pxt-microbit 7.1.44 → 7.1.46

package/docs/blocks/loops.md

@@ -12,4 +12,4 @@ loops.everyInterval(500, function () {})
 [while](/blocks/loops/while), 
 [repeat](/blocks/loops/repeat), 
 [for of](/blocks/loops/for-of),
-[every](/reference/loops/every)
+[every](/reference/loops/every-interval)

package/docs/courses/csintro/SUMMARY.md

@@ -107,6 +107,14 @@
     * [Project](/courses/csintro/radio/project)
     * [Standards](/courses/csintro/radio/standards)
 
+## [Accelerometer](/courses/csintro/accelerometer)
+
+* [Accelerometer](/courses/csintro/accelerometer)
+    * [Overview](/courses/csintro/accelerometer)
+    * [Activity](/courses/csintro/accelerometer)
+    * [Project](/courses/csintro/accelerometer)
+    * [Standards](/courses/csintro/accelerometer)
+
 ## Arrays
 
 * [Arrays](/courses/csintro/arrays)

package/docs/courses/csintro/about.md

@@ -7,4 +7,4 @@ You can follow him on Twitter at [@dkiang](http://twitter.com/dkiang).
 
 ![Mary Kiang](/static/courses/csintro/mary-kiang-foto.png)
 
-Mary Kiang has been teaching for over twenty-five  years at elementary, middle, and high school levels. She also developed curriculum in the Education Department of the Museum of Science in Boston. She currently teaches 6th grade Math/Science at Punahou School. Mary is a former programmer for Houghton Mifflin and Dun & Bradstreet and holds a Master’s degree in Elementary Education from Simmons College. Mary is the founder of GO Code!, an organization that supports girls and young women in exploring coding and STEM.
+Mary Kiang has been teaching for over twenty-five  years at elementary, middle, and high school levels. She also developed curriculum in the Education Department of the Museum of Science in Boston. She currently teaches 6th grade Math/Science at Punahou School. Mary is a former programmer for Houghton Mifflin and Dun & Bradstreet and holds a Master’s degree in Elementary Education from Simmons College. Mary is the founder of GO Code!, an organization that supports girls and young women in exploring coding and STEM.

package/docs/courses/csintro/accelerometer.md

@@ -0,0 +1,32 @@
+# Accelerometer
+
+![Acceleration Example](/static/courses/csintro/accelerometer/highvelocitylowaccel.png)
+
+This unit introduces the accelerometer functionality of the micro:bit. Even if one is unfamiliar with the word “accelerometer,” most people are aware of the function. The micro:bit accelerometer measures how the micro:bit is positioned and moving through space. The unplugged activity has the students sense their own body’s way of knowing its position and movement through space. The birdhouse activity leads the students to use the micro:bit’s accelerometer capabilities to create a program that reminds them to stand up every so often. This unit’s project is to create a “multi-tool” that uses a combination of different sensors using the accelerometer to solve a problem or serve a purpose.
+
+
+## Lesson objectives
+
+You will...
+
+* Understand how to use the Accelerometer blocks to sense the micro:bit’s position and movement in three-dimensional space
+* Understand the x, y, z axes and measurement of gravitational force
+* Apply the above knowledge and skills to design a unique program using the accelerometer
+
+## Lesson structure
+
+* Introduction: Understanding the Accelerometer
+* micro:bit Activity: Marco Polo & Morse Code
+* Project: Radio
+* Assessment: Rubric 
+* Standards: Listed
+
+## Lesson plan
+
+1. [**Overview**: Understanding the Accelerometer](/courses/csintro/accelerometer/overview)
+2. [**Activity**: Stand for Health](/courses/csintro/accelerometer/activity)
+3. [**Project**: Accelerometer project](/courses/csintro/accelerometer/project)
+
+## Related standards
+
+[Targeted CSTA standards](/courses/csintro/accelerometer/standards)

package/docs/courses/csintro/algorithms.md

@@ -1,11 +1,11 @@
 # Algorithms
 
-This lesson introduces a conceptual framework for thinking of a computing device as something that uses code to process one or more inputs and send them to an output(s).
+This unit introduces the four main components that make up a computer and the concept of **input** and **output** as it relates to programming the micro:bit. The coding activity starts with an explanation of pseudocode that leads to working with events and event handlers to program your micro:bit to make faces. The project incorporates all the new learning from this unit as you create your own fidget cube that responds to different inputs.
 
