add:
   • A chart title: e.g. "Favourite Subject - Year 7 DigiTech Survey"
   • X-axis label: "Subject"
   • Y-axis label: "Number of Students"
4. Repeat the process to create a Pie chart using your Yes/No question data. Pie charts work best with categorical data that has only a few options.
5. Both charts should be on their own sheet tab (right-click chart → Move to own sheet) - this makes them easier to screenshot for your report.

By the end of this lesson you will have written a data report with at least two findings, each supported by specific numbers from your data and accompanied by a chart.

1. Open a Word doc or Google Doc. Heading: "Data Detective Report - [Your Name]". Sub-heading: your survey topic.
2. Write a brief Introduction (2-3 sentences): What was the purpose of your survey? Who did you survey and how many responses did you get?
3. Write Finding 1. Structure it like this:
   • State the finding clearly: "The most popular subject in Year 7 DigiTech is Maths."
   • Support it with your data: "8 out of 20 students (40%) chose Maths as their favourite subject."
   • Insert your column chart here (screenshot or paste)
   • Discuss what it means: "This could suggest that students in this class are particularly strong in mathematical reasoning."
4. Repeat the same structure for Finding 2 using a different question and your second chart.
5. Write a Conclusion (2-3 sentences): What is the most interesting overall finding? What would you do differently if you ran the survey again (e.g. more respondents, different questions)?

By the end of this lesson you will have given and received peer feedback on your data report and made at least two revisions.

1. Swap reports with a classmate. Read their report carefully. Check:
   • Does each finding use a specific number?
   • Is a chart included for each finding?
   • Is the chart titled and labelled correctly?
   • Does the conclusion make sense given the findings?
2. Write Two Stars and a Wish (same as Module 1). Be specific.
3. Return the feedback. Read yours. Make at least two changes based on it.
4. Brief class discussion: Data ethics - when you collected your survey data, you asked real people real questions. What are the responsibilities that come with holding that data? Would you be comfortable if someone published your survey responses online with your name attached?

1. Log in to Connect → Task 5 - Data Detective.
2. Upload: survey questions doc, spreadsheet (.xlsx), and final report (PDF or Word). Click Submit.
3. Once submitted, open tinkercad.com and log in (or create an account with teacher guidance). 📋 Consent Required
4. Click 3D Designs → Create new design. The workplane will appear - a blue grid surface.
5. On the right panel, drag a Box shape onto the workplane. Click it to select it. Notice the handles - drag the white squares to resize, drag the object to move it, use the height handle (cone on top) to adjust height.
6. Drag a Cylinder shape onto the workplane. Use the handles to make it tall and thin. Position it on top of the box - you've just built a simple table!
7. Explore for the rest of the lesson. Your goal is to be comfortable with the basic interface before Task 6 begins next week.

By the end of this lesson you will be able to combine at least three shapes in Tinkercad, use the Hole tool to cut a shape, group objects together, and export your design as an STL file ready for 3D printing.

1. Add a hole. From the Basic Shapes panel, drag a Box onto your design. In the Shape panel on the right, click Hole. The shape turns grey - it's now a cutter. Position it so it overlaps your main object. Select both objects (Ctrl+A or drag to select), then click Group (Ctrl+G). The hole cuts through the solid shape. This is how engineers design slots, gaps, and cavities in 3D.
2. Add text. In the shape panel, search for Text. Drag it onto your design. Type your name or initials in the text field. Resize it to fit. Set it as a Hole to engrave, or leave it solid to emboss.
3. Align objects. Select multiple shapes and use the Align tool (toolbar top) to centre them perfectly. This is much faster than manually dragging.
4. Check your design:
   • Does it have a clear real-world purpose?
   • Does it use at least 4 different shapes?
   • Does it include at least 1 hole/cutout?
   • Is it within print dimensions: max 200mm × 200mm × 150mm?
   • Are all shapes sitting on the workplane (nothing floating)?
5. Export your STL. Click Export (top right). Select .STL. Save the file as "Task6_Design_[YourName].stl". This is the file that goes to the 3D printer.
6. Take 3 screenshots of your design: front view, side view, and top view. Name them clearly.
7. Upload your STL file and screenshots to Connect → Task 6 - Tinkercad STL & Screenshots as a progress save. Full Task 6 submission (including evaluation) is due Week 9.

By the end of this lesson you will be able to use Tinkercad's basic shapes, create holes using the hole tool, group shapes together, and have a hand-sketched design brief for your Task 6 object.

