Lesson 1

Meet the CyberPi

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Identify key features of the CyberPi.
 Connect a CyberPi to a computer using mBlock software.
 Examine example programs for the CyberPi using the mBlock software.

Overview

Meet the CyberPi, a feature‐rich micro‐controller with a plethora of sensors, buttons and a full‐color screen
display. Discover a variety of key features of CyberPi through an exploration of sample programs in mBlock.

Key Focus

 Components and features of the CyberPi

 Navigate mBlock software
 Establish a connection between the software and hardware

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s) included in mBlock software

For the student:

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 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s) included in mBlock software

Content Standards

Type Indicator Standard

Students choose the appropriate platforms and tools for meeting the
ISTE 6a
desired objectives of their creation of communication.
K12 CS Cultivate working relationships with individuals possessing diverse
Practice 2‐1
Framework perspectives, sills, and personalities.

Agenda (45 minutes)

Duration Content
Warm‐up
5 minutes
 Meet the CyberPi
Hands‐on
 Tour of mBlock 5
 Connect the CyberPi
15 minutes o Add the CyberPi Extension
o Test Live Mode
 Explore an Example Program
o Test Upload Mode
Try It
20 minutes
 Explore Example Programs
Wrap‐up
 Reflect on the CyberPi Features and Capabilities
5 minutes
 Brainstorm Ideas for CyberPi Programs
 Lesson Extension(s)

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 Activities

Warm‐Up
[5 minutes]

Meet the CyberPi

1. Guide students through an unboxing of the CyberPi. Show the students the following components and
have students locate them in their CyberPi Kit:
a. CyberPi
b. USB‐C Cable
c. Pocket Shield (not included in Base Kit)
d. mBuild Sensors (not included in Base Kit)
2. Have students read the CyberPi box and the Quick Start Guide. Then, have students write a short
summary listing what they have learned so far about the features and capabilities of the CyberPi.

Hands‐On
[15 minutes]

Tour of mBlock 5
1. Open the mBlock 5 software or mBlock 5 Web version.
2. Introduce students to the following key areas of the software interface:

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 Name of Area Function

 Select language
Menu Bar  Create, open or save the file
 Find an example program, help file, etc.

 View the project stage

Stage Area  Select and edit sprites and backgrounds
 Connect hardware devices

 Find and select script blocks organized into

Block Area color‐coded categories
 Find and add extensions

 Combine blocks to create programs or scripts

Script Area  Drag blocks and arrange them in a certain order to control
sprites, backgrounds and/or devices

Connect the CyberPi

3. Plug the CyberPi into the computer using the included cable.
The CyberPi should boot up and the screen will display either
the last program uploaded or the Home menu.
4. On the Devices tab in mBlock, click the Add button. Select
CyberPi and click Ok.
5. Click the Connect button. Then, select the USB port and click
Connect.
6. If connected successfully, the button will change to Disconnect.

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 Not Connected Connected

7. Notice, the CyberPi is connected in Live mode. Let’s test the connection.
8. In the Block Area, choose the LED category.

9. Click the block. Observe the CyberPi as the LED strip displays the colors
indicated.
Explore Example Programs
10. Click Tutorials in the upper right corner. Select Example Programs.
11. Choose the CyberPi label to see example programs for the CyberPi.
12. Find and select the Rainbow Lights program.
13. Have students read the code and predict what will happen.
14. Connect the CyberPi in Live mode.

15. Click the block. Observe the CyberPi as the LED strip displays the colors
indicated. (Note, a glowing yellow border surrounds the script in the Script area indicating the script is
running.) Click the blocks to stop the program.
16. Explain to students the difference between Live mode and Upload mode.

Mode Description

 Program is run by the computer (is not stored on the

CyberPi)
Live Mode  CyberPi must remain connected to the computer
 mBlock project must remain open
 Must be used for stage programming

 Program is uploaded and stored on the CyberPi

Upload Mode
 No communication with the computer

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  CyberPi can be disconnected from the computer
 mBlock software may be closed
 Program will remain on CyberPi until a new program is
uploaded in its place

17. Switch the CyberPi to Upload mode and click the Upload button.
18. The Upload Progress window will appear and will disappear when uploading is complete. The CyberPi
will reboot and observe the Rainbow Lights program. Every time the CyberPi starts up, the Rainbow
Lights program will run.

Try It
[20 minutes]

Explore Example Programs

1. Instruct students to explore 3 of the remainder of the example programs included with mBlock. Some
suggestions include:
o Buzzer
o Twinkle Twinkle Little Star
o Voice Reactive Lights
o Trigger Reminder
o Simple Timer
o Step Counter
o Motion‐sensing Chart
2. While they review the projects, have them document the following for each program they explore:
o Write a description of the program.
o Identify which components of the CyberPi are used for each task of the program.
o Make inferences about what portions of the project code does.

Wrap‐Up
[5 minutes]

Reflection & Brainstorming

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 1. Facilitate a discussion for students to share about their favorite example projects. Encourage
students to identify the CyberPi features and capabilities they are most excited to learn about.
2. Have students document what they hope to learn while completing these lessons and any
questions they may have.
3. Now that students have seen some examples of the CyberPi in action, encourage them to
brainstorm ideas for a problem in their daily life that they want to solve using the CyberPi and
mBlock.

Lesson Extension(s)
 If students need additional support using mBlock, consider having the students complete the
mBlock 5 Getting Started Activities.

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 Lesson 2
Sound Machine

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Identify CyberPi’s input(s) and output(s).
 Write pseudocode to plan and design a program in mBlock.
 Create a program in mBlock using the CyberPi buttons to trigger events.
 Select and use programming blocks to control the speaker and LED strip.

Overview

In this lesson, students create a disco party using the on‐board LEDs and speaker. This program will use the CyberPi
buttons to trigger events and run scripts. Students will also program a button to stop all sounds and lights, as well
as a button to restart the CyberPi.