 ## Lesson objectives
-Students will...
+You will...
 
-* Understand the four components that make up a computer and their functions.
+* Understand the functions of the four components that make up a computer.
 * Understand that the micro:bit takes input, and after processing the input, produces output.
 * Learn the variety of different types of information the micro:bit takes in as input.
 * Apply this knowledge by creating a micro:bit program that takes input and produces an output.
@@ -13,9 +13,8 @@ Students will...
 ## Lesson plan
 
 1. [**Overview**: What is a computer and micro:bit hardware](/courses/csintro/algorithms/overview)
-2. [**Unplugged**: What's your function?](/courses/csintro/algorithms/unplugged)
-3. [**Activity**: Happy face, sad face](/courses/csintro/algorithms/activity)
-4. [**Project**: Fidget cube](/courses/csintro/algorithms/project)
+2. [**Activity**: Happy face, sad face](/courses/csintro/algorithms/activity)
+3. [**Project**: Fidget cube](/courses/csintro/algorithms/project)
 
 ## Related standards
 

package/docs/courses/csintro/arrays.md

@@ -5,7 +5,7 @@
 This lesson introduces the fundamental concept of storing and retrieving data in an ordered fashion using Arrays. We'll also look at JavaScript as an alternate way of creating and modifying code. We'll look at the structure of a Melody as a list of notes.
  
 ## Lesson objectives
-Students will...
+You will...
 * Explain the steps they would take to sort a series of numbers.
 * Recognize three common sorting algorithms.
 * Practice creating Arrays.
@@ -15,7 +15,7 @@ Students will...
  
 ## Lesson structure
 * Introduction: Arrays
-* Unplugged Activity: Different sorts of people
+* Unplugged Activity: Different sorts
 * micro:bit Activity: Headband charades, Starry Starry Night
 * Project: Make a musical instrument
 * Assessment: Rubric 
@@ -24,7 +24,7 @@ Students will...
 ## Lesson plan
 
 1. [**Overview**: Arrays](/courses/csintro/arrays/overview)
-2. [**Unplugged**: Different sorts of people](/courses/csintro/arrays/unplugged)
+2. [**Unplugged**: Different sorts](/courses/csintro/arrays/unplugged)
 3. [**Activity**: Headband charades](/courses/csintro/arrays/activity)
 4. [**Project**: Musical instrument ](/courses/csintro/arrays/project)
 

package/docs/courses/csintro/binary.md

@@ -2,11 +2,12 @@
 
 ![Binary numbers shown on a monitor](/static/courses/csintro/binary/binary-crt.png)
 
-This lesson presents the concept of binary digits and base-2 notation.  Students will learn how data is stored digitally and how it can be read and accessed.
+This lesson presents the concept of binary digits and base-2 notation. You will learn how data is stored digitally and how it can be read and accessed.
 
 ## Lesson objectives
 
-Students will...
+You will...
+
 * Understand what bits and bytes are and how they relate to computers and the way information is processed and stored.
 * Learn to count in Base-2 (binary) and translate numbers from Base-10 (decimal) to binary and decimal.
 * Apply the above knowledge and skills to create a unique program that uses binary counting as an integral part of the program.
@@ -14,7 +15,6 @@ Students will...
 ## Lesson structure
 
 * Introduction: Bits and Bytes
-* Unplugged Activity: Binary Vending Machine
 * micro:bit Activity: Binary Transmogrifier
 * Project: Make a Binary Cash Register
 * Assessment: Rubric 
@@ -23,9 +23,8 @@ Students will...
 ## Lesson plan
 
 1. [**Overview**: Bits, bytes, binary](/courses/csintro/binary/overview)
-2. [**Unplugged**: Binary vending machine](/courses/csintro/binary/unplugged)
-3. [**Activity**: Binary transmogrifier](/courses/csintro/binary/activity)
-4. [**Project**: Make binary a cash register](/courses/csintro/binary/project)
+2. [**Activity**: Binary transmogrifier](/courses/csintro/binary/activity)
+3. [**Project**: Make binary a cash register](/courses/csintro/binary/project)
 
 ## Related standards
 

package/docs/courses/csintro/booleans.md

@@ -2,15 +2,16 @@
 
 ![micro:bit Combo Box](/static/courses/csintro/booleans/cover.jpeg)
 
-This lesson introduces the use of the boolean data type to control the flow of a program, keep track of state, and to include or exclude certain conditions.
+This unit introduces the use of the **Boolean** data type to control the flow of a program, keep track of the status of the program, and to include or exclude certain conditions. In an unplugged activity, you will write pseudocode to simulate two coins being tossed at the same time. In the coding activity, you'll take the pseudocode from the unplugged activity and use it to code your micro:bit. In the project, you'll code your own unique program using Booleans and other blocks that you've explored and learned in the previous units.
 
