Unit 5 — Connecting It All: Scratch + micro:bit + Data. The most ambitious unit — you now have skills across multiple tools, and this unit asks you to combine them.
Lesson 14 — Scratch Meets micro:bit
What you'll achieve: a playable Scratch game where a sprite is controlled by tilting a physical micro:bit, with a collectible and score.
Scratchmicro:bitScratch Link
Extension (Scratch)
An add-on that gives Scratch new blocks and abilities, such as connecting to a micro:bit.
Accelerometer
The sensor inside the micro:bit that detects tilt and movement, used here to control a game character.
Scratch Link
Software that lets Scratch in a browser communicate with physical devices like the micro:bit.
I Do
Scratch normally only knows your keyboard and mouse — the micro:bit extension lets it also listen to the accelerometer, turning tilt into a number Scratch can use like a variable. Add the extension, connect the device, and wire the sprite's x-position to the tilt value inside a forever loop. (No micro:bit available? A keyboard-control fallback works the same way.)
We Do
As a class, add the micro:bit extension and connect, or set up keyboard arrow-key control as a fallback.
Build the core movement mechanic, then add one collectible sprite with a score variable.
You Do
Add at least one more collectible, positioned differently from the shared example.
Add a visual or sound response when a collectible is gathered.
Test that the control feels responsive and the collectible is reachable and fair.
What you'll achieve: a significantly more complex Scratch game — a start screen, increasing difficulty, a game-over condition and a persisting score.
Scratch
Clone (Scratch)
A temporary copy of a sprite created while the programme is running, useful for enemies or collectibles that appear multiple times.
Broadcast message
A signal sent from one part of a Scratch project that other sprites can listen for, used to coordinate game states.
List (Scratch)
A variable that can store multiple values in order, such as a set of high scores.
I Do
Instead of manually placing 10 enemy copies, create clones of one sprite whenever you need another. A broadcast is like an announcement — one part of your programme shouts "game over!" and any listening part can react. A list can store multiple values in order, such as high scores across attempts.
We Do
As a class, build a sprite that creates 3 clones at random positions, then broadcast "game over" on collision.
Create a "High Scores" list together and add one value to it.
You Do
Expand your Lesson 14 game or build a new one: add a start screen, cloning, at least two levels of difficulty, and a game-over broadcast.
Extension: implement a "High Scores" list that persists across attempts.
Lesson 16 — Data + Scratch: Making Data Come Alive
What you'll achieve: an interactive Scratch data visualisation using real class-collected data — click a sprite to reveal its value.
Scratch
Interactive visualisation
A way of showing data where the viewer can click or interact to reveal more detail, unlike a static chart.
Index (list)
The position of an item within a list, used to match related pieces of data stored in separate lists.
Anonymised data
Data with names or identifying details removed or replaced, to protect privacy.
I Do
Data visualisation doesn't have to live in a spreadsheet — in Scratch, each data point can be something you literally click on. Collect a quick, real 30-second piece of class data (mood or sleep, with an anonymous option), store it as two matched lists (Names, Values), then build sprites whose size reflects each value, revealing details on click.
We Do
Collect the class data quickly, and everyone creates two matched lists in Scratch.
Build one sprite together that's sized by its value and reveals its name/value when clicked.
You Do
Build the rest of the visualisation using the full class dataset.
Arrange sprites clearly so the overall pattern is visible at a glance, with a title label.
Discuss: what does this let you do that a static Excel chart can't, and vice versa?
What you'll achieve: a 2-minute presentation of your favourite Unit 5 project, plus completed structured peer feedback forms.
Student's choice
Structured feedback
Feedback given using a fixed set of questions, to ensure it is specific and useful rather than vague.
Concept (programming)
The underlying idea a project demonstrates — for example, cloning, broadcasts, sensor input or data mapping.
Cross-tool integration
Combining more than one digital tool or skill area within a single project.
I Do
Choose your Scratch game, micro:bit-controlled game, or data visualisation to present for 2 minutes to the class. Classmates complete a structured feedback form: what concept does it use, what would make it better, and what's the most impressive part — specific feedback, not just clapping and moving on.
We Do
Quickly organise the presentation order and agree a 2-minute timing signal.
Do a 30-second silent dry run of your project to check it loads and runs correctly.
You Do
Present your chosen project for 2 minutes: what it does, what concept it uses, and what was hard.
Complete a feedback form for each classmate's presentation.
Before You Go
What did you learn today? Explain in your own words.
BLC