Science · Year 1

Active learning ideas

How Our Bodies Move: Bones and Muscles

Active learning turns abstract ideas about bones and muscles into concrete experiences students can feel, see, and discuss. When students physically model movement, they connect internal body parts to visible actions, making the invisible work of muscles and joints clearer and more memorable.

• ACARA Content Descriptions
• ACARA Australian Curriculum v9: Science Year 1, Biological sciences (AC9S1U01), describe the external features of plants and animals and explain how they help them to survive in their environment
• ACARA Australian Curriculum v9: Science Year 1, Science as a human endeavour (AC9S1H01), describe how people use science in their daily lives, including when caring for their bodies
• ACARA Australian Curriculum v9: Science Year 1, Science Inquiry (AC9S1I01), engage in discussions about observations and use methods such as drawing to represent ideas

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 20 min · Pairs

Pairs: Muscle Feel and Mirror

Partners face each other and mirror slow arm bends at the elbow. They place hands on their partner's bicep to feel muscle contraction, then switch roles. Discuss how the muscle changes shape to move the bone.

Analyze how your arm bends at the elbow.

Facilitation Tip

During Muscle Feel and Mirror, remind students to gently press their partner’s arm while it is bent to feel the biceps tighten and the triceps relax before switching roles.

What to look for

Provide students with a drawing of a simple arm. Ask them to label one bone and one muscle involved in bending the arm. Then, ask them to write one sentence explaining what the muscle does to move the bone.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 30 min · Small Groups

Small Groups: Straw Skeleton Arms

Provide straws for bones, pipe cleaners for muscles, and tape. Groups assemble an elbow joint model, test bending by pulling pipe cleaners. Record observations on how both parts create movement.

Justify why we need both bones and muscles to move.

Facilitation Tip

In Straw Skeleton Arms, walk around with a pre-made model to show students how the string ‘muscles’ pull the straw ‘bones’ at the joint, reinforcing the connection between structure and movement.

What to look for

Ask students to stand up and then sit down. While they do this, ask: 'What parts of your body are helping you stand tall?' and 'What parts are helping you bend to sit down?' Listen for mentions of bones and muscles.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 25 min · Whole Class

Whole Class: Joint Freeze Dance

Play music; students move arms, legs freely then freeze to point and name bones or muscles used. Teacher models labeling humerus or bicep. Chart class predictions on finger movement without bones.

Predict what would happen if you didn't have bones in your fingers.

Facilitation Tip

For Joint Freeze Dance, call out joint types (hinge, ball-and-socket) as you pause the music so students practice matching actions to correct terminology.

What to look for

Pose the question: 'Imagine you had no bones in your fingers. What would happen when you tried to pick up a crayon?' Facilitate a brief class discussion, encouraging students to explain their predictions using the terms 'bones' and 'muscles'.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 15 min · Individual

Individual: Body Map Trace

Students lie on paper, trace outlines, draw and label main bones and muscles on arms and legs. Add arrows showing pull directions for bending.

Analyze how your arm bends at the elbow.

What to look for

Provide students with a drawing of a simple arm. Ask them to label one bone and one muscle involved in bending the arm. Then, ask them to write one sentence explaining what the muscle does to move the bone.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teach this topic through hands-on modeling paired with guided talk. Students need to see and feel the relationship between bones and muscles before they can explain it abstractly. Avoid starting with diagrams or labels; let students discover the system first through movement and then attach the correct vocabulary. Research shows that when children physically simulate muscle contractions, their recall of anatomy improves significantly.

Students will explain how bones and muscles work together by naming specific bones and muscles in the arm and describing their roles during movement. They will use terms like hinge joint, biceps, triceps, and contract while completing tasks and in follow-up reflections.

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Watch Out for These Misconceptions

• During Muscle Feel and Mirror, watch for students who think the bone is moving on its own.

  As students feel their partner’s arm bend, prompt them to notice how the muscle tightens right before the arm moves, showing the muscle pulls the bone at the joint.

• During Straw Skeleton Arms, watch for students who believe the straw can move without the strings being pulled.

  Have students gently pull one string and observe how the straw bends only when a string is tugged, making the muscle-bone connection visible.

• During Joint Freeze Dance, watch for students who think all joints bend the same way.

  Call out specific joints and actions (e.g., ‘hinge joint at the elbow bending’) so students connect joint type to movement range.

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Methods used in this brief

• Plan-Do-Review