 ## Lesson objectives 
-Students will...
-* Understand what booleans and boolean operators are, and why and when to use them in a program.
-* Learn how to create a boolean, set the boolean to an initial value, and change the value of the boolean within a micro:bit program.
-* Learn how to use the random true or false block. 
-* Apply the above knowledge and skills to create a unique program that uses booleans and boolean operators as an integral part of the program.
- 
+You will...
+
+* Understand what Booleans and Boolean operators are, and why and when to use them in a program.
+* Learn how to create a Boolean, set the boolean to an initial value, and change the value of the boolean within a micro:bit program.
+* Learn how to use the random **true** or **false** block. 
+* Apply the above knowledge and skills to create a unique program that uses Booleans and Boolean operators as an integral part of the program.
+
 ## Lesson structure
 * Introduction: Booleans in daily life
 * Unplugged Activity: Two Heads are Better Than One

package/docs/courses/csintro/conditionals.md

@@ -2,23 +2,21 @@
 
 ![Board game example](/static/courses/csintro/conditionals/cover.jpg)
 
-This lesson introduces the Logic blocks such as 'If...then' and 'If...then...else'.
-Students practice skills of creativity, problem-solving, and collaboration.
+This unit introduces the Logic blocks, such as ‘If…then’ and ‘If…then…else’. You will learn what **conditional** statements are, and why and when to use them in a program, practicing skills of creativity, problem solving, and collaboration in the process. You will code a game of “Rock, paper, scissors” with the micro:bit via the programmable buttons and the LED screen. In the final project, you'll be designing, building, and coding your own unique micro:bit-based board game using conditionals.
 
 ## Lesson objectives
-Students will...
+You will...
 
 * Understand what conditional statements are, and why and when to use them in a program.
 * Learn how to use the Logic blocks 'If...then' and 'If…then...else'.
 * Practice using the Logic blocks so different conditions yield specified outcomes.
-* Demonstrate understanding and apply skill by collaborating with classmates to create a game that uses a micro:bit and a program that correctly and effectively uses conditionals. 
+* Demonstrate understanding and apply skill by creating a game that uses a micro:bit and a program that correctly and effectively uses conditionals. 
 
 ## Lesson plan
 
 1. [**Overview**: Conditional statements](/courses/csintro/conditionals/overview)
-2. [**Unplugged**: Red light, green light](/courses/csintro/conditionals/unplugged)
-3. [**Activity**: Rock, paper, scissors](/courses/csintro/conditionals/activity)
-4. [**Project**: Board game](/courses/csintro/conditionals/project)
+2. [**Activity**: Rock, paper, scissors](/courses/csintro/conditionals/activity)
+3. [**Project**: Board game](/courses/csintro/conditionals/project)
 
 ## Related standards
 

package/docs/courses/csintro/coordinates.md

@@ -2,14 +2,15 @@
 
 ![Sample Heart Simulator](/static/courses/csintro/coordinates/cover.png)
 
-This lesson introduces the use of coordinates to store data or the results of mathematical operations. It gives students practice programming for the LEDs of the micro:bit screen using coordinates, and introduces the basic game blocks of MakeCode.
+This lesson introduces the use of coordinates to store data or the results of mathematical operations. It provides practice programming for the LEDs of the micro:bit screen using coordinates, and introduces the basic game blocks of MakeCode.
 
 ## Lesson objectives
 
-Students will...
+You will...
+
 * Understand that the 5 x 5 grid of LEDs on the micro:bit represents a coordinate grid with the origin (0,0) in the top left corner.
-* Understand that the values of the x coordinates range from 0 through four and increase from left to right.
-* Understand that the values of the y coordinates range from 0 through four and increase from top to bottom.
+* Understand that the values of the x-coordinates range from 0 through 4 and increase from left to right.
+* Understand that the values of the y-coordinates range from 0 through 4 and increase from top to bottom.
 * Learn how to refer to an individual LED by its **X** and **Y** coordinates.
 * Learn how to plot (turn on) and unplot (turn off) individual LEDs and how to toggle between these two states.
 * Learn how to check the current on or off status of an individual LED as well as check and set the brightness level.
@@ -18,18 +19,15 @@ Students will...
 ## Lesson structure
 
 * Introduction: Coordinate Grid
-* Unplugged Activity: Battleship
 * micro:bit Activities: Animation and Patterns
 * Project: Screensaver or Game
-* Assessment: Rubric 
 * Standards: Listed
 
 ## Lesson plan
 
 1. [**Overview**: Coordinate grid and LEDs](/courses/csintro/coordinates/overview)
-2. [**Unplugged**: Battleship](/courses/csintro/coordinates/unplugged)
-3. [**Activity**: Animation and patterns](/courses/csintro/coordinates/activity)
-4. [**Project**: Screensaver or game](/courses/csintro/coordinates/project)
+2. [**Activity**: Animation and patterns](/courses/csintro/coordinates/activity)
+3. [**Project**: Screensaver or game](/courses/csintro/coordinates/project)
 
 ## Related standards
 

package/docs/courses/csintro/finalproject.md

@@ -2,9 +2,9 @@
 
 ![micro:bit holder square](/static/courses/csintro/conditionals/microbit-holder.jpg)
 
