The sounds of a school often reflects the vibrant pulse of life within a learning space. Laughter in the playground, lively conversations at snack time, voices overlapping in moments of discovery and exchange. But when sound becomes too intense, it can turn into a challenge for collective life. Out of this realization came Project Decibels, the theme of the Cycle Gathering, which involves Year 3, Year 4 and Year 5, and brings together science, daily interactions, and citizenship in a single initiative.
The idea emerged as a natural consequence of school life itself, as explained by Flávia Belletati, 5th grade teacher. “It’s natural to hear children’s voices during moments of fun, but we began to notice that, especially during collective snack time, they needed more external guidance to listen to one another and sustain a healthy group dynamic. This concern also came up in the classroom, when we reflected together with the children on how sound could sometimes become unpleasant for them. That’s when the theme of decibels started to make sense as a project.”
Noise turned into investigation, with the use of a decibel meter during mealtimes. “It was during an assembly with the children that the decision to measure decibels emerged, as they all realized this was something that concerned the entire group. From then on, daily sound recording became part of the school routine,” Flávia adds.
The experience brought deeper meaning to the study of a subject that is already part of the Elementary School curriculum, as explained by Laura Marin, Year 4 teacher. “In third grade, they already study sound, so the idea came up to expand it to the entire Cycle 2. We measure decibels daily during snack and lunch, record the data, and share it on a chart displayed in the cafeteria. This data then becomes study material during the project sessions, which take place every two weeks, when we dive deeper with all the children into the concepts of noise pollution and health, while also working on research, reading, and text production—strategies that are part of the research methodology we use in MAC, the be.Living Arts and Science Fair, the school’s largest project, held at the end of the year.”
The initiative also reinforces the importance of multi-age gatherings, as highlighted by Letícia Araújo, Year 5 teacher. “In cross-grade experiences, the exchanges are very positive. Children feel empowered both in teaching and in learning.” The younger students are challenged by the complexity, while the older ones practice leadership and organization. In addition, the theme fosters a sense of citizenship, as reflecting on noise is not only about caring for oneself, but also about others and the world—since noise pollution impacts the environment as well.”
More than measuring numbers, the project promotes reflection and collective awareness. “We want children to understand that regulating the volume of their voices is both a healthy and sustainable habit. It is a way of caring for themselves, for the community, and for biodiversity, because excessive noise is also a form of pollution that disrupts the environment,” Letícia adds.
The curriculum also gains strength through this integrated approach. “Year 4 students are compiling the data collected to transform it into charts and later into infographics, showing the entire school the point at which decibel levels begin to be harmful to health.” In Portuguese, we also work with the genre ‘reading and writing to study,’ which helps children highlight information, interpret texts, and build solid records for their research,” Laura explains.
In Year 3, the Natural Sciences and Portuguese curricula are also connected to the project. “Anatomy of the ear and the expository genre appear in the curriculum at this stage, so the project directly aligns with what we’re studying in third grade. All of this work is preparing the children for the MAC production,” says teacher Laura.
The project’s creations, displayed on the interactive mural, extend the reflection to students in Years 1 and 2, as well as the broader school community. “The idea is for the mural to involve the entire school, including the younger students, who are also impacted by noise. It becomes a living space, collecting records and encouraging the whole community to reflect,” adds Letícia.
According to the teachers, the proposal gained strength because it goes beyond the scientific aspect of the study. “What’s most interesting is that the children realize measuring decibels isn’t just a science experiment. It’s a way of thinking about how we relate to one another, how we care for each other, and how our actions resonate within the collective,” Flávia concludes.
Project Decibels demonstrates, in practice, how learning at be.Living is built on intersections between science and life, research and meaning, theory and practice. “This is how we help children reflect on their own actions and consider what interventions they can make to improve the environment for everyone,” Letícia states.