Science · Year 1

Active learning ideas

Growing and Changing: From Baby to Child

Active learning helps Year 1 students grasp concrete, sequential changes in human growth by moving beyond abstract talk into hands-on comparisons. When students arrange photos, act out stages, and chart their own progress, they anchor abstract ideas like ‘crawling to walking’ in visible, memorable ways.

• ACARA Content Descriptions
• AC9S1U01

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 45 min · Whole Class

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.

Explain how a baby changes as it grows into a child.

Facilitation Tip

During the Growth Timeline Wall, circulate with guiding questions like, ‘What helped you move from crawling to walking?’ to push students to articulate causes and effects.

What to look for

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.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Four Corners
• 30 min · Small Groups

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.

Compare the abilities of a toddler to a Year 1 student.

Facilitation Tip

While students use Ability Comparison Cards, prompt them with, ‘What do you notice about how hands change from baby to Year 1 child?’ to focus attention on observable differences.

What to look for

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.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 25 min · Pairs

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.

Construct a timeline showing the growth stages of a human.

Facilitation Tip

In Role-Play Stages, model the first scenario yourself so students understand the expectations before they begin.

What to look for

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.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 20 min · Individual

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.

Explain how a baby changes as it grows into a child.

Facilitation Tip

For My Growth Chart, provide a simple ruler or measuring tape at their eye level to make height tracking accurate and engaging.

What to look for

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.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Teach this topic by blending storytelling with direct observation. Start with whole-class timelines to ground the sequence, then use small-group comparisons to normalize variations. Avoid rushing through stages; give students time to notice differences in their own families or photos. Research shows that connecting personal experience to new knowledge strengthens retention in early childhood.

Students will connect physical changes to abilities by sequencing stages, comparing peer variations, and reflecting on personal growth. You’ll see evidence in their timelines, role-play scripts, and growth charts that show they recognize gradual development and individual differences.

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Watch Out for These Misconceptions

• During Growth Timeline Wall, watch for students who group baby and Year 1 child photos too closely together.

  Have students place photos with at least one blank space between each stage to visually emphasize the passage of time and gradual change.

• During Ability Comparison Cards, watch for students who assume all babies and toddlers develop the same abilities at the same time.

  Ask groups to sort cards first by stage, then discuss why some abilities appear in different orders or ages, using the prompt ‘Why might some babies crawl before others walk?’

• During My Growth Chart, watch for students who think growth stops after they enter Year 1.

  After students complete their charts, ask them to predict their height at the end of Year 1 and mark it with a dashed line to show ongoing growth.

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Methods used in this brief

• Four Corners