Teach-Primary-Issue-19.4

• What would happen if we changed the X variable? • How else might we use a datalogger to help our wellbeing? • Can you design your own fitness tracker by adapting the code we have used for the datalogging disco? datalogging block, allowing us to ‘set the timestamp’ (the frequency of data collection), as well as three axes of movement (vertical, horizontal and lateral). To add a little more sparkle to this aspect, we renamed the x, y and z axes as ‘headbopperivity’, ‘candleinthewindability’ and ‘hokeycokeyness’ (something I had picked up from the experts at Technocamps) to help the children understand the different movements we would track. Beyond this, we simply had to select the variables we wanted to look at, namely the ‘sound level’ of the environment and the ‘acceleration’ of the micro:bit as it moved. Once the children children to then interpret the data as something meaningful. I then explained that we would be figuring out which type of music is the best to dance to, with our own datalogging disco. Cheers, whoops and hollering commenced… they were excited about data! That was a first for me and them! 2 | MEASURE YOUR BOPABILITY We then looked at the actual code that I had used within my micro:bit, gradually working through each coding block to explain the purpose and impact of each instruction. We explored the need to use an ‘on start’ coding block to trigger the sequence of datalogging, which then encompassed a • There is huge potential for further datalogging investigations. We could have looked at whether the volume of the music made a difference too, which would be possible by turning on and off datasets in the graphing software with a simple click – which is a really powerful way to explore the data. • The other sensor options within the datalogging open up even more possibilities. A few weeks later, I deployed the light, temperature and sound sensors while I moved from the school car park on a frosty, dark December morning, through the building and towards my morning coffee. I then challenged the children to read the data and map my movements and actions, which was a much more intriguing way of tackling the skill of ‘interpreting data’. EXTENDING THE LESSON understood how the code came together, they were ready to get coding for themselves. 3 | BON JOVI VS TAYLOR SWIFT Next, we decamped to the school hall to get groovy! I had selected a range of varying music examples from different decades, which we were going to move to in succession. However, we agreed that in between songs we would have one minute of stillness and silence. In a practical sense, this was to allow me to catch my breath, but educationally, it would provide a helpful ‘gap’ in the datalogging to make analysis of the results easier, as we would be able to delineate between the different tracks we played. Then the disco started, and we all had a fantastic time, boogieing away with micro:bits strapped to our wrists. Once the dancing was over, we were able to immediately access the data and groups were able to discuss their results. The ease and speed of this was incredible and led to really powerful discussions as the children examined the data, with the physicality bringing the graph to life for them. The final outcome was predictable, in hindsight. The dulcet tones of Bon Jovi proved ineffective at motivating Y5. The classic synchronised moves of 90s Steps failed to boost their mood. Shaking it off to Taylor Swift was ‘scientifically’ proven to be the best to boost your mood. The ‘Swift’ effect was now evident in our class, too! Marc Bowen is a deputy head and primary teacher in South Wales. “This became a rich, cross-curricular experience that we all loved” USEFUL QUESTIONS www.teachwire.net | 73