Temperature Monitoring

Overview

Students will build and program a micro:bit temperature monitoring mini-app that reads the built-in temperature sensor and uses the accelerometer for a simple “orientation affects display” feature. They will then write and interpret order statements and inequalities about real temperatures shown on a number line, connecting sensor data to rational-number reasoning.

Learning intentions

• Students will use the micro:bit temperature sensor to display and log changing temperature values.
• Students will use accelerometer input to control when and how temperature information is shown.
• Students will write statements of order and inequality about temperatures (including negatives).
• Students will interpret comparisons as relative positions on a number line.

Success criteria

• I can write a sentence comparing two temperatures using correct inequality language (e.g., “-3°C is warmer than -7°C”).
• I can interpret temperature inequalities as which value is farther right or left on a number line.
• I can program the micro:bit to read temperature and update the display while the accelerometer condition is met.
• I can explain what “0” means in the context of temperature (freezing point) in my own words.

Curriculum links

• Number System — use positive and negative numbers to describe real-world quantities and explain what 0 means in context.
• Number System — interpret and explain inequalities as statements of relative position on a number line.
• Number System — write, interpret, and explain statements of order for rational numbers in real-world contexts.
• Engineering/Computing connection: collect sensor data and use it to support a mathematical comparison.

Lesson structure (45 minutes)

1. 0–5 min · Hook (sensor demo). Teacher displays a pre-programmed micro:bit that updates temperature and briefly changes behavior using accelerometer motion; students predict what happens when they tilt it and why. Students do a quick think-pair-share: “Which is warmer, what do you notice about the numbers, and what might negative temperature mean?”

2. 5–12 min · Mini direct teach (connections). Teacher models two temperature values (one negative, one positive) and shows a number line; students see how “warmer/colder” becomes “greater/less than.” Students complete two sentence frames: “If temperature is ___°C, it is colder/warmer than ___°C because ___.”

3. 12–22 min · Build part 1 (temperature monitoring). Teacher guides students to set up a program that reads the temperature sensor and displays it (optionally updates every second). Students build and test: they warm the micro:bit with their hands, then record two temperature readings and label them as “greater” or “less” depending on what changed.

4. 22–32 min · Build part 2 (accelerometer control). Teacher demonstrates using the accelerometer to trigger display (example: show temperature only when tilted beyond a threshold, or show “ACTIVE” when shaken). Students connect motion to data: they tilt/shake until the screen changes, then write a short observation in their notebook: “When I tilt/shake, temperature display ___.”

5. 32–40 min · Math connection (order & inequalities). Teacher gives students temperature pairs such as: “-3°C and -7°C” and “2°C and -1°C” and asks them to write inequalities and order statements. Students work independently then check with a partner: each pair becomes (1) an order sentence and (2) a number-line direction statement (“to the right of / left of”).

6. 40–45 min · Quick share + exit ticket. Teacher calls 3–4 students to share one inequality they wrote and one micro:bit behavior they programmed correctly. Students submit an exit ticket: “Write one statement of order comparing two temperatures your micro:bit showed, then write the matching inequality.”

Resources

• micro:bit devices (enough for student pairs)
• micro:bit computers or classroom computers with the programming environment installed
• USB cables
• pre-made starter code blocks for: temperature read + display + accelerometer trigger
• student handout: “Temperature vs Number Line” worksheet (sentence frames + inequality blanks)
• paper or notebooks for recording readings
• timer for structured build checks
• projector/teacher screen showing number line and example inequalities

Assessment

• Formative checks during building: teacher circulates with a checklist (temperature reading updates, accelerometer condition triggers).
• Formative checks during math connection: teacher listens for correct “warmer/colder” mapping to “greater than/less than.”
• Exit ticket: each student writes one order statement with correct inequality and a matching number-line interpretation.

Differentiation

• Support: provide sentence starters and a word bank (warmer/colder, greater/less, right/left). Offer a partially filled number line for the first two temperature pairs.
• Support for programming: allow students to use a guided starter project and only change one feature (update frequency OR accelerometer threshold) instead of everything at once.
• Extension: ask students to include a rule like “If temperature > 25°C show a message; otherwise show the value,” then write a related inequality statement about that threshold.
• EAL/SEN: keep wording consistent across the lesson; use visuals for “left/right” and “greater/less,” and allow responses orally before writing.