Key Focus

 Input and Output components on the CyberPi

 Writing Psuedocode
 Creating a program in mBlock

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 2 – Sound Machine
For the student:

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 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)

Content Standards

Type Indicator Standard

Use flowcharts and/or pseudocode to address complex problems as
CSTA 2‐AP‐10
algorithms.
K12 CS Create a computational artifact for practical intent, personal expression,
Practice 5‐2
Framework or to address a societal issue.

Agenda (45 minutes)

Duration Content
Warm‐up
5 minutes
 Input vs. Output
Hands‐on
 Plan a Program with Pseudocode
15 minutes  Write the Program
 Randomizing the Output
 Restart a CyberPi
Try It
20 minutes
 Create a Sound Machine
Wrap‐up
5 minutes  Project Showcase
 Lesson Extension(s)

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 Activities

Warm‐Up
[5 minutes]

Input vs. Output

3. Discuss the following definitions with the students.

Term Definition*

A device or component that allows information to be given to a

input
computer.

Any device or component that receives information from a

output
computer.
*Definitions from Code.org – CSD Unit 1

4. Using a smartphone as an example, have students work in pairs or small groups to create a list of the
input and output for a mobile phone. Some examples may include:

Smartphone

Input Output

Microphone Speaker
Touch Screen Screen / Display
Buttons Headphones
GPS Vibration
Motion Sensor (tilting the phone) Internet connection
Light Sensor LED (flashlight / camera flash)
Camera Charging Port
Internet connection Bluetooth
Temperature Sensor
Charging Port
Bluetooth

5. Have students reflect on Lesson 1 – Meet the CyberPi and create a list of the input and output for the
CyberPi. Encourage students to refer back to the product documentation included with the CyberPi if
they get stuck.

CyberPi

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 Input Output

Microphone Speaker
Buttons (A, B & Home) Screen / Display
Joystick LED Strip
Charging Port Indicator LED (shows charging & power on)
Bluetooth
Motion Sensor (gyro)
Light Sensor
Volume/Sound Sensor

with Pocket Shield and mBuild Kit

Multi‐Touch Sensor Motors (encoder & servo)

Slider LED Strip
Ultrasonic Sensor Third‐Party Modules
Third‐Party Sensors

Hands‐On
[15 minutes]

Plan a Program with Pseudocode

19. Discuss with the students the importance of planning a program before developing it in the software.
Introduce student to pseudocode which can be a helpful tool for planning an mBlock project.

Term Definition

Written sequence of steps for a program written in English or

pseudocode
the programmer’s native language.

20. Using the following project description, guide students through writing the pseudocode for the project.

Sound Machine

Create a project where the CyberPi continuously makes sound with

Project
the A button and lights up the LEDs with the B button. Have the
Description
middle joystick button stop the sounds and lights.

When Button A is pressed:

Forever set all the LEDs a specified color
Pseudocode
When Button B is pressed:
Forever Play the buzzer at a specified note

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 When middle joystick button is pressed:
Stop all sounds and lights

21. Have students examine the pseudocode above and identify the input and output for the program.

Sound Machine Project

Input Output

Button A Speaker / Buzzer

Button B LED(s)
Joystick Middle Button

Write the Program

1. Now that the program is planned, it is time to learn about the new blocks needed to program the
pseudocode.

Category Block Function

Specifies the action on the

CyberPi that triggers the
execution of the actions attached.

Loop Statement
Continuously execute the actions
nested inside the block.

Stops all scripts, including all

loops.

Play a note on the CyberPi buzzer

for a specified amount of time.

Frequency Range: 0 to 1000

Light all or an individual on‐board

LED a specified color.

Color Value Range: 0 to 255

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 Turns off all or an individual on‐
board LED.

2. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the Devices tab and connect
in Live mode.
3. Remind students how to drag‐and‐drop blocks from the color‐coded categories in the Block Area.
Instruct them to build each of the following scripts:

Note, the middle pressed option can be found on the drop‐down menu.

4. Test the program in Live mode and/or Upload mode.

5. Have students experiment with different values for the buzzer and LED blocks to observe how the
CyberPi performs.
6. Extension: If time permits, teach students about RGB color values. Or, allow them to use a color picker
to identify the RGB values of specific colors.

Randomizing the Output

7. In the code above, a specific buzzer frequency and RGB color value were programmed in the code. The
CyberPi is repeating the same sound and same LED color forever. The following block can be used to
allow the program to select a random value each time the forever loop repeats.

Category Block Function

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 Computer or CyberPi selects a
random value between the
specified range.

8. Modify the previous programs to include the following random blocks:

Note, these ranges correspond to the range of values accepted for each block.
9. Have students test the new program. Note, students can change the seconds value in the play buzzer
block to a decimal if they would like a faster buzzer sound.

Restart a CyberPi
10. Programming a button to restart the CyberPi can be a helpful tool in upcoming lessons. So, guide
students through programming a button to manually restart the CyberPi.

Category Block Function

Restarts or reboots the CyberPi

device. The CyberPi will play the
last program uploaded to the
device.

11. Instruct students to build the following script and test the program:

Try It
[20 minutes]

Create a Sound Machine

3. Provide students time to experiment with their existing code. Encourage them to try different values
for the parameters in the blocks.

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 4. Challenge students to explore other blocks in the LED and Audio categories in the Block Area. Some
blocks of interest may be:

5. Once they’ve explored the various blocks. Have students write pseudocode for an enhanced version of
the Sound Machine project.
6. Have students create their project using their pseudocode as a guide.

Wrap‐Up
[5 minutes]

Project Showcase
4. Group students into pairs and have students present their CyberPi Sound Machine to their
partner.
5. Have students ask each other the following questions:
a. What feature of your project are you most proud of?
b. What was most challenging about this project?
Lesson Extension(s)

 Program a stop button using the Repeat Until block with the block.
 Use the joystick buttons to program multiple different sounds and light shows.

