Bringing Science to Life: Student Voices, Data, and Pollinator Action

Written by Caitlyn Day and Rachel Davey

Storyline with links to curriculum and resources

When middle school students step into the role of scientists, powerful learning happens. Two Californian teachers, Caitlyn Day and Rachel Davey, explain their experience teaching the Micro:bit unit that combined hands-on data collection, student voice, and local action. With tools like Microbits, partnerships with community organizations, and a call to action at the heart of the project, students not only learned about biodiversity—they became part of the solution.

Using Microbits as Collection Tools

Instead of passively reading about temperature, humidity, or light exposure, students coded Microbits and took them out into the field to gather live environmental data around campus. “Watching their excitement as they collected data and saw live results was incredible,” Day shared. Students problem-solved in teams, stayed engaged through setbacks, and celebrated their discoveries.

For Davey, what stood out was how much ownership students took in the full scientific process: “From coding the Microbit, to collecting field data, analyzing findings, and creating recommendations, students felt like real scientists.” The integration of technology transformed their perception of science from a school subject into something they could do in the real world.

Empowering Student Voices through the Call to Action

The unit culminated in a Call to Action where students used their research to advocate for change. To spark curiosity, Day began with a striking image of empty grocery store shelves—an entry point into the importance of agriculture and pollinators in the community. Students then brainstormed real solutions to local challenges, moving beyond facts to action.

Davey emphasized how this shift fueled student passion: “My students passionately created their call to action projects, fueled by the data collection and analysis. They proudly shared their projects with peers and school leaders, hoping to influence change on our campus.” Giving students a platform to share their voices turned curiosity into confidence and showed them their ideas mattered.

Customizing for Local Pollinators and Native Plants

The project didn’t end in the classroom. As students researched the relationship between pollinators and native plants, they became inspired to transform their school environment. With tools like Calscape, students identified local plants that support pollinators and recommended species for the school garden.

Davey noted, “Through their research and evidence, we were able to include some of these plants in the garden.” Day added that future collaboration with the Native Plant Society will expand this work, giving pollinators a stronger habitat on school grounds. The unit showed students that their efforts have a direct impact on the ecosystem around them.

Integrating Technology, Data, and Collaboration

Throughout the unit, students acted as true field scientists. They began with School Habitat Score Cards, observing pollinators, plants, and human activity before coding their devices to collect environmental data. Back in the classroom, they graphed their findings, participated in Socratic seminars, and connected evidence to broader concepts like biodiversity and climate change.

With access to resources such as data science tools from UC San Diego, Calscape’s native plant hub, and the Understanding Global Change framework from UC Berkeley, students deepened their analysis. “The Micro:bits gave them a chance to feel like real scientists,” Day reflected. Davey agreed: “This full-circle process empowers students to see themselves in STEM spaces.”

Closing Thoughts

By combining technology, research, and student voice, this unit created authentic opportunities for students to engage with science in meaningful ways. They didn’t just learn about pollinators—they advocated for them, planted for them, and inspired change on their campus. As Day and Davey highlighted, when students are given the tools and space to take ownership, they don’t just participate in science—they become scientists.