1. Log in to tinkercad.com. Create a new 3D Design. Name it "Task6_3DDesign_[YourName]".
2. Navigation: Right-click + drag to rotate the view. Scroll to zoom. Middle-click + drag to pan. Use the cube in the top right corner to snap to front/top/side views.
3. Add shapes: From the right panel, drag a Box onto the workplane. Click it. In the bottom right, you'll see its dimensions (length × width × height in mm). Type exact values: 80 × 50 × 10 to make a flat base.
4. Add a hole: Drag a Cylinder from the panel. With it selected, click the Hole button (top right of the inspector - the shape turns dark grey). This marks it as a hole. Position it overlapping your box. Select both the box and the cylinder (click one, then Shift+click the other). Click Group (Ctrl+G). The cylinder punches a hole through the box!
5. Align shapes: Select two shapes, then click Align (toolbar). Use the alignment dots to centre them on an axis. This is essential for symmetrical designs.
6. Duplicate: Select a shape and press Ctrl+D. A copy appears directly on top - drag it to a new position. Useful for repeating elements.
7. Practice: build a simple object from your warm-up sketch using at least 3 shapes and 1 hole. This is your practice run - it doesn't need to be perfect.
8. Complete your Task 6 Design Brief (hand sketch):
   • Object name and real-world purpose
   • Rough dimensions (how big should it be?)
   • Shapes you plan to use
   • Where any holes or cutouts will go

By the end of this lesson you will have built the main structure of your 3D design using at least 4 shapes with accurate dimensions based on your design brief.

1. Open your Task 6 Tinkercad design. Refer to your hand sketch constantly - it's your blueprint.
2. Start with the largest shape - usually the base or the main body. Set its dimensions precisely using the dimension boxes (click the shape, type exact mm values).
3. Add secondary shapes one at a time. After each addition, rotate the view to check it looks right from multiple angles.
4. Use the Ruler tool (toolbar, R key) to measure distances between shapes. This helps you position things accurately.
5. Once your main structure is roughly built, add your hole/cutout. Select the shape you want to cut, mark it as a Hole, position it where you want the cutout, then Group it with the shape it cuts into.
6. Check your design fits within the print bed limits: no dimension should exceed 200mm × 200mm × 150mm. Click the shape and read its dimensions from the inspector.
7. Take a screenshot from the front view and save it. Write your Week 7 Design Journal entry (3-5 sentences): What did you build today? What decisions did you make about dimensions? What challenges did you face?

By the end of this lesson you will have refined your design based on peer feedback and checked it is print-ready (no floating parts, correct dimensions, no inverted normals).

1. Based on feedback, make at least one design change. Document it in your Week 8 journal entry: what was the feedback and what did you change (or why you kept it the same)?
2. Check for floating objects: Select all (Ctrl+A). Look at the bottom of each shape - if the bottom edge is above the workplane (grid), it will print in mid-air. Select the shape and set its Y position to 0 to snap it to the workplane.
3. Add finishing details: Text labels (Tinkercad has a text shape), rounded edges (use a cylinder as a fillet), small logo or pattern on the surface.
4. Export your STL file: Click Export (top right) → choose .STL. This is the file format all 3D printers use. Save it as "Task6_[YourName]_Final.stl".
5. Take three screenshots: front view, side view, top view. These go in your submission.
6. Write your Week 8 Design Journal entry: What changes did you make? How does your design now better meet its purpose?

By the end of this lesson you will have written a full design evaluation that assesses your 3D object against its original purpose and the Task 6 requirements checklist.

Write 6-8 sentences addressing:

1. What is your design and what real-world problem does it solve?
2. Which design requirements from the brief did you meet? How?
3. What was the most difficult part of the design to build and how did you solve it?
4. What would you change or improve if you had more time or a larger print bed?
5. What did you learn about 3D design that surprised you?

1. Log in to Connect → Task 6 - Tinkercad 3D Design & Print.
2. Upload all required items:
   • ✅ Hand sketch (design brief)
   • ✅ STL file (final export)
   • ✅ 3 screenshots (front, side, top)
   • ✅ 3 design journal entries
   • ✅ Evaluation paragraph
3. Click Submit. Raise your hand to confirm.
4. Your teacher will select designs that meet the print-ready criteria to be added to the 3D print queue. If your design is selected, it may be printed during a future lesson or recess session. Not all designs will be printed - this depends on time and filament availability.
5. Gallery walk: open your Tinkercad design in 3D view on screen. Walk around and look at classmates' designs. Vote on: Most Creative, Most Useful, Best Technical Execution.

By the end of this lesson you will have reflected on everything you've learned this semester and identified the skills you're most proud of.

1. In a Word doc (or on paper), write your answers to the following - at least 2-3 sentences each:
   • What is one skill you learned this semester that you didn't have before?
   • Which of the 6 tasks was the most challenging, and what made it hard?
   • Which task are you most proud of and why?
   • What would you tell a new Year 7 student who is about to start this unit?
   • What are you most interested in learning in Year 8 DigiTech?
2. Share your most proud task with the class - 30 seconds each, no pressure.
3. Your teacher will give a brief overview of what Year 8 DigiTech covers - MakeCode Arcade console games, data analysis, AI and ethics, and Minecraft Education. Something to look forward to.