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 Lesson 3
Sound Recorder

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Create a program in mBlock that records and playbacks audio.
 Follow an iterative process to develop a solution to a computing problem.

Overview

By combining the speaker, microphone and integrated storage, students will transform the CyberPi into a pocket‐
sized audio recorder and playback device. Through an iterative process, students will evaluate their projects and
improve their sound recorders.

Key Focus

 Record audio with the CyberPi

 Play recordings
 Use an iterative design process

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s):
CyberPi – Lesson 3 – Sound Recorder 1 CyberPi – Lesson 3 – Sound Recorder 2
For the student:

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 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)

Content Standards

Type Indicator Standard

Recommend improvements to the design of computing devices, based
CSTA 2‐CS‐1
on an analysis of how users interact with the devices.
K12 CS Identify complex, interdisciplinary, real‐world problems that can be
Practice 3‐1
Framework solved computationally.
Plan the development of a computational artifact using an iterative
K12 CS process that includes reflection on and modification of the plan, taking
Practice 5‐1
Framework into account key features, time and resource constraints, and user
expectations.
K12 CS Systematically test computational artifacts by considering all scenarios
Practice 6‐1
Framework and using test cases.
K12 CS
Practice 6‐2 Identify and fix errors using a systematic process.
Framework
K12 CS Evaluate and refine a computational artifact multiple times to enhance
Practice 6‐3
Framework its performance, reliability, usability, and accessibility.

Agenda (45 minutes)

Duration Content
Warm‐up
10 minutes
 Evolving Computing Solutions
Hands‐on
10 minutes  Make a Plan
 Create Sound Recorder 1.0
Try It
20 minutes
 Plan and Create Sound Recorder 2.0
Wrap‐up
5 minutes  Summarize
 Lesson Extension(s)

Activities

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 Warm‐Up
[10 minutes]

Evolving Computing Solutions

6. Discuss with students how computing solves everyday, real‐world problems. As a class, compile a list of
computing solutions that students and their families come across on a daily basis. Some examples may
include:
a. Smartphone e. Public Transit
b. Alarm Clock f. GPS
c. Refrigerator Alarm g. Microwave
d. Automobiles h. Weather Report or App

7. Discuss with students how computing solutions have evolved over time.
Here is a specific example you may want to share:

Evolution of Directions to a Destination

o Using a printed road map or transit map to determine a route from one place to
another prior to departure.
o Using a website on a computer to generate printable directions prior to
departure. (i.e. Mapquest or a transit website)
o Using a mobile device to view a website with directions while in route.
o Using a mobile device to view a map while in route (no directions provided).
(Note, this was the first iteration of the Google Maps app; it had no directions.)
o Using a mobile device to view a map with driving directions or transit directions.
o Using a mobile device to provide turn‐by‐turn GPS driving directions (no transit or
walking support, yet).
o Using a mobile device to provide turn‐by‐turn GPS driving directions with route
adjustments based on live traffic data.
o Using a mobile device to provide GPS‐assisted driving, walking, or transit
directions in real‐time.

The use of GPS directions on a smartphone or mobile device has evolved over time. For
example, the first iteration of Google Maps was missing many key features (i.e., walking
directions, public transit, live traffic, road closures, destination information, etc.) which
have been added over time through evaluation of the solution, user feedback and data
collection.

Hands‐On
[10 minutes]

Make a Plan

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 22. Using the following problem statement, guide students through planning a solution to the problem. A
sample solution has been provided for you. Note, keep the initial solution very simple. This will allow
for students to iterate and add features as they work on developing a feature‐rich sound recorder.

Sound Recorder 1.0

One of your classmates is taking a foreign language class. They would

like to practice their pronunciation of some of the vocabulary learned
in class, but by the time they get home, they forget how their teacher
Problem said the words.

How can the CyberPi be used to help your classmate with this
problem?

Create a sound recording using the CyberPi to record the

Proposed
teacher pronouncing the words and then playback the
Solution
recording when studying at home.

When Button A is pressed:

Start recording

When the middle joystick button is pressed:

Pseudocode
Stop recording

When Button B is pressed:

Playback recording

Create Sound Recorder 1.0

23. Now that the program is planned, it is time to learn about the new blocks needed to program the
pseudocode.

Category Block Function

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 Starts recording audio.
Limited to a 10 second recording.

Stops recording audio.

Plays the last recording stored on

the CyberPi.

24. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the Devices tab and connect
in Live mode.
25. Remind students how to drag‐and‐drop blocks from the color‐coded categories in the Block Area.
Instruct students to build the following scripts and test the program:

26. Ask students if the device is ready to give to the classmate to use in their foreign language class. Many
students will begin to identify areas of improvement for this design. Have students brainstorm and
create a list of ways to improve this basic sound recording device. If students need additional guidance,
consider asking the following questions:
a. How will your classmate know how to use the CyberPi Sound Recorder?
b. How will your classmate know if the CyberPi is recording?
c. What other features could be useful for your classmate?
d. What other components of the CyberPi can be used to create a more feature‐rich solution?
(i.e., display, LED strip, speaker, motion sensor)

Try It
[20 minutes]

Plan and Create Sound Recorder 2.0

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1. Explain to students that programmers and software developers improve upon their solutions often.
(Note, this is why software apps have updates and redesigns.) Software development is an iterative
process.
2. Using the list of improvements they created in the previous section, have students identify the three
most important features they would like to add to the Sound Recorder program.
3. Have students describe and justify the features they will be adding. Then, have students write the
pseudocode for each feature. A sample plan is provided below:

Sound Recorder 2.0

Add instructions to the display telling the user what buttons to press to
control the CyberPi Sound Recorder.
Feature #1
When the CyberPi starts up:
Display on the screen:
“Press A to start, Press joystick to stop, Press B to play”

Use the LEDs to tell the user when the CyberPi is recording.

