Example · Computing · Year 5 · England

The Coldest Room in School

Rachel, Carlisle, Cumbria

Built by ALF Studio from exactly what each teacher typed, then changed the way that teacher teaches.

What she typed · word for word

“Is the mobile classroom really the coldest room in school? Pupils programme micro:bits to log temperature and light every ten minutes, place them around school for a week, turn the data into graphs, and present their evidence and a fix to the site manager and headteacher.”

On the form: England (National Curriculum) · Year 5 · Computing · 3 weeks · 2 lessons a week, 60 minutes · Carlisle, Cumbria

Why it is here

Pupils write code that answers a question every teacher in the building argues about.

What a school would ask first

Loggers out of reach and none in staff-only rooms; data about rooms, never people.

Example teacher

Rachel

Carlisle, Cumbria

Teaches: Year 5 Computing, England (National Curriculum).
Her lessons: 2 a week, 60 minutes.

Standards on the form

KS2 Computing: select, use and combine a…: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationSuggested by ALF, kept
KS2 Computing: design, write and debug programs…: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsSuggested by ALF, kept
KS2 Computing: use sequence, selection, and repetition…: use sequence, selection, and repetition in programs; work with variables and various forms of input and outputChosen with Choose your own

The unit as she left it

Drafted Oct 8 in 19 seconds · 4 changes since

Computing · Year 5 · 3 weeks

The Coldest Room in School

Driving question

How can we prove which school room is coldest and show our site manager how to fix it?

Standards

KS2 Computing: select, use and combine a…

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

TAUGHT IN Week 2, activity 1; Week 2, activity 2; Week 3, activity 1; Week 3, activity 2ASSESSED BY Data Software and Presentation

KS2 Computing: design, write and debug programs…

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

TAUGHT IN Week 1, activity 1; Week 1, activity 2ASSESSED BY Program Design and Debugging

KS2 Computing: use sequence, selection, and repetition…

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

TAUGHT IN Week 1, activity 1; Week 1, activity 2ASSESSED BY Coding Constructs

Contains public sector information licensed under the Open Government Licence v3.0.

Overview

Pupils investigate whether the mobile classroom really is the coldest room in the school during chilly Cumbria weather. Working in pairs, they programme micro:bits with battery packs to log temperature and light levels at regular intervals. After placing their loggers across different classrooms for a week, pupils import the logged data into spreadsheet software, create line graphs, and analyse trends. Teams then prepare an evidence briefing and practical warming recommendations for the school site manager and headteacher.

Entry event

The teacher brings pupils into the mobile classroom on a chilly morning with coats still on. On the board is a simple prompt: 'Everyone says this mobile is freezing, but is it actually the coldest room in Carlisle?' Pupils take immediate readings with handheld thermometers to see if their feelings match the numbers.

Need to know

How can a micro:bit measure and store temperature over time?
Where should we put the loggers so our test is fair?
How do we turn logged numbers into clear charts?
What low-cost changes can our site manager make to keep rooms warmer?

Week by week

Your lessons: 2 a week, 60 minutes.

Week 1

Design and test a micro:bit data-logging programme that records temperature and light.

Decompose the data logger task and programme the micro:bit to read inputs, store readings in variables, and display checks on the screen. Take one logger to Carlisle Cathedral for an afternoon so pupils can compare a 900-year-old building with our 1970s mobile.
· 1 lesson
Add repetition loops and timed pauses to log data every ten minutes, debug code on physical micro:bits, and attach battery packs.
· 1 lesson

Supports

Provide visual block guides for EAL pupils; provide pre-assembled battery cases and simplified code frames for pupils with SEND; challenge advanced pupils to code a button check that flashes current minimum and maximum values. Provide a part-written MakeCode program with the logging loop done so pupils add the sensor reads and set the time interval themselves.

Deliverable

A working, tested micro:bit data logger programmed to record periodic readings on battery power.

Week 2

Deploy data loggers across the school, retrieve logged numbers, and build comparison graphs.

Deploy loggers in designated school rooms for a monitoring run, retrieve devices, and transfer logged data into spreadsheet software, with an extension for fast finishers to program radio blocks that send temperature readings live to a hub micro:bit on the teacher's desk.
· 1 lesson
Use spreadsheet tools to organise tables, plot comparative line graphs of temperature against time, and identify the coldest rooms.
· 1 lesson

Supports

Provide bilingual column labels for EAL pupils; provide step-by-step pictorial guides for file transfer and chart creation for pupils with SEND.

Deliverable

A digital line graph comparing temperature over time across the sampled rooms.

Week 3

Critique draft findings and present evidence-based recommendations to the site manager and headteacher.

