Thermometer Project Builder

Overview

Today students build and test a simple “thermometer” using the Microbit temperature sensor, then connect sensor readings to real-world meaning of positive/negative numbers and absolute value. This lesson builds toward the unit’s final goal of measuring temperature accurately and using readings meaningfully.

Learning intentions

• Students will be able to interpret temperature readings that may include negative values.
• Students will be able to explain what 0 means in a temperature context.
• Students will be able to use absolute value as the distance of a reading from 0.
• Students will be able to write and compare rational-number temperature statements from real-world situations.

Success criteria

• I can build a Microbit thermometer that shows temperature readings accurately on the screen.
• I can describe whether a temperature is above or below zero using positive and negative numbers.
• I can use absolute value to state the magnitude (size) of a temperature reading.
• I can compare two temperatures using correct “warmer/colder” or “greater/less than” language.

Curriculum links

• The Number System: Understand that positive and negative numbers describe opposite values; use 0 to explain “at” vs “above/below” in contexts.
• The Number System: Use and interpret absolute value as distance from 0 and magnitude in real-world situations.
• The Number System: Write and interpret order statements for rational numbers in real-world contexts.
• The Number System: Solve real-world and mathematical problems by graphing points in all four quadrants (used when students record readings and later display them).

Lesson structure (45 minutes)

1. 0–5 min · Hook with a real scenario. Teacher shows two sample temperature readouts (example: 6°C and -3°C) and asks: “Which is warmer and how do you know?” Students respond with quick think-pair-share, using the words above/below zero.

2. 5–12 min · Mini direct teach: numbers, 0, and magnitude. Teacher models a short explanation: positive means above 0, negative means below 0, and absolute value gives the distance from 0 (magnitude). Students complete two oral prompts: “What does -7°C mean?” and “What is | -7 | in words?”

3. 12–22 min · Build: Microbit thermometer setup. Teacher demonstrates the temperature-sensor blocks workflow once (no links), emphasizing where readings appear and how to confirm units. Students follow along to create a program that continuously displays temperature on the Microbit.

4. 22–32 min · Test and record real readings. Teacher sets the testing routine: students measure temperature in two conditions (e.g., room air and near a warm object like a hand; or room air and slightly cooler air). Students record at least 3 readings per condition, noting whether each reading is positive or negative.

5. 32–38 min · Connect data to rational-number meaning (math check). Teacher points to one student sample (or an example) and asks the class to write an order statement using context (e.g., “-3°C is warmer than -7°C”). Students write one comparison statement and one absolute value statement for a reading: “|reading| means ___.”

6. 38–45 min · Exit ticket: accuracy + reasoning. Teacher collects a quick check: each student answers two prompts on paper:

• “Your thermometer reads ___°C. Is that above or below zero? Explain using positive/negative numbers.”
• “What does |___| represent as magnitude/distance from 0?” Students submit before leaving; teacher verifies at least one student reading is consistent with their explanation.

Resources

• Microbit devices (one per student or pairs)
• Computer/Microbit editor with the temperature sensor blocks available
• USB cables or charging connections
• Temperature sensor block template (teacher-made printout or classroom display)
• Student recording sheet with columns: time/condition, temperature, positive/negative, comparison notes
• Timer (for short measurement intervals)
• Paper exit tickets and pencils
• Optional: thermometer labels showing a reference of 0°C meaning

Assessment

• Teacher observation during building: correct use of temperature sensor blocks and displaying values
• Formative checks during the math connection step: accurate “above/below zero” explanations
• Exit ticket: correct interpretation of negative/positive temperatures and accurate meaning of absolute value

Differentiation

• Support for beginners:
• Sentence starters for students: “If the temperature is , it is ___ zero because it is positive/negative.” and “|| means the distance from 0 is ___.”
• Provide a number line graphic with 0 marked and arrows for direction (above/below).
• Scaffolds during recording:
• Students can circle whether their reading is positive or negative before writing the order statement.
• Extension within today’s task:
• For students who finish early, ask them to choose two readings from their sheet and write both an order statement and an absolute value magnitude sentence.
• EAL/SEN considerations:
• Keep the language consistent: “warmer/colder,” “above/below zero,” “distance from 0,” and allow responses in short sentences. Provide a word bank on the recording sheet.