When Button A is pressed:

Set all LEDs to display green
Start recording

Feature #2 When the middle joystick button is pressed:

Set all LEDs to display red
Stop recording

When Button B is pressed:

Set all LEDs to display blue
Playback recording

Add the ability to change the CyberPi’s volume.

When the CyberPi starts up:

Set the volume to 50%
Feature #3
When the joystick is pulled up:
Increase the volume by 10%

When the joystick is pulled up:

Decrease the volume by 10%
Note, there are two example programs included with this lesson. These should be for the teacher to
review. Students should be encouraged to brainstorm and create a program from their own ideas.
4. Have students create the Sound Recorder 2.0 using their pseudocode as a guide.

Wrap‐Up

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 [5 minutes]

Summarize
1. Have students share a few of the ideas they incorporated into their sound records.
2. Remind students that the next activity will have them continue developing the Sound Recorder project
through an iterative process.

Lesson Extension(s)
 Have students explore UX Design (User Experience Design) and the role it plays in software
development.
 Have students research accessibility and usability with software development.

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 Lesson 4
Sound Recorder Iteration

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Provide constructive feedback on a computing solution.
 Modify an existing program to improve user experience.
 Follow an iterative process to develop a solution to a computing problem.

Overview

Continuing with the Sound Recorder project, students will acquire peer feedback and reflect on their initial
solution. Then, students will plan and create a feature‐rich, sound recorder project.

Key Focus

 Collect and evaluate peer feedback

 Use an iterative design process

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 2 – Sound Machine

For the student:

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 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)

Content Standards

Type Indicator Standard

Collaborate with many contributors through strategies such as
CSTA 2‐IC‐22
crowdsourcing or surveys when creating a computational artifact.
Recommend improvements to the design of computing devices, based
CSTA 2‐CS‐1
on an analysis of how users interact with the devices.
K12 CS Solicit and incorporate feedback from, and provide constructive
Practice 2‐3
Framework feedback to, team members and other stakeholders.
K12 CS Identify complex, interdisciplinary, real‐world problems that can be
Practice 3‐1
Framework solved computationally.
Plan the development of a computational artifact using an iterative
K12 CS process that includes reflection on and modification of the plan, taking
Practice 5‐1
Framework into account key features, time and resource constraints, and user
expectations.
K12 CS Systematically test computational artifacts by considering all scenarios
Practice 6‐1
Framework and using test cases.
K12 CS
Practice 6‐2 Identify and fix errors using a systematic process.
Framework
K12 CS Evaluate and refine a computational artifact multiple times to enhance
Practice 6‐3
Framework its performance, reliability, usability, and accessibility.

Agenda (45 minutes)

Duration Content
Warm‐up
15 minutes
 Collect Peer Feedback
Try It
20 minutes
 Plan and Create Sound Recorder 3.0
Wrap‐up
10 minutes  Project Documentation
 Lesson Extension(s)
Activities

Warm‐Up
[15 minutes]

© education.makeblock.com 24
Collect Peer Feedback
6. With the entire class, conduct a formal peer review and feedback activity. Explain how software
developers rely on user feedback, reviews and data to plan for additional iterations of a computing
solution.
7. Have students place their plan for Sound Recorder 2.0 on their desk, open the program in mBlock
and place the CyberPi with the uploaded recorder on their desk.
8. As time permits, have students rotate around the room and provide feedback on their classmates
projects. Some guiding questions for feedback may include:
a. What feature do you like best about their project?
b. Were instructions clear on how to use their recorder? Did you have to guess or make any
assumptions on how to use it?
c. Is there anything they could add to their project to make it more user‐friendly?
d. Is there a feature you think would enhance their recorder project?

Try It
[20 minutes]

Plan and Create Sound Recorder 3.0

1. Have students review the feedback they received and to brainstorm a list of ideas for Sound
Recorder 3.0. Some ideas for improvements:
o Include a title that appears when the CyberPi starts.
o Change the colors of the on‐screen text.
o Set a specific duration for the recording instead of using a stop button.
o Use the joystick to control the volume and/or playback speed.
o Display the current volume level on the screen or use the LED strip to indicate the volume.
o Have the LED strip animate while recording.
o Use the joystick to control the duration of the recording by storing the recording duration
in a variable.
2. Following the steps from the previous lesson, have students identify improvements, write
pseudocode and create their Sound Recorder 3.0 project.

Wrap‐Up
[10 minutes]

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Project Documentation
1. Now that students have created a feature‐rich sound recorder, have them write a description for
their recorder that explains the features they have included in their design.

Lesson Extension(s)
 Have students collect feedback from a variety of stakeholders (i.e., parents, teachers, friends,
etc.).
 Have students add improvements to a different student’s project.

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 Lesson 5
Game Controller

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Differentiate between stage programming and device programming.
 Examine and describe how an existing project functions.
 Create a program in mBlock using the CyberPi to control sprites.
 Modify an existing program.

Overview

In this lesson, students will turn the CyberPi into a game controller by combining device programming and stage
programming in mBlock. Students will examine example programs to discover how the CyberPi can control the
movement of a sprite. Then, through pair programming, students will modify an existing game to program a
CyberPi game controller.

Key Focus

 Combine stage programming and device programming

 Pair Programming
 Decomposition and abstraction

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s):
CyberPi – Lesson 5 – Chase Game CyberPi – Lesson 5 – Space Adventures
For the student:
© education.makeblock.com 27
 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s):
CyberPi – Lesson 5 – Chase Game CyberPi – Lesson 5 – Space Adventures

Content Standards

Type Indicator Standard

Incorporate existing code, media, and libraries into original programs,
CSTA 2‐AP‐16
and give attribution.
Students demonstrate an understanding of and respect for the rights
ISTE 2c
and obligations of using and sharing intellectual property.
K12 CS Identify complex, interdisciplinary, real‐world problems that can be
Practice 4‐1
Framework solved computationally.
K12 CS Articulate ideas responsibly by observing intellectual property rights and
Practice 7‐3
Framework giving appropriate attribution.