Draft an evidence slide or briefing sheet combining graph data with room photos, then conduct a peer critique using warm and cool feedback.
· 1 lesson
Revise briefing sheets based on feedback and present findings and practical warming proposals directly to the site manager and headteacher.
· 1 lesson

Supports

Provide sentence starters for presentation lines for EAL pupils; offer paired sharing options and rehearsal time for pupils with SEND; have extension pupils prepare estimated draught-proofing costs to go with their suggestions.

Deliverable

A completed room temperature briefing sheet with data graphs and practical heating advice.

Critique and revision

Week 3, lesson 1

Pairs swap draft briefing slides during a structured critique session, using a three-point checklist to check graph clarity, fair data comparisons, and sensible room fixes.

Student reflection

At the end of week 3, pupils complete an individual log explaining one bug they fixed in their code and how their data proved or disproved their starting guess.

Final product

What they make

Pupils produce a two-page temperature investigation briefing containing digital graphs, fair test notes, and low-cost recommendations to keep chilly rooms warmer.

Options

Pupils choose whether to format their final piece as a printed A4 report sheet or a digital slide presentation, and choose which two rooms to compare against the mobile classroom.

Who sees it

The school site manager and headteacher during the final lesson of week 3.

Teams

Pairs formed by the class teacher, pairing complementary coding and organisation strengths.

Rubric3 rows · 4 levels

Criterion	beginning	developing	proficient	advanced
Program Design and Debugging KS2 Computing: design, write and debug programs… · team	The programme contains errors that stop regular data logging and needs teacher intervention to run.	The programme logs data after debugging, but parts of the timing or setup were not decomposed clearly.	The programme is decomposed into clear steps, runs independently on battery power, and logs data without errors.	The programme runs efficiently on battery power and includes custom debugging alerts or check features on the display.
Coding Constructs KS2 Computing: use sequence, selection, and repetition… · individual	Uses simple sequences but struggles to explain how variables or sensor inputs store data.	Uses variables and loops to take readings, but timing intervals or sensor selections are inconsistent.	Correctly applies repetition loops, timing delays, and variables to capture and store sensor readings.	Explains and manipulates multiple inputs and variables confidently to control reading intervals and screen feedback.
Data Software and Presentation KS2 Computing: select, use and combine a… · team	Imports some data but charts lack axis labels, titles, or clear room comparisons.	Combines software tools to create a readable graph, but conclusions drawn from the data are incomplete.	Selects and combines software to import raw logger data, generate accurate line charts, and present clear evidence.	Produces clearly labelled, comparative graphs and synthesises temperature trends into compelling recommendations.

Program Design and Debugging

KS2 Computing: design, write and debug programs… · team

beginning

The programme contains errors that stop regular data logging and needs teacher intervention to run.

developing

The programme logs data after debugging, but parts of the timing or setup were not decomposed clearly.

proficient

The programme is decomposed into clear steps, runs independently on battery power, and logs data without errors.

advanced

The programme runs efficiently on battery power and includes custom debugging alerts or check features on the display.

Coding Constructs

KS2 Computing: use sequence, selection, and repetition… · individual

beginning

Uses simple sequences but struggles to explain how variables or sensor inputs store data.

developing

Uses variables and loops to take readings, but timing intervals or sensor selections are inconsistent.

proficient

Correctly applies repetition loops, timing delays, and variables to capture and store sensor readings.

advanced

Explains and manipulates multiple inputs and variables confidently to control reading intervals and screen feedback.

Data Software and Presentation

KS2 Computing: select, use and combine a… · team

beginning

Imports some data but charts lack axis labels, titles, or clear room comparisons.

developing

Combines software tools to create a readable graph, but conclusions drawn from the data are incomplete.

proficient

Selects and combines software to import raw logger data, generate accurate line charts, and present clear evidence.

advanced

Produces clearly labelled, comparative graphs and synthesises temperature trends into compelling recommendations.

Materials

BBC micro:bit devices with USB leads and battery packs (one per pair)
Simple handheld room thermometers for calibration and entry event
Class computers or laptops with spreadsheet software and internet access for the micro:bit web editor
Blu Tack or secure mounting tape to place micro:bits in classrooms

Week 3, ready to teach

2 lessons · Built Oct 8 in 65 seconds

The week card on her unit reads: "Started from your changes to weeks 1 and 2: Made it local, Added a scaffold, Trimmed it, Made it harder." Each lesson is a page for her, the task sheet is for the class, and ALF wrote the attachments the lessons hand out.

Week 3 · Lesson 1 of 2

Assembling the evidence briefing

Minutes60

Prep10 minutes

Parts4

BuiltOct 8

Checkpoint

Each pair saves a draft temperature briefing sheet containing their line graph, identified minimum temperature, and annotated room records.

Learning objective

I can interpret continuous logged data and combine digital graphs with room records to present clear evidence. I can identify minimum values and anomalies in time series data. I can organise digital charts and contextual notes into a coherent evidence briefing.