-In this unit, we will be reviewing the concepts we covered in the previous weeks, and providing some ideas for an independent final project that students can focus on in the next several weeks. We will also provide a rubric for keeping students on task and tracking the learning that they are doing as they work on their projects. This is an expanded version of the process students followed in the [Mini-Project](/courses/csintro/miniproject), in Lesson 6. 
+In this unit, we will be reviewing the concepts we covered in the previous weeks, and providing some ideas for an independent final project that you can focus on in the next several weeks. We will also provide a rubric for keeping yourself on task and tracking your learning as you work on your project. This is an expanded version of the process you followed in the [Mini-Project](/courses/csintro/miniproject), in Lesson 6. 
 
-Students are asked to create an independent project that demonstrates the use of something they have already learned, something they went out and researched for themselves, something they borrowed from somewhere else (with citations) and something completely original. They are also asked to document their learning process throughout the next couple of weeks using an independent project framework that emphasizes metacognitive development and process-oriented work.
+You now have the opportunity to create an independent project that demonstrates the use of something you have already learned, something you went out and researched for yourself, something you borrowed from somewhere else (with citations) and something completely original. You'll also keep a journal about what you are learning over the next couple of weeks. The final project is a great way to 
 
 ## Lesson plan
 

package/docs/courses/csintro/introduction.md

@@ -1,23 +1,26 @@
 # Introduction
 
-When we first started teaching computer science, we discovered two important things. We found that existing curriculum for beginners focused mostly on solving math problems or constructing geometric shapes and that there was a certain type of student that signed up for computer science classes and these students were almost always boys. We wondered whether a different approach to teaching the basics of computer programming would be more engaging and also attract a larger variety of different types of students, both boys and girls.
- 
-We decided to focus on what knowing how to program allowed you to do and create. Ultimately all programs are created to solve a problem or serve a purpose. The problem may be local or global, the purpose may be anything from helping doctors treat patients to pure entertainment. By starting with interesting problems the students wanted to solve, they were much more engaged in learning to code. They saw coding skills as an important part of building creative solutions.
+When we first started teaching computer science, we noticed something interesting. Most of the beginner courses were focused on math problems or creating geometric shapes, and it was mostly boys signing up. That made us wonder: what if we could teach programming in a way that was more exciting and fun for everyone?
 
-With this approach, we found that not only did we get more girls taking the course, we also got a more diverse group of boys. Opportunities for collaboration increased, and all the students got to see where their talents and skills meshed with others' interests and experiences, to make a whole that was greater than the sum of its parts.
+So, we changed things up! Instead of just focusing on the math, we decided to show what programming can help you create. After all, coding is all about solving problems and making things that matter. You could use it to help doctors treat patients, make games that entertain people, or tackle big issues around the world. When our students got to work on problems they cared about, they were way more interested in learning to code. They saw programming as a super cool tool for building their own creative solutions.
 
-We are now at the point where a third of the students taking computer science are girls, and more importantly, students are coming out of the course not only with an understanding of code, but also knowing how to read through professionally written code, and take an idea from brainstorming through prototyping to build something that matters.
+And guess what? It worked! We started seeing more girls joining the class, along with boys who brought different interests and ideas. Everyone got to collaborate more, which made the class even better because each student brought something unique to the table.
+
+Now, about a third of the students in our computer science classes are girls, and the best part? They’re not just learning how to code—they’re learning how to think like real developers. From brainstorming ideas to building prototypes, our students are creating things that really make a difference. And that’s what this course is all about!
 
 > _- Authors Mary Kiang and Douglas Kiang_
 
 ## Course Introduction
-This is an introduction to coding and computer science by way of making and design, using the revolutionary new micro:bit microcontroller board, and Microsoft's easy and powerful MakeCode block-based coding environment. It is a project-based curriculum with a maker philosophy at its core; the idea is that by making physical objects, students create a context for learning the coding and computer science concepts. 
+Get ready for an awesome introduction to coding and computer science through hands-on making and design! You’ll be using the micro:bit
+microcontroller board, along with Microsoft’s MakeCode, a block-based coding tool that's both easy to use and super powerful.
+
+In this course, you’ll be working on projects where you actually build things—real, physical objects! The idea is that by creating something you can hold in your hands, you’ll naturally learn important coding and computer science concepts. It’s all about learning by doing, and we can’t wait to see what you create!
 
 ![micro:bit man](/static/courses/csintro/microbitman.jpg)
 
 * micro:bits may be purchased from these resellers:
 
->   http://microbit.org/resellers (you will need 1 micro:bit per student for this course).  The "micro:bit Go Kit" includes a battery pack and USB cable as well.
+>   http://microbit.org/resellers (you will need at least 1 micro:bit for this course).  The "micro:bit Go Kit" includes a battery pack and USB cable as well.
 