Agenda (45 minutes)

Duration Content
Warm‐up
5 minutes
 Video Game Discussion
Hands‐on
15 minutes  Explore Example Games
 Abstraction and Decomposition
Try It
20 minutes  Pair Programming
 Modify an Example Project
Wrap‐up
5 minutes  Respecting Intellectual Property
 Lesson Extension(s)

Activities

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 Warm‐Up
[5 minutes]

Video Game Discussion

1. Have students discuss the following with a partner:
o Do you play video games? If so, how often?
o What device or video game system do you prefer to play games on?
o What’s your favorite video game controller?
o What features make it your favorite?

Hands‐On
[15 minutes]

Explore Example Games

1. Assign students partners and determine who is Partner A and who is Partner B.
2. Instruct each student to open the appropriate example project:
o Partner A Lesson 5 – Chase Game
o Partner B Lesson 5 – Space Adventure
3. Have students connect the CyberPi in Live mode and play the game.
4. Each project combines stage programming and device programming to create an mBlock game that is
controlled by the CyberPi. Explain the following to students:

Term Definition

Sequences of programming blocks that interact with the sprites

stage programming
and background of the stage in mBlock.

Sequences of programming blocks that interact with the

device programming
physical computing device(s) connected in mBlock.

5. Have students examine their assigned example program and differentiate between the stage
programming and the device programming.
Note, device programming will be on the device(s) listed on the Devices tab and stage programming
will be on the sprites and backdrops listed on the Sprites and Background tabs.

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Abstraction and Decomposition
6. Students will be using computational thinking strategies, abstraction and decomposition, to examine
the example projects and determine how to modify an existing game to add a CyberPi game controller.
They will use abstraction to ignore or filter out parts of the program that are unnecessary to the
challenge and use decomposition to break down the stage programming and device programming parts
that are needed to create the controller.

Term Definition

Simplify a problem by hiding, filtering out or ignoring

abstraction
unnecessary details.

decomposition Break a problem down into smaller pieces.

7. Instruct students to carefully examine their assigned game and to complete the following challenge:

Game Controller

You are tasked with taking an existing program and adding a CyberPi
Problem game controller. Use the example program to learn how to complete
this task.

Write a comprehensive explanation of how the CyberPi and the stage

Challenge
interact in the example game.

Computational Thinking

Encourage students to use abstraction to filter out unnecessary

parts of the programs that are not interacting with the CyberPi.
Some examples include:

Space Game
Abstraction o The Title, ball, asteroids and health sprites
o The background
o The “when I receive gameStart” scripts

Chase Game
o The Title and Bat sprites

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 o The background
o The “when I receive gameStart” scripts

Encourage students to decompose the parts of the program. Be

sure students include specifics such as:
Decomposition
o Which buttons on the CyberPi are being used?
o Which sprites are being controlled?
o How do the buttons on the CyberPi control the sprites?

8. Through the exercise above, students should have discovered the following blocks:

Category Block Function

Send a message from one device,

sprite or background to another.
Used to synchronize actions.

Conditional Statement
Executes the actions nested inside
if a condition is met.

Used with a conditional statement

to detect whether the joystick is
pressed or moved by the user.

Try It
[20 minutes]

Pair Programming
5. Students will be working with a partner to add a CyberPi game controller to an existing project.
Introduce students to the Pair Programming roles:

Pair Programming

Navigator Keeps track of the big picture and helps to decide what to do next.

Driver The person using the computer actually writing the code.

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 *Definitions from Code.org – CSD Unit 1

6. Have students switch roles every 3‐5 minutes during the portion of the lesson.

Modify an Existing Project

7. Click Tutorials in the upper right corner. Select Example Programs.
8. Choose the Stage label to see example programs programs for the Stage.
9. While pair programming, have students choose an example program and modify the program scripts to
add a game controller.

Wrap‐Up
[5 minutes]

Respecting Intellectual Property

3. Discuss the importance of respecting intellectual property and providing credit to creators.
4. Have students add a comment to their project that provides credit. To add a comment, right‐click on
the script area and select Add comment.

Lesson Extension(s)
 Have students research intellectual property, copyright, creative commons and citations.
 Have students create a new game that incorporates stage programming and device programming.
 Have students add a title and game instructions to the project.

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 Lesson 6
Sensor Meter

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Describe how CyberPi sensors detect the surrounding environment.
 Debug errors in programs in mBlock.
 Document a program using comments in mBlock.

Overview

Discover how the on‐board sensors on the CyberPi represent loudness and light intensity of the surrounding
environment. Students will learn about data representation and graphing of sensors values.

Key Focus

 Data representation
 Debugging programs
 Understanding sensors

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s):
CyberPi – Lesson 6 – Sensor Meter CyberPi – Lesson 6 – Sensor Meter V2

For the student:

 Computer with mBlock 5 installed or mBlock Web version

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  CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s):
CyberPi – Lesson 6 – Sensor Meter

Content Standards

Type Indicator Standard

Document programs in order to make them easier to follow, test, and
CSTA 2‐AP‐19
debug.
Systematically identify and fix problems with computing devices and
CSTA 2‐CS‐03
their components.
Students collect data or identify relevant data sets, use digital tools to
ISTE 5b analyze them, and represent data in various ways to facilitate problem‐
solving and decision‐making.

Agenda (45 minutes)

Duration Content
Warm‐up
5 minutes
 Data and Society
Hands‐on
15 minutes  Exploring Sensor Data
 Charting the Sound Sensor
Try It
20 minutes
 Charting the Light Sensor
Wrap‐up
5 minutes  Documentation
 Lesson Extension(s)

Activities

Warm‐Up
[5 minutes]

Data and Society

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 27. Find a current event about smart home devices to present to the class. Discuss how these solutions use
sensors to provide security, convenience and automation for consumers.

