Technologies · P6 · 3 weeks
Mapping School Noise with Micro:bits
Driving question
How loud is our Dundee school day, and what single change could make it quieter?
I can create, develop and evaluate computing solutions in response to a design challenge.
TAUGHT IN Week 1, activity 2; Week 2, activity 1; Week 2, activity 2; Week 3, activity 1ASSESSED BY Computing Solution Design; Data Presentation and Solution
I can explain core programming language concepts in appropriate technical language.
TAUGHT IN Week 1, activity 1; Week 1, activity 2; Week 2, activity 2; Week 3, activity 2ASSESSED BY Technical Coding Language
Contains public sector information licensed under the Open Government Licence v3.0.
Pupils investigate noise levels across their school day in Dundee by programming micro:bits to log sound data in three busy spots: the dinner hall, the main corridor, and the school gate at drop-off. Teams test their sensors, graph the sound readings to find the loudest peak times, and evaluate how well their code worked. They finish by drafting and presenting a noise action plan with one practical, quiet change to the head teacher and Parent Council representatives.
The teacher places a live micro:bit sound level display on the screen at the start of class and drops a book on the floor to show the number spike. Pupils listen to a short audio clip of morning drop-off outside a Dundee primary school and see the difference in raw readings. The teacher asks the class if our school day is ever loud enough to affect our learning or wellbeing.
- How does a micro:bit measure and store sound levels?
- Where and when is our school at its loudest during the day?
- What do the numbers on our sound sensor actually mean?
- What realistic change can our school make to bring noise down?
Your lessons: 2 a week, 60 minutes.
Week 1
Code and test a micro:bit sound logger using core programming blocks.
Explore built-in sound sensors on micro:bits, write code using input blocks, loops, and variables to read noise, and test them with quiet and loud claps. Add a logger at the gate onto the Kingsway at 8.45 so pupils can compare traffic noise with the dinner hall.
· 1 lessonDevelop the logging programme to store peak readings onto battery-powered micro:bits, adding code to illuminate the LEDs red when sound exceeds a threshold students choose, and test logging accuracy across two different classroom corners.
· 1 lesson
Supports
Provide block-based coding cards with visual definitions of loops and variables for EAL pupils, paired coding partner support for ASN pupils, and an extension challenge to code a warning icon when sound crosses a chosen threshold. Give pupils a starter MakeCode project with the sound sensor block already placed and leave the logging loop for them to build.
Deliverable
A tested micro:bit running working sound-logger code and a notebook explanation of the variables and loops used.
Week 2
Deploy sound loggers to target zones, collect data, and graph the sound peaks.
Place battery-powered loggers at the school gate during drop-off, the dinner hall during lunch, and the main corridor at bell time to collect readings.
· 1 lessonExtract sound data from the micro:bits, plot bar graphs of peak noise times, and evaluate in writing where and why the code missed or caught data.
· 1 lesson
Supports
Provide pre-drawn graph axes and bilingual data recording sheets for EAL pupils, simplified recording tables with colour-coded steps for ASN pupils, and an extension to calculate the range and median sound level across all three zones.
Deliverable
A completed data graph showing sound levels across the three school zones with an evaluation notes sheet.
Week 3
Critique draft proposals, refine findings, and present a quiet change to school leaders.
Draft a one-page noise report with data graphs, hold a peer feedback critique session, and revise the proposed quiet change based on peer comments.
· 1 lessonPresent findings and the proposed quiet change to the head teacher and Parent Council, explaining how the code worked and answering questions.
· 1 lesson
Supports
Provide sentence stems for sharing technical explanations for EAL pupils, pre-assigned speaking cards with rehearsal time for ASN pupils, and an extension to propose a follow-up coding test to measure sound after the change is made.
Deliverable
The final presentation slide or poster showing data graphs, technical code explanations, and the quiet change proposal.
The end of week 3, activity 1.
Teams run a structured peer critique using a two-stars-and-a-wish rubric, checking each other's data graphs for clear scales and verifying that technical coding terms like loop, variable, and input are explained clearly.
Student reflection
Pupils complete an individual reflection log rating how well their micro:bit programme met the design brief, how accurately it collected sound, and what they learned about managing noise in shared school spaces.
What they make
A visual sound report and spoken pitch proposing one quiet change for the school day, supported by graphed sound data from pupil-coded micro:bits.
Options
Teams choose whether to present their data as a physical display board or a digital slide deck, and select which single quiet change to propose from their own data. Swap the written report for a two minute pitch with one graph each group chooses.
Who sees it
The head teacher and Parent Council representatives on the last day of week 3.
Teams
Teams of three pupils formed by mixed coding confidence, working together without assigned job titles.
| Criterion | beginning | developing | proficient | advanced |
|---|---|---|---|---|
Computing Solution Design TCH 2-15a · team | The micro:bit code logs sound incompletely or misses peak levels during testing in the school zones. | The micro:bit code logs sound during testing but requires teacher assistance to export or read values accurately. | The micro:bit code logs sound accurately across the school zones and the team evaluates its success against the design challenge. | The micro:bit code logs sound reliably across all zones, and the team evaluates its limitations and suggests clear technical improvements. |
Technical Coding Language TCH 2-14a · individual | Describes what the micro:bit did without using computing terms such as loop, variable, or sensor input. | Uses some computing terms such as input or loop but muddles what they do in the programme. | Explains core programming concepts like inputs, variables, and loops using accurate technical language in the report and talk. | Explains core programming concepts precisely and clearly explains to the audience how changing the code logic affects the sound readings. |
Data Presentation and Solution TCH 2-15a · team | Presents noisy times with unclear graphs and suggests a change that does not connect to the collected data. | Presents sound data with basic charts and suggests a quiet change with weak links to the recorded peaks. | Presents clearly labelled graphs of noise peaks and justifies one realistic quiet change using the sound evidence. | Presents detailed, accurately scaled graphs and gives a persuasive, evidence-based argument for one practical quiet change. |
Computing Solution Design
TCH 2-15a · teambeginning
The micro:bit code logs sound incompletely or misses peak levels during testing in the school zones.
developing
The micro:bit code logs sound during testing but requires teacher assistance to export or read values accurately.
proficient
The micro:bit code logs sound accurately across the school zones and the team evaluates its success against the design challenge.
advanced
The micro:bit code logs sound reliably across all zones, and the team evaluates its limitations and suggests clear technical improvements.
Technical Coding Language
TCH 2-14a · individualbeginning
Describes what the micro:bit did without using computing terms such as loop, variable, or sensor input.
developing
Uses some computing terms such as input or loop but muddles what they do in the programme.
proficient
Explains core programming concepts like inputs, variables, and loops using accurate technical language in the report and talk.
advanced
Explains core programming concepts precisely and clearly explains to the audience how changing the code logic affects the sound readings.
Data Presentation and Solution
TCH 2-15a · teambeginning
Presents noisy times with unclear graphs and suggests a change that does not connect to the collected data.
developing
Presents sound data with basic charts and suggests a quiet change with weak links to the recorded peaks.
proficient
Presents clearly labelled graphs of noise peaks and justifies one realistic quiet change using the sound evidence.
advanced
Presents detailed, accurately scaled graphs and gives a persuasive, evidence-based argument for one practical quiet change.
- BBC micro:bit v2 boards with micro-USB cables and battery packs
- Laptops or tablets with micro:bit coding software installed
- Cardboard mounting stands and tape for placing loggers securely in hallways and outdoors
- A school map showing the dinner hall, main corridor, and front entrance gates
- Graph paper and coloured pencils for drawing sound charts