Sensor Readings

Overview

In this lesson 8 of 15, students explore the micro:bit temperature and light sensors and write a short program to read both values and display results on the LED. Students practice following multi-step technical procedures and connect quantitative data (numbers) to a simple visual representation (the LED display).

Learning intentions

• Students will be able to follow a step-by-step procedure to build and run a micro:bit temperature/light program.
• Students will be able to interpret sensor readings as quantitative measurements.
• Students will be able to format and organize program information clearly using blocks (sequence and structure).
• Students will be able to explain how words and visuals (LED output) represent the same information.

Success criteria

• I can correctly program the micro:bit to read temperature and light and show results on the LED.
• I can describe the steps I used in order (what I did first, next, and last).
• I can use appropriate sensor terms (temperature, light level) to explain what my readings mean.
• I can match my numeric readings to what the LED displays.

Curriculum links

• Follow precisely a multistep procedure for experiments and technical tasks.
• Introduce a topic clearly and organize ideas and information into categories with appropriate formatting and graphics.
• Integrate quantitative information in words with a visual version of that information.
• Determine meaning of symbols and domain-specific words in a scientific/technical context.
• Conduct a short research project by answering a question using several sources and generating additional related questions.

Lesson structure (45 minutes)

1. 0–5 min · Hook (Quick demo). Teacher shows two live readings: one when a student holds the micro:bit near their hand (temperature changes) and another when a student covers the light sensor (light changes). Students observe and write two “I notice…” statements in their notebook.

2. 5–12 min · Direct teach (Procedure + terms). Teacher models a simple “sensor procedure” checklist: power on → confirm sensors are enabled → place micro:bit in stable position → read temperature → read light → display results → test and adjust. Students annotate the checklist and highlight domain terms: temperature, light level, sensor reading.

3. 12–25 min · Guided build (Blocks programming). Teacher walks students through building the program structure:

• Sequence: read temperature → show on LED → pause → read light → show on LED → loop (repeat). Students follow along on their micro:bit devices, working in pairs; one student builds blocks while the other checks each step against the checklist.

4. 25–33 min · Measurement test (Mini data collection). Teacher sets a clear task: measure at least 3 times for each sensor and record numeric results in a quick table (trial 1/2/3). Students perform readings, record data, and note any patterns (e.g., temperature stabilizes; light changes when covered).

5. 33–40 min · Words-to-visual connection (LED vs numbers). Teacher shows an example explanation: “The temperature reading is 23°C, which corresponds to the LED output I see.” Students create two short sentences that connect their recorded numbers to what the LED displayed for temperature and for light.

6. 40–45 min · Exit ticket (Process + interpretation). Students answer two prompts on the back of the checklist:

• “What was the first step you took, and why?”
• “How do your words description and the LED output show the same sensor information?”

Resources

• micro:bit devices (1 per pair preferred)
• computer with micro:bit programming environment available to students
• power/batteries or classroom connection method
• printed “Sensor Procedure Checklist” (one per student or per pair)
• data table handout for temperature and light (3 trials)
• notebook paper or science journal
• timer for trial pauses (optional)
• teacher demo micro:bit

Assessment

• During guided build, teacher checks that students follow the step order and successfully run the program.
• During measurement test, teacher reviews the recorded table for 3 trials per sensor and reasonable consistency.
• Exit ticket: teacher reads whether students can explain steps in order and connect numeric readings to LED output.

Differentiation

• Support: Provide sentence starters for the words-to-visual step: “My temperature reading is ___, and the LED shows ___.” and “My light level reading is ___, and the LED shows ___.”
• Support: Offer a partially completed block template for students who need it (pre-made loop + sensor read blocks with only display blocks left).
• Extension: Challenge fast finishers to adjust the timing (pause length) and test whether readings stabilize faster; they record one comparison.
• EAL/SEN: Use visuals on the checklist (icons for “read,” “display,” “pause,” “repeat”) and allow oral rehearsal before writing for the exit ticket.