Hands‐On
[15 minutes]

Exploring Sensor Data

1. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the Devices tab and connect
in Live mode.
2. Open the Lesson 6 – Sensor Meter example project. Click the Green Flag to run the program. Observe
the values for the CyberPiVolume and CyberPiLightIntensity.
3. Have students run the program and observe the sensor values and graphing in different scenarios, such
as:
 CyberPi sitting on the desk
 Covering up the CyberPi (light intensity should decrease)
 Shining a flashlight on the CyberPi (light intensity should decrease)
 Trying to be as quiet as possible (volume should decrease)
 Clapping or talking near the CyberPi (volume should increase)
4. Challenge students to determine the minimum and maximum values the sensors report to the
computer. Note, the Light sensor and Sound sensor have a range of 0 to 100.

5. Introduce students to the blocks that are used for the sensors on the CyberPi:

Category Block Function

Stores a numerical value

representing the light intensity
detected by the light sensor on
the CyberPi.

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 Stores a numerical value
representing the volume detected
by the sound sensor on the
CyberPi.

Charting the Sound Sensor

6. Introduce students to the blocks that are for creating a line chart on the CyberPi:

Category Block Function

Plots a point on the line chart on

the CyberPi display.

Changes the horizontal spacing of

the line chart.

Sets the color of the line chart.

7. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the Devices tab and connect
in Live mode.
8. Instruct students to build the following script and test the program:

Try It
[20 minutes]

Charting the Light Sensor

1. Challenge students to modify the code to include a red line chart for the light intensity. The CyberPi
should show both charts at the same time.

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 2. Some solutions may, at first, appear to be correct. But, encourage students to think critically and fully
test their solution. For example, the following code does not properly graph the data. When testing this
code, you should observe that speaking loudly by the CyberPi makes both the red and blue lines
increase.

3. Encourage students to persevere through fixing or debugging their code until they get the correct
solution. The following is a correct solution:

Wrap‐Up
[5 minutes]

Documentation

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 1. When programming, it can be helpful to document programs to make them easier for someone to
follow, test and debug. Often, multiple programmers work on one project. Instruct students to use a
comment(s) to explain how the code works.

Lesson Extension(s)
 Have students program the LEDs or speaker to react to the loudness or light intensity.
 Have students add a title and game instructions to the project.
 Have students program a sprite or background to change costumes based on the loudness or light
intensity. (Note, a variable is required to store each sensor value.)

© education.makeblock.com 38
 Lesson 7
Color Mixer

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Use a variable to store a value.
 Change a variable based on user input.
 Write a program in mBlock that executes a program if a condition is met.

Overview

Students will be introduced to variables to create a CyberPi Color Mixer. This program will use the joystick and
buttons to control the R, G, B color values of all of the on‐board LEDs. Then, students will use conditional
statements to ensure that the R, G, B values do not go out‐of‐range.

Key Focus

 Storing data with variables

 Using conditional statements

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 7 – Color Mixer

For the student:

 Computer with mBlock 5 installed or mBlock Web version
© education.makeblock.com 39
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 7 – Color Mixer

Content Standards

Type Indicator Standard

Design projects that combine hardware and software components to
CSTA 2‐CS‐02
collect and exchange data.
Create clearly named variables that represent different data types and
CSTA 2‐AP‐11
perform operations on their values.
CSTA 2‐DA‐07 Represent data using multiple encoding schemes.

Agenda (45 minutes)

Duration Content
Warm‐up
5 minutes
 Conditional Statements Game
Hands‐on
15 minutes  Storing Data with a Variable
 Using a Conditional Statement
Try It
20 minutes
 Completing the Program
Wrap‐up
5 minutes  Variables
 Lesson Extension(s)

© education.makeblock.com 40
 Activities

Warm‐Up
[5 minutes]

Conditional Statements Game

28. Play a game similar to Simon Says with your class to demonstrate conditional statements. With your
students, read each statement below and have the students obey the command. (Feel free to write
your own commands for your students.)
o IF your name has the letter “S” in it, THEN raise your hand.
o IF you have a pet cat, THEN clap your hands.
o IF you play a sport, THEN stomp your feet.
o IF you are wearing socks, THEN touch your feet.
o IF your favorite ice cream is chocolate, THEN say “Yum.”
29. Share with students that these commands are examples of conditional statements. In programming,
conditional statements are used to perform specific actions if a condition is true.

Hands‐On
[15 minutes]

Storing Data with a Variable

9. Discuss the following definition with the students:

Term Definition*

variable A placeholder for a piece of information that can change.

*Definitions from Code.org – CSD Unit 1

10. Review the following challenge and pseudocode with the students:

Color Mixer

Project Create a project where the joystick and buttons on the CyberPi control
Description the R, G, B values of all of the LEDs.

When the joystick is pulled up:

Pseudocode Increase the red (R) value of all LEDs by 5

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 When the joystick is pulled down:
Decrease the red (R) value of all LEDs by 5

When the joystick is pulled right:

Increase the green (G) value of all LEDs by 5

When the joystick is pulled left:

Decrease the green (G) value of all LEDs by 5

When Button A is pressed:

Increase the blue (B) value of all LEDs by 5

When Button B is pressed:

Decrease the blue (B) value of all LEDs by 5

11. To program this project, a variable must be used to store the value of each of the LEDs. The variables
will start at zero (0) when the CyberPi starts and will be adjusted using the joystick or buttons.
12. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the Devices tab and connect
in Live mode.
13. Go to the Variables section of the Block Area. Click the Make a Variable button.
14. Name the new variable redValue and leave For all sprites selected.
15. Introduce students to the following new blocks which are now available in the Variables section:

Category Block Function

Sets a variable to a specific value.

Changes a variable by a specific

value (positive or negative).

Returns the current value stored

in the variable.

Compares two values and

determines if the first value is less
than the second value. Returns
TRUE or FALSE.