 * Other optional suggested micro:bit accessories include:
 
@@ -30,13 +33,13 @@ This is an introduction to coding and computer science by way of making and desi
 
 * MakeCode for the micro:bit is a free web app: https://makecode.microbit.org
 
-Copper tape is inexpensive and super useful in all sorts of maker activities so it’s worth it to invest in a few rolls to keep on hand for micro:bit projects. We use it in [Lesson 9 (Binary Cash Register)](/courses/csintro/binary/project). You can purchase copper tape at https://www.adafruit.com/product/1128/ and https://www.sparkfun.com/products/10561.
+Copper tape is inexpensive and super useful in all sorts of maker activities so it’s worth it to get a roll to keep on hand for micro:bit projects. We use it in [Lesson 9 (Binary Cash Register)](/courses/csintro/binary/project). You can purchase copper tape from vendors such as Adafruit and Sparkfun.
 
-When students complete this course they will have a good understanding of computer science concepts that can serve as the foundation for future study. They will develop powerful design skills that they can use in future projects of all types, whether they are designing 3D printed prototypes or creating apps that serve a real world purpose.
+By the time you finish this course, you'll have a solid understanding of key computer science concepts that will set you up for future learning. Plus, you'll build awesome design skills that can be used in all sorts of future projects, whether you’re creating 3D-printed prototypes or developing apps that solve real-world problems.
 
-This course is targeted to middle school grades 6-8 (ages 11-14 years).  It is also written for teachers who may not have a Computer Science background, or may be teaching an "Intro to Computer Science" course for the first time.
+This course is designed for students in grades 6-8 (ages 11-14). It is designed for people who might not have a background in Computer Science or even teachers who are teaching an "Intro to Computer Science" class for the first time. So, everyone can jump in and learn together!
 
-This course takes approximately 14 weeks to complete, spending about 1 week on each of the first 11 lessons, and 3 weeks for students to complete the final project at the end.  Of course, teachers should feel free to customize the curriculum to meet individual school or district resources and timeframe.
+The course takes about 14 weeks to finish, if you are working on it for a few hours a week. You’ll spend roughly one week on each of the first 11 lessons, and then you’ll need about three weeks to work on an exciting final project. But of course you can always adjust the timeline to fit your needs. This course is flexible and designed to work for you!
 
 ## Overall Course Scope & Sequence:
 
@@ -51,37 +54,33 @@ This course takes approximately 14 weeks to complete, spending about 1 week on e
 9. [Bits, bytes, and binary](/courses/csintro/binary) 
 10. [Radio](/courses/csintro/radio)
 11. [Arrays](/courses/csintro/arrays)
-12. [Independent final project](/courses/csintro/finalproject)
+12. [Accelerometer](/courses/csintro/accelerometer)
+13. [Independent final project](/courses/csintro/finalproject)
 
-Each of the 12 lessons is comprised of the following parts:
+Each lesson is made up of the following parts:
 
 * Topic Introduction
-* Unplugged Activity (30 min) ̶  An offline game or activity that demonstrates the concept/topic
-* micro:bit Activity (45-60 min) ̶- An activity that everyone makes on their micro:bit that teaches the skills learned in this lesson.
-* Project (60-120 min) ̶- A prompt for an original project that each student will create to demonstrate their understanding of the skills and concepts covered in this lesson.
-* Project Mods ̶  Examples of additional things students can do to extend the project
-* Assessment ̶- A project rubric and guidance for grading the project.
-* Standards ̶ -A list of [CSTA K-12 Computer Science Standards](https://www.csteachers.org/?page=CSTA_Standards) and/or concepts covered by this lesson.
+* micro:bit Activity (45-60 min) An activity that everyone makes on their micro:bit that teaches the skills learned in this lesson.
+* Project (60-120 min) A prompt for an original project that you can create to practice the skills and concepts covered in this lesson.
+* Project Mods: Examples of additional things you can do to extend the project
+* Standards: A list of [CSTA K-12 Computer Science Standards](https://www.csteachers.org/?page=CSTA_Standards) and/or concepts covered by this lesson.
 
 ### Topic introduction
 
-The introduction to each lesson will tell you what learning objectives are covered in the lesson, and presents an overview of that lesson's topic. Some lessons have a specific activity that can help introduce the topic to students in a fun way.
-
-### Unplugged activity (30 min)
-Each lesson starts with an unplugged activity, which doesn't require a computer or a micro:bit. It's a chance to get students up and moving around, and is designed to be a fun introduction to the computer science concept covered in that lesson. Unplugged activities are an important way to demonstrate new concepts in a tangible, often kinesthetic, way. Since so many computer-based topics are abstract, unplugged activities are very effective at fostering understanding that students will then demonstrate in later activities.
+The introduction to each lesson will tell you what learning objectives are covered in the lesson, and presents an overview of that lesson's topic. 
 
