Cooler Communities: Leveraging Micro:bit for Science Learning

Written by: Kim Klinko and Katherine Gutierrez

Edited by: Jenifer da Luz

A blog post sharing the journey of a Lesson Sequence with Micro:bits

Kim is a seventh and eighth grade science teacher in Lakeside, CA.

Katherine teaches sixth grade dual immersion in Turlock, CA.

As educators, we’re always asking: How can I make science meaningful, and connect it to the real world for my students? This question guided our integration of Micro:bit lessons into the existing Cooler Communities unit. The result was a phenomenon-based storyline that uses Micro:bits to support middle school students' understanding of computer science and engineering practices.

Anchoring in a Real Phenomenon

We began with a question students already had experience with: Why are some areas of campus so much hotter than others?  This became our anchoring phenomenon, sparking curiosity and giving us an authentic reason to investigate. Students immediately connected to the idea—recalling recess on the blacktop, sitting under shaded benches, and noticing how uncomfortable the heat can be in certain spots.

From this, our driving question emerged: How can we use Micro:bit to collect data and design solutions that help create cooler communities?

Building Toward Complexity

The unit unfolded as a sequence of carefully scaffolded lessons. In the early stages, students explored how Micro:bits work by programming simple outputs like flashing hearts. They then shifted to using the Micro:bit's sensors to collect temperature data. Students recorded measurements in different outdoor locations and logged data over time.

As the lessons progressed, students expanded their investigations by:

• Testing different materials (grass, concrete, metal) to identify which heated up fastest under sunlight.

• Using the radio feature to share temperature data across devices, simulating real-world sensor networks.

• Connecting soil moisture sensors to examine how water retention and heat interact.

• Switching from block coding to JavaScript, giving students a glimpse of text-based programming.

Through each step, students saw how data moves from sensor input to meaningful patterns that can inform solutions.

From Investigation to Action

The culminating task asked students to apply what they learned: Design and propose a solution to lower the temperature in the hottest area of campus, supported by the data you collected.

Students worked in teams to brainstorm ideas such as planting shade trees, installing light-colored pavement, or rethinking playground design. They prepared final presentations and prototypes to share their findings—demonstrating not only their technical skills, but also their ability to use evidence to justify solutions.

Why This Matters

As educators, the most rewarding part of this unit was seeing students realize that technology isn’t just about coding on a screen. It’s a tool for understanding and improving the world around them. The Micro:bit transformed abstract concepts about heat, energy, and climate into something tangible, measurable, and actionable.

What we learned in building and teaching this unit is that when students are given authentic problems to solve, they rise to the challenge with creativity, collaboration, and critical thinking. They left the unit not only with new skills in science and computer science, but also with a sense of agency that they can design solutions to make their community healthier, more comfortable, and more sustainable.

Lesson 7

Lesson-by-Lesson Reflections

Lesson 1: This lesson introduced the middle-school students to the parts of the Micro:bit, and allowed them to discuss whether features were input or output. They enjoyed the unplugged activity. Initially, it felt like a competition to see who could complete the drawing most quickly and accurately. Afterward, we discussed how this experience highlighted the significance of clear communication in coding. *See editor's note below.

Lesson 2: There was a race to see who could finish the heart design first. Some students even created their own unique variations of the heart! Students who used the fewest steps to complete the muddy city project were rewarded with a piece of candy. This gave us the opportunity to discuss the importance of minimizing steps in coding.

Lesson 3: We ventured outside to compare LST data with the air temperature data collected on the Micro:bits. This marked the students' first real coding experience, and they were eager to take on the challenge. Students thoroughly enjoyed getting the opportunity to code during science class.

Lesson 4: The data logger proved to be useful since the Micro:bit was difficult to see in the sunlight, but we managed to find some workarounds.

Lesson 5: Some students felt confident enough to attempt JavaScript and were very proud of their accomplishments. These students ended up teaching their classmates, who were also interested in trying Java.

Lesson 6: This lesson was particularly enjoyable for students, who worked to figure out the codes independently. Some grasped the concepts quickly, while others took a bit longer. Once they succeeded, we went outside to send data back to the classroom. It wasn't always flawless, but the students recognized how perseverance and problem-solving helped them overcome challenges.

Lesson 7: The soil moisture add-on was the highlight! Students displayed impressive coding skills, and the code functioned perfectly. However, I would like to learn more about what the numerical ranges truly signify. The kids had a great time collecting temperature data around plants, and testing the soil sparked questions about the health of the plants on campus, why specific plants were chosen, and whether we could plant more.

Lesson 12: Students really got creative with their final projects. From planting trees to adding green spaces instead of concrete, students were very concerned about how to cool down the campus. Their reasoning was based in real data they collected over the lessons. Many groups wanted to incorporate the radio receiver into their presentations. One group had a student outside radio the temperatures of soil back to their team inside. There was a mixture of students using block code, as well as Java Script.

*Editor's note: I used Lesson 1 to introduce Micro:bits to my fifth-grade students. It was an exciting scavenger hunt, and a great introduction to the concept of input and output structures. This lesson was also well-received during a session for adult learners at a UCI conference, showing it to be engaging for learners of any age.

Resources: Lesson Sequence with Micro:bits Original Cooler Communities Unit