Science · Year 1 · Our Amazing Bodies: Health and Growth · Term 4

Growing and Changing: From Baby to Child

Students will observe and discuss the stages of human growth and development from infancy to childhood, noting physical changes.

• ACARA Content Descriptions
• AC9S1U01

About This Topic

The topic Growing and Changing: From Baby to Child guides Year 1 students to observe physical changes in humans from infancy to early childhood. Students note how newborns depend on caregivers for feeding and movement, babies develop crawling and grasping skills, toddlers walk and climb with growing coordination, and Year 1 children run, draw, and participate in school activities. Through discussions and comparisons, they connect these stages to their own lives and family experiences.

This content supports AC9S1U01 by examining how living things grow and change over time. Students practice key science skills: making careful observations, describing similarities and differences, and sequencing events on timelines. It lays groundwork for understanding life cycles in plants and animals later in the curriculum.

Active learning benefits this topic greatly because growth stages are personal and relatable. When students construct class timelines with photos or drawings, role-play abilities at each stage, or measure peers' heights, they actively sequence changes and build empathy for development. These hands-on methods make abstract progression concrete, boost retention, and encourage peer sharing of family stories.

Key Questions

1. Explain how a baby changes as it grows into a child.
2. Compare the abilities of a toddler to a Year 1 student.
3. Construct a timeline showing the growth stages of a human.

Learning Objectives

• Describe the physical changes a human experiences from infancy to childhood.
• Compare the motor skills and communication abilities of a toddler to those of a Year 1 student.
• Construct a simple timeline illustrating at least three distinct stages of human growth.
• Identify key physical characteristics associated with different stages of human development, such as crawling, walking, and running.

Before You Start

Living Things

Why: Students need a basic understanding of what living things are to then explore how they grow and change.

Needs of Living Things

Why: Understanding that living things have needs, like food and water, provides a foundation for discussing how babies depend on caregivers.

Key Vocabulary

infant	A very young baby, typically from birth to one year old. Infants rely on caregivers for all their needs.
toddler	A young child who has just learned to walk, typically between the ages of one and three. Toddlers begin to explore their environment independently.
childhood	The stage of human development that follows infancy and toddlerhood, generally from age three up to puberty. Children in this stage develop more complex physical and social skills.
development	The process of growing and changing over time. This includes physical changes like getting taller and developing new abilities.

Watch Out for These Misconceptions

Common Misconception

Babies grow into children overnight.

What to Teach Instead

Growth happens gradually over months and years through stages like crawling before walking. Hands-on timelines help students sequence photos and drawings, visualizing slow progression and correcting rushed ideas during group discussions.

Common Misconception

All children grow at the same speed and size.

What to Teach Instead

Children vary in growth rates due to genetics and nutrition, but follow similar stages. Peer comparisons in small groups reveal differences, while class talks normalize variations and focus on shared patterns.

Common Misconception

Once a child starts school, growth stops.

What to Teach Instead

Growth continues through childhood and beyond. Tracking personal height charts over time shows ongoing changes, helping students extend their mental model via individual observations shared in whole-class reviews.

Active Learning Ideas

Whole Class: Growth Timeline Wall

Collect baby photos from families (with permission) and student self-portraits. As a class, sequence them on a large timeline poster, labeling stages like newborn, crawler, walker, runner. Discuss one change per stage, such as teeth growing or height increasing.

45 min·Whole Class

Small Groups: Ability Comparison Cards

Prepare cards showing babies, toddlers, and children doing actions like reaching or jumping. Groups sort cards into stages, then match to descriptions of skills. Share findings with the class, noting physical improvements.

30 min·Small Groups

Pairs: Role-Play Stages

Pairs act out one growth stage each: newborn cry, baby roll, toddler walk, child skip. Switch roles and record videos on tablets. Watch clips together to discuss changes in movement and strength.

25 min·Pairs

Individual: My Growth Chart

Each student draws themselves now and as a baby, then pastes on a personal growth chart. Measure and mark height monthly. At unit end, reflect on changes in a journal entry.

20 min·Individual

Real-World Connections

• Pediatricians track a child's growth and development using standardized charts, comparing a child's height, weight, and milestones to those of other children their age. This helps ensure healthy development.
• Early childhood educators in preschools and childcare centers design activities that support specific developmental stages, such as providing safe spaces for toddlers to practice walking or offering art supplies for children to develop fine motor skills.

Assessment Ideas

Quick Check

Show students pictures of babies, toddlers, and Year 1 children. Ask them to point to the picture of a baby and explain one thing a baby needs that a Year 1 child can do for themselves. Repeat for toddler and Year 1 child, focusing on abilities.

Discussion Prompt

Ask students: 'Think about when you were a baby. What is one thing you could not do then that you can do now?' Encourage them to share examples of physical changes and new abilities they have gained.

Exit Ticket

Provide students with three blank boxes on a slip of paper. Ask them to draw one picture representing a baby, one representing a toddler, and one representing a Year 1 child. They should label each drawing with the stage of growth.

Frequently Asked Questions

How do I introduce human growth stages to Year 1?

Start with a class circle sharing family baby photos or stories. Use simple visuals like sequenced drawings of a child crawling, walking, running. Guide discussions on physical changes, such as stronger legs or better balance, linking to students' daily playground skills. This builds relevance before deeper activities.

What active learning strategies work best for growth stages?

Role-playing stages in pairs lets students physically experience changes in movement, from wobbly toddler steps to confident child jumps. Collaborative timelines with photos make sequencing interactive, while measuring heights fosters ownership. These methods engage kinesthetic learners, spark peer teaching, and make concepts stick through repetition and fun.

How does this topic connect to AC9S1U01?

AC9S1U01 requires observing living things grow and change. Students describe human physical progression, compare abilities like toddler vs Year 1 skills, and sequence stages on timelines. This direct alignment develops observation and comparison proficiencies central to science inquiry.

How to address varying family backgrounds in growth discussions?

Emphasize universal stages while welcoming diverse stories, like cultural baby practices. Use neutral prompts such as 'What did you do first: roll or crawl?' Provide optional sharing. Focus on science facts keeps discussions inclusive, and small group options reduce pressure for whole-class shares.