 ### micro:bit activity (45–60 min)
-Each lesson also contains a micro:bit activity, which we informally refer to as a "birdhouse" activity, after the innumerable wooden birdhouses so many of us made in wood shop as a way to master basic skills. Each lesson's micro:bit activity is an example that walks students step-by-step through building a project that demonstrates that lesson's topic. By the time students finish the activity, they will have written code that they can use in a different project of their own design.
+Each lesson contains a micro:bit activity, which is an example that walks you step-by-step through building a project that demonstrates that lesson's topic. By the time you finish the activity, you will have written code that you can use in a different project of their own design.
 
-Some students will finish the activity more quickly than others. Those students can then be a helpful resource for their classmates, or they can challenge themselves by modifying, or "modding" the activity to do something different. We have provided examples and suggestions at the end of many of these activities, and feel free to suggest your own (or encourage your students to come up with their own ideas!)
+You can always challenge yourself by modifying, or "modding" the activity to do something different. We have provided examples and suggestions at the end of many of these activities, and feel free to come up with your own!
 
 ### Project (60–120 min)
-After presenting the concept in an unplugged fashion, then walking students through a demonstration activity, it is time to challenge students to use those skills to create something that is creative and original. Students will be working on their projects in a "collaboratively independent" way, which means each student is responsible for turning in his or her own project, but are encouraged to work together and help each other while doing so. Some form of reflection is an important part of documenting the learning that has taken place, and it's a great idea to share out the final projects and reflections, either at an event or on a blog.
+After the demonstration activity, it is time to challenge yourself to use those same skills to create something that is creative and original. This is where the real learning takes place because instead of following step by step instructions, you will prove to yourself that you can use those skills in a new way to create something that is personal and unique.
 
 There are also a series of Project Mods that students can do to extend the project they have created. These are useful for students who already have some experience with coding or who want an extra challenge.
 
-### Assessment
-A rubric is provided for each project that can be customized according to what students are being asked to demonstrate. For the Activities we just expect students to do them, so those are fairly simple to check off. For the Projects, however, there is often a range of grades based on how closely the project meets the specifications of the assignment.
+### Journal
+From time to time we will ask you to write down your reflections in a journal. Keeping a personal journal is a powerful tool! It helps you track your progress, organize your thoughts, and see how much you've grown over time. By writing down what you learned from each activity and project, you’ll deepen your understanding and notice patterns in your problem-solving process. Plus, it’s a great way to celebrate your successes and identify areas for improvement, making you a more thoughtful and confident learner!
 
 ### Standards
 Where applicable, we have mapped each of the lessons to the [Computer Science Teachers Association (CSTA) K-12 Standards](https://www.csteachers.org/?page=CSTA_Standards), which are US nationally recognized standards for computer science education.

package/docs/courses/csintro/iteration.md

@@ -2,11 +2,12 @@
 
 ![Guitar Picture](/static/courses/csintro/iteration/guitar.jpg)
 
-This lesson introduces the concept of looping and iteration. Presents the 'While' block as a combination of an iteration and a conditional statement.
+This unit introduces the concept of iteration—or ways to make things repeat. In MakeCode, this is accomplished with loop blocks. You will learn to code with three types of loop blocks as well as sprite and music blocks. In the project, you'll code your own unique program using loops, variables, and other blocks you've explored and learned. You'll design and build an object that uses sound, display, and motion in some way. To incorporate sound and motion, additional materials such as micro-servo motors (a small motor) and crocodile clips are recommended for Lessons B and C.
 
 ## Lesson objectives
 
-Students will...
+You will...
+
 * Understand the value of iteration in programming
 * Understand looping as a form of iteration
 * Learn how and when to use the Looping blocks ‘repeat’, ‘while’, and ‘for’
@@ -15,19 +16,17 @@ Students will...
 ## Lesson structure
 
 * Introduction: Lather. Rinse. Repeat.
-* Unplugged Activity: Walk a Square pseudocode
 * micro:bit Activities: Code a sprite to walk a Square, travelling light, micro:bit alarm!
 * Project: Get Loopy!
 * Project Mods: Use servo motors to add a motion element to the project
-* Assessment: Rubric 
+* Reflection: Write a short journal entry 
 * Standards: Listed
 
 ## Lesson plan
 
 1. [**Overview**: Iteration and looping](/courses/csintro/iteration/overview)
-2. [**Unplugged**: Walk a square](/courses/csintro/iteration/unplugged)
-3. [**Activity**: Loops demos](/courses/csintro/iteration/activity)
-4. [**Project**: Get loopy](/courses/csintro/iteration/project)
+2. [**Activity**: Loops demos](/courses/csintro/iteration/activity)
+3. [**Project**: Get loopy](/courses/csintro/iteration/project)
 
