🇬🇧 Urban Planning

🇬🇧 Intro: Hydroelectricity

🇬🇧 Hydropower Inventions

🇬🇧 Intro: Wind Energy

🇬🇧 Harnessing Wind Energy

🇬🇧 Crane Automation (micro:bit)

🇬🇧 Earthquake Simulator (micro:bit)

🇬🇧 Intro: Solar Energy

🇬🇧 Solar Energy Sensing (micro:bit)

🇬🇧 City Building

Discover how the sun provides the Earth with solar energy as part of a series on renewable energy. Program a micro:bit to sense light levels throughout an indoor area as well as outdoors.

In each section, the learning objectives are:
*   **Imagine** – Learn how the sun provides the Earth with solar energy.
*   **Build** – Program a micro:bit to track light levels with the light sensor, then display the results.

Teacher Notes

Overview and Objectives

Materials

#### Teachers: Preparing Your Students (25 min)

When students begin the lesson, they start in [Overview and Objectives](#overview-and-objectives), then transition to this [Preparation](#preparation) section. Presented in their view is a vocabulary list of terms and infographics illustrating concepts across STEAM domains throughout this entire lesson.

* Read through the vocabulary list. (5 minutes)
* Review the [Sustainable Development Goals (SDGs)](https://sdgs.un.org/goals). (5 minutes)
* Test and get light sources. (15 minutes)

#### Light and Dark Sources

The micro:bit can be very sensitive to sunlight but not so sensitive to artificial lights. If you are in a very sunny room, consider adding some masking tape on top of the LED screen to reduce the sensitivity. If you are in a dark room, consider using a torch to trigger it.
When starting this lesson, turn off the room lights, with minimal light shining from the window. As your students progress through the programming sequence in the [Build](#build) section, you can vary the light sources and even move near the windows or go outside!

#### Sustainable Development Goals

Review the [Sustainable Development Goals (SDGs)](https://sdgs.un.org/goals) blueprint based on global needs to create a more sustainable world by 2030 before starting the lesson. (5 minutes)

#### Vocabulary (5 minutes)

This is the list of vocabulary terms used throughout the lesson. They will be in **bold** and listed throughout the different sections. Students can always revisit the vocabulary definitions with media and questions in the lesson. (5 minutes)

Preparation

### The Power of the Sun

**Solar energy** from the sun provides the Earth with all the heat and light necessary to sustain life.
*   **Solar energy** is free and widely available for people to use across the planet.
*   It can be collected, converted to electricity, and used by people to power nearby homes and communities.
In the 1800s, scientists discovered that light from the sun generated electricity when it shone on certain materials in a liquid solution. This process, known as the **photovoltaic effect** , generates electricity in modern solar panels and cells.
*   Areas that receive many hours of sunlight are more suitable for installing solar panels and **arrays** .
*   In 2019, solar energy provided 1.1% of all the energy consumed worldwide.
*   Most energy used worldwide still comes from non-renewable sources, such as oil, coal, and natural gas.
*   Solar power technology is improving, making electricity more affordable and efficient. In the future, **renewable** energies such as solar power, wind energy, and hydropower could replace non-renewable forms of energy.

Light from the sun is free and widely available across the planet.

Imagine

Assemble the micro:bit and clip

Connect to computer using USB cable

Start a new project on Makecode

Add Strawbees extension

Pair the micro:bit

Turn on the Robotics board

Program light level value

Sense light under different  indoor light sources

Test with natural light outside

National Curriculum

Curriculum for Excellence

Build

References and Extra Resources

STEAM Classroom Robotics - micro:bit

UK - England

Year 3

Year 4

Year 5

Year 6

UK - Scotland

Ensure access to affordable, reliable, sustainable and modern energy for all.

SDGs

Goal 7

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

KS2-1

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

KS2-2

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Understand how key events and individuals in design and technology have helped shape the world.

KS2-3

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

Apply their understanding of computing to program, monitor and control their products.

KS2-4

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy.

SCN 2-04a

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond.

TCH 2-02b

I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way.

TCH 2-06a

I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment.

TCH 2-07a

I can extend and enhance my design skills to solve problems and can construct models.

TCH 2-09a

I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task.

TCH 2-10a

I can extend my knowledge and understanding of engineering disciplines to create solution.

TCH 2-12a

I understand the operation of a process and its outcome. I can structure related items of information.

TCH 2-13a

I can explain core programming language concepts in appropriate technical language.

TCH 2-14a

I understand how information is stored and how key components of computing technology connect and interact through networks.