Compares two values and

determines if the first value is

© education.makeblock.com 42
 greater than the second value.
Returns TRUE or FALSE.

16. Instruct students to build the following scripts and test the program to observe the joystick up/down
controls increasing the red value of all of the LEDs:

Using a Conditional Statement

17. Remind students that the R, G, B values have a range of 0 to 255. With the program above, the
redValue variable can be changed to a value that falls outside of that range. We can use conditional
statements to control the minimum and maximum values. Instruct students to modify the code and
add the following conditional statements to the program:

Note, students can also add a block to set the brightness to 100% when the program starts.

18. Explain to the students how the conditional statements do not allow the redValue to ever be greater
than 255 or less than 0.

Try It
[20 minutes]

Completing the Program

1. Instruct students to finish the program based on the pseudocode provided earlier in the lesson. The
following is an example of a completed program:

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 2. Students may find it helpful to add the following script inside the forever loop to see the values of the
variables on the CyberPi display:

Wrap‐Up
[5 minutes]

Variable Review
2. Discuss with students how variables are used to store information in a variety of computing devices
and applications. Discuss the following examples with students:

© education.makeblock.com 44
  Fitness trackers stores the number of steps.
 Automobiles (with a digital display) stores the number of miles driven.
 Mobile devices stores the battery level and reports it as a percentage.
 Store shopping cards store the number of visits until you earn a reward.
 Video games store health, lives and scores.

Lesson Extension(s)
 Have students add a title and instructions to the project.
 Have students create a variable for the LEDNumber and use the middle joystick button to control
which LED is being changed.

© education.makeblock.com 45
 Lesson 8
Strength Meter

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Write a program in mBlock that keeps score.
 Write a program that executes actions for a specified amount of time.
 Display text on the Cyberpi display.

Overview

In this lesson, students will create a fun game with the CyberPi where the player shakes the CyberPi for ten
seconds. The students will program the game to keep score of how many times the shaking strength is greater
than 50.

Key Focus

 Keeping score
 Using the CyberPi Timer
 Displaying text on the CyberPi display

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 8 – Strength Meter

For the student:

© education.makeblock.com 46
 Computer with mBlock 5 installed or mBlock Web version
 CyberPi with USB‐C cable
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 8 – Strength Meter

Content Standards

Type Indicator Standard

Design projects that combine hardware and software components to
CSTA 2‐CS‐02
collect and exchange data.
Create clearly named variables that represent different data types and
CSTA 2‐AP‐11
perform operations on their values.

Agenda (45 minutes)

Duration Content
Warm‐up
5 minutes
 Variable Review
Hands‐on
15 minutes  Detecting Strength
 Keeping Score
Try It
20 minutes
 Creating Strength Meter 2.0
Wrap‐up
5 minutes  Motion Sensing
 Lesson Extension(s)

© education.makeblock.com 47
 Activities

Warm‐Up
[5 minutes]

Variable Review
30. Review variables with the class and explain how variables can be used to keep track of a score in an
mBlock project. Review with students how to create a variable, set a variable and change a variable in
mBlock.

Hands‐On
[15 minutes]

Detecting Strength
1. Review the following challenge and pseudocode with the students:

Strength Meter 1.0

Project Create a game where the user shakes the CyberPi for 10 seconds and
Description earns a point for every time the shaking strength exceeds 50.

When Button B is pressed:

Set the score to zero (0)
Reset the timer
Repeat for 10 seconds
Pseudocode If shaking strength is greater than 50 then,
Change the score by one (1)

When Button A is pressed:

Show the score on the CyberPi display

2. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the Devices tab and connect
in Live mode.

3. Introduce students to the following new blocks:

© education.makeblock.com 48
 Category Block Function

Loop Statement
Execute the actions nested inside
the block until a condition is
TRUE.

Sets the timer on the CyberPi to

zero (0).

Returns a value representing how

strong the CyberPi is shaken.

Displays text on the CyberPi

display at a specified position and
size.

4. Instruct students to build the following scripts and test the program to observe the shaking strength
values:

Keeping Score
5. Make a variable named score and leave For all sprites selected.

© education.makeblock.com 49
 6. Instruct students to add the following scripts to the program:

7. Now that the CyberPi is keeping track of the score, add the following scripts to display the score on the
screen with button A is pressed:

8. Have students play the game and see how many points they can earn.

Try It
[20 minutes]

Creating Strength Meter 2.0

3. With a simple version of a Strength Meter game created, there are many improvements that can be
added to the program. Have students identify areas of improvement for this design. Some ideas for
improvement include:
o Use the LED Strip to inform the user when the game is running.
o Add a sound effect each time a point is earned.
o Add a sound effect when time runs out.
o Add a title and instructions.
o Use the joystick and a variable to change the difficulty of the game (i.e., shaking strength for
easy is 30, medium is 50 and hard is 70).
2. Have students develop a plan and pseudocode for the improvements they would like to add to their
project.

© education.makeblock.com 50
 3. Have students create the Strength Meter 2.0 using their pseudocode as a guide.

Wrap‐Up
[5 minutes]

Motion Sensing
3. The CyberPi has a 3‐axis gyroscope and a 3‐axis accelerometer which detects motion, acceleration and
vibration. The shaking strength block uses this component to determine how strong the CyberPi is
being shaken. Have students brainstorm a list of devices they use that use a gyroscope. Some examples
may include:
 Mobile phones change the screen orientation based on device rotation.
 Screens on mobile phones light up when the device is picked up.
 Video game controllers detect motion.
 Robotic vacuums detect if they have fallen or tipped over.

Lesson Extension(s)
 Have students program the LEDs to progressively light up based on the strength (see example).
 Have students program a 2‐player game where it tracks a score for both players, compares the
scores and declares a winner.