 ## Related standards
 

package/docs/courses/csintro/making.md

@@ -1,24 +1,21 @@
 # Making with micro:bit
 
-This Lesson introduces the micro:bit as a piece of hardware that has a specific size and weight, and
-generally must be supported and incorporated as an essential component of a tangible artifact. Focus
-on incorporating the physical micro:bit into a basic making activity.
+This lesson introduces the design thinking process as a way to design something that meets someone else's needs. By focusing on building the micro:bit into a pysical object, you'll gain experience in working with a piece of hardware that has a specific size and weight, and that needs to be supported and held securely.
 
 ![micro:bit board](/static/courses/csintro/making/microbit-board.png)
 
 ## Lesson objectives 
-Students will...
+You will...
 
 * Exercise creativity and resourcefulness by coming up with ideas for using simple household materials to accommodate the micro:bit’s size and weight in many different ways.
-* Test and iterate using different materials and sizes in order to create an optimal design to house the micro:bit and battery pack
+* Test and iterate using different materials and sizes in order to create an optimal design to house the micro:bit and battery pack.
 * Learn how to download programs and move them to the micro:bit file to run on the micro:bit.
 * Use the design thinking process to develop an understanding for a problem or user need.
-* Apply their understanding in a creative way by making a “micro:pet” creature. 
+* Apply your understanding in a creative way by making a “micro:pet” creature. 
 	
 ## Lesson plan
 
 * [**Introduction**: The micro:bit is for making](/courses/csintro/making/introduction)
-* [**Unplugged**: Design Thinking](/courses/csintro/making/unplugged)
 * [**Activity**: MakeCode download](/courses/csintro/making/activity)
 * [**Project**: micro:pet (including mods and rubric)](/courses/csintro/making/project)
 

package/docs/courses/csintro/miniproject.md

@@ -2,17 +2,15 @@
 
 ![Ideas](/static/courses/csintro/miniproject/problem-solving.png)
 
-In this unit, we will be reviewing the concepts we covered in the previous weeks, and providing some ideas for an independent “mini-project” students can focus on in the next several classes. We will also introduce a framework for keeping students accountable to the work they are doing individually and in groups, and providing a rubric for assessment of the development process, as well as the finished product.
+In this unit, we’re going to review the stuff we’ve covered over the past few weeks, and give you some ideas for an independent “mini-project” that you’ll work on in the next few sessions. We’ll also show you a framework to help you stay on track with your work and give you some structure to guide your progress.
 
-It is important to allow students to practice accounting for the work they are doing on a short “mini-project” like this, so that when they move on to an independent project spanning multiple weeks, it will be easier for you to keep track of what everybody is doing.
-
-It also reinforces the important idea that how you solve problems is at least as important to learning as whether you solved them at all (or even got the right answer). Programming is a process of patient problem-solving, and finding ways to value, acknowledge, and reward the problem-solving process is an important part of assessment.
+This project is designed to remind you that how you solve problems is just as important as getting the right answer. Programming is all about being patient and working through challenges, and it's really important to recognize and reward the effort and thinking you put into solving problems—not just whether you got it right!
 
 ## Lesson plan
 
 1. [**Review**: Looking back at what we've learned so far](/courses/csintro/miniproject/review)
-3. [**Activity**: Collaboratively independent](/courses/csintro/miniproject/activity)
-4. [**Project**: Mini-project](/courses/csintro/miniproject/project)
+2. [**Project**: Mini-project](/courses/csintro/miniproject/project)
+3. [**Activity**: Collaboratively Independent (Tips for teachers)](/courses/csintro/miniproject/activity)
 
 ## Related standards
 

package/docs/courses/csintro/radio.md

@@ -2,18 +2,19 @@
 
 ![Combo Box Example](/static/courses/csintro/radio/combo-box.png)
 
-This lesson covers the use of more than one micro:bit to share and combine data. Students will explore a complex epidemiological program (Infection) that demonstrates the Radio functionality of the micro:bit. Students will send and receive numbers and strings in a series of guided activities. Finally, students are asked to collaborate so that they can share their micro:bits and create a project together.
+This lesson covers the use of more than one micro:bit to share and combine data. You will send and receive numbers and strings in a series of guided activities, then create a project that makes use of the micro:bit's powerful Radio blocks.
+
+**Please note that this lesson is centered around the micro:bit's communication capabilities, so testing the code in this lesson will require two micro:bits.**
 
 ## Lesson objectives
 
-Students will...
+You will...
 * Understand how to use the Radio blocks to send and receive data between micro:bits
 * Understand the specific types of data that can be sent over the Radio
 
