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?
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
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
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.
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.
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.
- 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?
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 lessonAdd 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 lessonUse 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 lessonRevise 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.
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.
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.
| 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… · teambeginning
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… · individualbeginning
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… · teambeginning
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.
- 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