20-minute primary activity: Seeing the physical world as data with microbit
This is a short classroom or STEM-club activity for primary children using a pre-prepared BBC micro. The aim is not to spend the session building the whole data logger, but to let children quickly see that a small device can measure the physical world and show those measurements changing on a screen.
This activity builds on two earlier posts: DIY Data Science with microbits, especially Method 1, the “Direct Link” approach, and Detecting and logging magnetism with a microbit. These have a lot more detail on what is going on and why.
This activity has been used and refined with 12 groups of up to 15 children at a time. I would suggest getting them into groups of 2-3 around a computer and a microbit.
What you need
- 1 micro, already programmed in MakeCode blocks
- USB cable connected to a computer
- MakeCode open in a Chrome-based browser
- A small magnet or set of magnets
- A torch, phone light, or simply a way of covering/uncovering the micro display
- Optional: thermometer discussion prompt, although no extra sensor is needed for the built-in temperature reading
MakeCode blocks to prepare beforehand
In MakeCode, use a forever loop with serial blocks:
In blocks this uses:
Basic > foreverAdvanced > Serial > serial write valueInput > light levelInput > magnetic force
Download the program to the micro before the session. Keep the USB cable plugged in, then use the “Show Data Device” button in MakeCode to display the live graph.
20-minute activity breakdown
0–3 minutes: What can a micro sense?
Show the micro and ask: “How could this tiny computer know anything about the room?” Introduce the idea that it has sensors. It can measure things such as light, temperature and changes in magnetic fields through the compass. Quick question: what does a compass detect?
3–7 minutes: Watch light become data
Open “Show Data Device” in MakeCode. Let children see the light value changing. Shine a torch on the micro, cover it with a hand, move it closer to a window, or turn it away from the light. Ask: “What changed on the graph?” and “Was the room brighter or darker?”
7–13 minutes: Explore invisible magnetism
Move a magnet slowly towards and away from the micro. Watch the magnetic force readings change on the graph. Try different distances and directions. The key question is: “Can we see something invisible by measuring it?”
13–17 minutes: Could this help our school?
Ask children how light and temperature data might be useful in a classroom. Could it help decide when lights are needed? Could it show which parts of a room are warmer or cooler? Could pupils compare classrooms, corridors, or outdoor spaces?
17–20 minutes: What else could we measure?
Finish with a quick idea storm. What else could micro, sensors and simple data logging help us investigate? Plants? Weather? Noise? Movement? Energy use?
Take away
The important outcome is that children see measurement happening live: the physical world changes, the sensor detects it, and the data appears on the screen. That is a great step into data science, computing and STEM. Something to watch out for is that the magnets are a big distraction - too much fun.
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