 ## Lesson structure
 
 * Introduction: Radio & communication
-* Unplugged Activity: Infection simulation
 * micro:bit Activity: Marco Polo & Morse Code
 * Project: Radio
 * Assessment: Rubric 
@@ -22,9 +23,8 @@ Students will...
 ## Lesson plan
 
 1. [**Overview**: Radio and communications](/courses/csintro/radio/overview)
-2. [**Unplugged**: Infection simulation](/courses/csintro/radio/unplugged)
-3. [**Activity**: Marco Polo and Morse code](/courses/csintro/radio/activity)
-4. [**Project**: Radio project](/courses/csintro/radio/project)
+2. [**Activity**: Marco Polo and Morse code](/courses/csintro/radio/activity)
+3. [**Project**: Radio project](/courses/csintro/radio/project)
 
 ## Related standards
 

package/docs/courses/csintro/variables.md

@@ -2,11 +2,11 @@
 
 ![Variable value](/static/courses/csintro/variables/cover.jpg)
 
-This lesson introduces the use of variables to store data or the results of mathematical operations.  Students will practice giving variables unique and meaningful names. We will also introduce the basic mathematical operations for adding, subtracting, multiplying, and dividing variables.
+This unit introduces the use of variables to store information. You will practice giving variables unique and meaningful names, and use basic mathematical operations for adding, subtracting, multiplying, and dividing variable values. You'll code a program for the micro:bit that keeps and displays the score of a game of *Rock, Paper Scissors* by using the programmable buttons for input and the LED screen for output. In the final project, you'll code your own unique program using variables, and design and build an object that uses the micro:bit to track score, count steps, turns, or something else.
 
 ## Lesson Objectives 
 
-Students will...
+You will...
 
 * Understand what variables are and why and when to use them in a program.
 * Learn how to create a variable, set the variable to an initial value, and change the value of the variable within a micro:bit program.
@@ -19,10 +19,9 @@ Students will...
 ## Lesson plan
 
 1. [**Overview**: Variables in Daily Life](/courses/csintro/variables/overview)
-2. [**Unplugged**: Rock Paper Scissors](/courses/csintro/variables/unplugged)
-3. [**Activity**: Make a Game Scorekeeper](/courses/csintro/variables/activity)
-4. [**Project**: Everything Counts](/courses/csintro/variables/project)
+2. [**Activity**: Make a Game Scorekeeper](/courses/csintro/variables/activity)
+3. [**Project**: Everything Counts](/courses/csintro/variables/project)
 
 ## Related standards
 
-[Targeted CSTA standards](/courses/csintro/variables/standards)
+[Targeted CSTA standards](/courses/csintro/variables/standards)

package/docs/courses/csintro.md

@@ -48,14 +48,15 @@ Each of the 12 lessons is structured in this format:
 ### Lessons
 
 1. [Making](/courses/csintro/making)
-2. [Algorithms](/courses/csintro/algorithms) 
-3. [Variables](/courses/csintro/variables) 
+2. [Algorithms](/courses/csintro/algorithms)
+3. [Variables](/courses/csintro/variables)
 4. [Conditionals](/courses/csintro/conditionals)
-5. [Iteration](/courses/csintro/iteration) 
+5. [Iteration](/courses/csintro/iteration)
 6. [Review/Mini-Project](/courses/csintro/miniproject)
 7. [Coordinate grid system](/courses/csintro/coordinates)
 8. [Booleans](/courses/csintro/booleans)
 9. [Bits, bytes, and binary](/courses/csintro/binary)
 10. [Radio](/courses/csintro/radio)
-11. [Arrays](/courses/csintro/arrays)
-12. [Independent final project](/courses/csintro/finalproject) 
+11. [Accelerometer](/courses/csintro/accelerometer)
+12. [Arrays](/courses/csintro/arrays)
+13. [Independent final project](/courses/csintro/finalproject)

package/docs/extensions/extension-gallery.md

@@ -334,6 +334,10 @@ Many extensions are available to work with interface kits, add-on hardware, or o
 
 ```codecard
 [{
+  "name": "Smarthon IoT:bit",
+  "url":"/pkg/SMARTHON/pxt-iot-bit",
+  "cardType": "package"
+}, {
   "name": "DFRobot IoT Cloud Kit",
   "url":"/pkg/DFRobot/pxt-DFRobot_IoT_Cloud_Kit",
   "cardType": "package"
@@ -384,6 +388,10 @@ Many extensions are available to work with interface kits, add-on hardware, or o
 
 ```codecard
 [{
+   "name": "FWD Edu Smart Solder Kit",
+   "url": "/pkg/Forward-Education/pxt-solder-3b3l",
+   "cardType": "package"
+}, {   
    "name": "FWD Edu Smart Solar Kit",
    "url": "/pkg/Forward-Education/pxt-solar",
    "cardType": "package"