© education.makeblock.com 51
 Lesson 9
Gift Alarm

Subject: Computer Science Grade(s): 6‐12

Duration: 45 Minutes Difficulty: Beginner

Objectives

By the end of this lesson, students will be able to:

 Use wireless network technology to communicate between computing devices.
 Solve a problem using a computational solution.
 Identify uses for wireless communication.

Overview

Students will use the CyberPi to create a program which detects whether or not a friend has shaken their birthday
present. Through the use of wireless communication, students will send messages between computing devices,
allowing one device to control another.

Key Focus

 Using wireless networks

 Communicating between devices

Pre‐lesson Checklist

For the teacher:

 Computer with mBlock 5 installed or mBlock Web version
 Two (2) CyberPi’s with USB‐C cable or One (1) CyberPi and One (1) Halocode
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 9 – Gift Alarm

For the student:

© education.makeblock.com 52
 Computer with mBlock 5 installed or mBlock Web version
 Two (2) CyberPi’s with USB‐C cable or One (1) CyberPi and One (1) Halocode
 Pocket Shield (optional)
 Example program(s): CyberPi – Lesson 9 – Gift Alarm

Content Standards

Type Indicator Standard

Decompose problems and subproblems into parts to facilitate the
CSTA 2‐AP‐13
design, implementation, and review of programs.
Students break problems into component parts, extra key information,
ISTE 5c and develop descriptive models to understand complex systems or
facilitate problem‐solving.
K12 CS Identify complex, interdisciplinary, real‐world problems that can be
Practice 3‐1
Framework solved computationally.
K12 CS Decompose complex real‐world problems into manageable subproblems
Practice 3‐2
Framework that could integrate existing solutions or procedures.
K12 CS Evaluate whether it is appropriate and feasible to solve a problem
Practice 3‐3
Framework computationally.

Agenda (45 minutes)

Duration Content
Warm‐up
5 minutes
 Internet of Things
Hands‐on
15 minutes
 Wireless Communication in mBlock
Try It
20 minutes
 Creating a Gift Alarm
Wrap‐up
5 minutes  Brainstorming Ideas
 Lesson Extension(s)

© education.makeblock.com 53
 Activities

Warm‐Up
[5 minutes]

Internet of Things
31. Facilitate a short research activity on the Internet of Things. Have students research and present their
findings. Their research should lead them to learn more about how internet‐connected physical
computing devices are used in the following applications:
a. Smart Homes e. Weather
b. Healthcare Monitoring f. Manufacturing
c. Transportation g. Environmental Research
d. Agriculture h. Military

Hands‐On
[15 minutes]

Wireless Communication in mBlock

9. There are two types of wireless communication in mBlock: Wi‐Fi and LAN. Review the following
information and blocks for each type.

Wi‐Fi

Using a Wi‐Fi connection, data is shared with the cloud message function. You can share data
across devices and projects with the same mBlock 5 account. Physical proximity or distance is
no longer a restriction, as these devices do not need to be in the same location.

To use, each device must be connected to the internet. See the blocks below for connecting the
CyberPi, Halocode and the mBlock project to cloud messages.

Category Block Function

Connects the CyberPi to a wireless

network.

Returns TRUE if the CyberPi is

connected to the internet.

Event block that triggers the

execution of the actions attached

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 when a specific cloud broadcast is
received.

Sends a cloud broadcast.

The CyberPi can communicate with a Halocode or an mBlock sprite through Wi‐Fi cloud
broadcast.

Halocode

See description of CyberPi blocks

above.

Sprite
See description of CyberPi blocks
above.

LAN

A LAN (local‐area network) is a network that links a group of computers or devices within a
certain location. The group of computers share communications to send messages to each
other. A local area network can be formed between CyberPi’s to allow one CyberPi to control
another.

Category Block Function

Event block that triggers the

execution of the actions attached
when a specific LAN broadcast is
received.

Sends a LAN broadcast.

10. Select the type of communication that will work for with your classroom and students. Use the
following steps as an example of how wireless communication works in mBlock.

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 11. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the
Devices tab and connect in Upload mode.

12. On the Panda sprite, in the Block Area, click the button. Find the
User cloud message extension and click +Add.
13. Instruct students to build the following scripts:

CyberPi Sprite

14. Update the Wi‐Fi ssid and password with the information for the wireless router in your location for
the CyberPi to connect.
15. Upload the program to the CyberPi and
test the program. Students should
observe Panda walk when the CyberPi is
shaken.
16. If the program does not appear to work,
add the following code to the CyberPi
script to troubleshoot the Wi‐Fi
connection.

Try It
[20 minutes]

Creating a Gift Alarm

© education.makeblock.com 56
 1. Using the following problem statement, instruct students to plan a solution to the problem. There are
many ways to solve this problem; one sample solution has been provided for you.

Gift Alarm

One of your friend’s birthday is soon. This friend likes to shake

presents to try to figure out what is inside. You would like to figure
how to make a silent alarm that will notify you wirelessly if the gift is
Problem shaken.

How can mBlock, the CyberPi and/or the Halocode help you
determine if your friend shakes the present you give them this year?

Program the Halocode to send a cloud message if it is shaken.

Secure the Halocode and a battery pack inside the present
before wrapping.
Proposed
Program the CyberPi to play a sound and flash LEDs if a cloud
Solution
message is received indicating the gift was shaken.

Bonus: Have a sprite in mBlock also shake when the gift is

shaken.

2. Have students write pseudocode for the Gift Alarm and then create the project using their pseudocode
as a guide.

Wrap‐Up
[5 minutes]

Brainstorming Ideas

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 4. Wireless communication and cloud messages eliminate barriers such as cord length and device
location. With the class, brainstorm a list of ideas for programs that could benefit from wireless
communication. Some ideas may include:
 Weather station which reports to a separate device.
 Survey collection device in a main location of the school which reports results to the classroom.
 Walkie talkie or text messaging between devices.

Lesson Extension(s)
 Have students develop their own project using wireless communication.
 Have students research networks and the role they in society.

© education.makeblock.com 58