Control of video games with Micro:bit and Scratch
45-60 min
Ages 8-13
What Will You Learn?
You will learn basic programming with Micro:bit creating a control that connects to scratch and your video games; Then you will know a basic concept to create a Makey Robot with cardboard that will function as your customizable control.
Construct Your Makey Robot
The first part of our project is to create the basis of our control, for this we have two options that depend on your materials.
Step 1
You can print the 3D design of Mickey Robot, which is in the materials, but in case you do not have a 3D printer you can build your own Makey Robot in cardboard, following the following steps.
Step 2
Draw two Makey silhouettes on the cardboard, use the templates found in the materials, then cut out the silhouette. Also cut a strip two cm thick.
Step 3
Take the glue gun and place glue on the contour of one of Makey’s faces then begin to put this strip on the end until you finish covering the entire contour. Lastly, place the other face of Makey.
Step 4
Now take your markers and pencil and mark the characteristic Makey lines, as well as the details you want, it’s time to get creative.
Step 5
In the middle part of our control, place the microbit and mark it and then cut it with the help of the cutter. Place the power supply inside and connect your Micro: bit and then place it in the center with the help of double-sided tape.
Step 6
You are done! now take your computer and start programming.
Open Scratch
Step 7
Login to Scratch or create an account.
Step 8
Enter the first link in the list of materials, follow the steps on the page to download and install Scratch Link.
Step 9
Enter the second link, you will see the Rocket Maker project, click on the blue “See Inside” button.
Start the Code
There are three sections, the one on the right we see our game and the assets, in the middle section is the work area together with our code and in the last part we have the menu of the blocks that we can use.
Step 10
Click the button on the left at the bottom, then select the Micro: Bit extension, and connect your board. Now we will see a section with the Micro: Bit blocks.
Step 11
Select the block number 8 that says “Inclined towards” and place it in the place of
“Right Arrow Key Pressed”. Now change “Any direction” to “Right”.
Now repeat this with the left, Select from the micro: bit menu the block “Tilted towards” and put it in the place of “Left Arrow Key Pressed”. Select “Left.”
Step 12
Go to the menu, to “Operators” of green color, select the block number nine “__ and __” and put it in the place of the block “up arrow key pressed”.
Go back to the menu in the micro: bit part and place block number 2 in the first space of the previous block and repeat it with the other space changing “A” to “B”.
Step 13
We duplicate the code block from the previous step and put it in the block that says “up arrow key pressed”
Ready, you finished the game. Hit the green flag and start the game!
Further Resources
Watch the Video
What's Next?
Add Animations and Drawings
You can experiment by adding animations or drawings on the micro bit screen, every time something happens within your video game for example when your points go up or you lose a life, you can learn more about this in the video below.
Take it Further?
You can take this further by creating your own video game in Scratch, for this we recommend the Rocket Maker series, where we show step by step how to create one: https://youtube.com/playlist?list=PLQ7VIOD6VJAmwZ_OmIBcst9XTeDDpvlEy
Likewise, if you want to create a game with a different style, see the Explore Mars series, to learn more about space and create a video game with the Rover: https://youtube.com/playlist?list=PLQ7VIOD6VJAnmbQ4ADnkN4pa1hymB0Eej
About MoonMakers
MoonMakers — led by Camila and Diego Luna — are a community of creators passionate about knowledge. A Makerspace, an open space with different digital manufacturing machines. And a YouTube channel where we promote science, technology and the maker movement.
MoonMakers have collaborated with companies such as: Sesame Street, Make Community and in Mexico with Educational Television and Fundación Televisa, creating educational content.
We have given workshops throughout the Mexican Republic with: Talent Land, Secretary of Education in Jalisco, Conacyt, Centro Cultural España.
- Micro: bit V2.
- Micro usb cable.
- A computer, with internet access.
- Micro: Bit and Scratch: https://scratch.mit.edu/microbit
- Roket Maker on Scratch: https://scratch.mit.edu/projects/408768747
- Makey Robot Template: https://drive.google.com/file/d/1MCkYdgrl7ALaWp2L-JK3VhZDcKfZxo4q/view?usp=sharing
- Pencil and markers.
- Paperboard.
- Microbit battery base
- Pair of scissors.
- Cuter
- Glue gun.
- Rule
- Double-sided tape
- Optional 3D printer.
- 3D Model: https://www.thingiverse.com/thing:4925441 .
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards. Learn more.Forces and Motion
- 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).Measurement & Data
- Grades K-2
- CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
- CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
- CCSS.MATH.CONTENT.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
- CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
- CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
- CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
- CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
- Grades 3-5
- CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
- CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
- CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
- CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
- CCSS.MATH.CONTENT.5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
Ratios & Proportional Relationships
- Middle School
- CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
- CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
- CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
- CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
K–12 Computer Science Framework
The K–12 Computer Science Framework is designed to guide computer science from a subject for the fortunate few to an opportunity for all. The guiding practices include:- Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- Communicating About Computing
K–12 Computer Science Framework
The K–12 Computer Science Framework is designed to guide computer science from a subject for the fortunate few to an opportunity for all. The guiding practices include:- Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- Communicating About Computing
NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