I can interpret continuous logged data and combine digital graphs with room records to present clear evidence

I can identify minimum values and anomalies in time series data

I can organise digital charts and contextual notes into a coherent evidence briefing

Need to know

How do we combine our digital graphs and classroom notes to prove where heat is escaping?

Sequence, 60 minutes47 of 60 minutes planned. The rest is yours.

Starter · 6 min

Display the comparative line graph file from week 2 on the screen. Ask pairs to inspect the curves to spot where temperature drops most sharply. Remind pupils of the driving question and explain that today they will combine their graphs with room observations into an evidence briefing for the site manager.

Main · 10 min

Explain that data logged at continuous intervals is interpreted by identifying minimum values, maximum values, and anomalies across time series tables. Teach that digital line graphs require labelled axes, meaningful range limits, and clear legends to convey comparative sensor measurements without ambiguity. Point out that digital data is organised into an evidence briefing by pairing quantitative spreadsheet charts with contextual records such as room locations and window fittings. Worked example, with example figures: if the baseline room temperature figure is 18 degrees Celsius and a room drops to 11 degrees Celsius at 09:00 when the fire door opens, record 11 degrees Celsius as the minimum, note the draught, and mark the anomaly.

Work time · 24 min

Pairs open the draft temperature briefing sheet template and import their comparative line graph file. Each pupil analyses the logged curve to determine the minimum recorded temperature value in degrees Celsius and inspects the room photo to record window fittings and door seals. The teacher circulates to ensure pupils evaluate whether axis labels and units are clear, check for anomalies, and record specific room details alongside the chart.

Check and plenary · 7 min

Collect the completed peer review criteria slip from each pupil, assessing their check of axis clarity and recorded minimum values. Pupils who missed key anomalies or units receive a guided data prompt before lesson 2. In the next lesson, pairs will revise their briefings and add warming solutions.

Resources

havethe comparative line graph file

makethe draft temperature briefing sheet

makethe peer review criteria slip

Misconceptions

Pupils often read the lowest dip as a sensor error rather than a real event; prompt them to check their room log for opened doors or break time times.

Adaptive teaching

Scaffold.High writing load in explaining data: provide vocabulary lists in home languages where the school has them, with pictures where it does not, alongside sentence starters for recording room observations.

Challenge.Have pupils calculate the exact temperature difference between the baseline target and their room minimum across three time intervals.

Next lesson

In lesson 2, pairs will use their peer review notes to revise the briefing and add practical warming recommendations for the site manager.

Her three edits

Each labeled by ALF after the save

What Rachel changed in the draft, in her own words, with the label ALF gave each change and the reason it suggested.

Made it localWeek 1 · Activity 1Probably: local context
Decompose the data logger task and programme the micro:bit to read inputs, store readings in variables, and display checks on the screen. Take one logger to Carlisle Cathedral for an afternoon so pupils can compare a 900-year-old building with our 1970s mobile.
Added a scaffoldWeek 1 · SupportsProbably: support
Provide visual block guides for EAL pupils; provide pre-assembled battery cases and simplified code frames for pupils with SEND; challenge advanced pupils to code a button check that flashes current minimum and maximum values. Provide a part-written MakeCode program with the logging loop done so pupils add the sensor reads and set the time interval themselves.
Trimmed itWeek 2 · SupportsMaybe: time
Provide bilingual column labels for EAL pupils; provide step-by-step pictorial guides for file transfer and chart creation for pupils with SEND; encourage extension pupils to calculate average room temperatures during lesson hours versus overnight.
Provide bilingual column labels for EAL pupils; provide step-by-step pictorial guides for file transfer and chart creation for pupils with SEND.
The catalogue expected Cut; ALF read it as Trimmed it and that label stands.

Then she pressed Adapt this week

Week 2 · Too easy

Her note, with Too easy picked

“Top table finished the logger in 20 minutes; give them the radio challenge of sending readings to a hub micro:bit on my desk.”

ALF suggested. Week 2 data collection extended with a micro:bit radio networking challenge.

Kept · ChangedMade it harder
Deploy loggers in designated school rooms for a monitoring run, retrieve devices, and transfer logged data into spreadsheet software on computers.
Deploy loggers in designated school rooms for a monitoring run, retrieve devices, and transfer logged data into spreadsheet software, with an extension for fast finishers to program radio blocks that send temperature readings live to a hub micro:bit on the teacher's desk.
Pupils who finish early get an extra networking challenge without adding extra lessons.

She kept 1 of 1.

Then ALF built week 3. The week card reads “Started from your changes to weeks 1 and 2: Made it local, Added a scaffold, Trimmed it, Made it harder.” Read the lessons.

Build one from your own idea

Type what you want to teach the way Rachel did. ALF drafts the unit, and you change whatever does not fit your class.

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