Importance of Exercise and Play

Active learning turns abstract health concepts into lived experience for six-year-olds. When children feel their hearts beat faster after running or notice how jumping makes their legs strong, the connection between movement and well-being becomes immediate and memorable. These hands-on activities meet children where they are—ready to play—and weave science into the fun they already love.

• Year 1
• Science
• 4 activities
• 20 min–40 min

Learning Objectives

1. Explain how physical activities like running and jumping affect heart rate and muscle strength.
2. Compare the physical and mental benefits of active play versus sedentary screen time.
3. Construct a personal list of at least five enjoyable ways to incorporate daily exercise.
4. Identify specific body parts that are strengthened through common exercises like skipping and climbing.

Experiential Learning

⏱ 30 min·Small Groups

Pulse Relay: Heart Rate Challenge

Divide class into teams for short relays of running or jumping. Use fingers to check pulses before and after each turn. Groups chart results on shared paper and discuss how hearts work harder during exercise.

Prepare & details

Explain how running and jumping help your body.

Facilitation Tip: During Pulse Relay, set a clear 30-second run so every pair collects comparable heart-rate data for accurate comparisons.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 25 min·Pairs

Activity Sort: Play vs Screen

Provide cards with images of outdoor play, TV watching, and indoor games. Pairs sort them into 'builds strong body' or 'rest time' piles, then justify choices with reasons like muscle use or movement.

Prepare & details

Compare the benefits of playing outside to watching TV.

Facilitation Tip: Before Activity Sort, model sorting one item together so students understand the difference between physical and sedentary activities.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 40 min·Small Groups

Move Maker Stations: Invent Games

Set up stations with balls, hoops, and cones. Small groups invent and test one exercise game per station, naming it and listing body benefits. Share inventions with the class.

Prepare & details

Construct a list of fun ways to exercise every day.

Facilitation Tip: At Move Maker Stations, provide picture cards of body parts to prompt students to name which muscles each game uses.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 20 min·Individual

My Daily Moves: Exercise Planner

Students draw or write three fun exercises for each day of the week on personal charts. They try one at home, report back next lesson, and add class favorites to update charts.

Prepare & details

Explain how running and jumping help your body.

Facilitation Tip: For My Daily Moves, pre-fill the first two days as examples to reduce overwhelm and keep the focus on adding personal choices.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Teaching This Topic

Teachers should lead with curiosity, not lectures. Let children’s questions guide the discussion after each activity rather than rushing to explain. Research shows that when students predict outcomes, test ideas, and reflect, their understanding lasts longer. Avoid correcting misconceptions directly; instead, present evidence (their own pulse counts, game trials) and let the data shift their thinking naturally. Keep language simple—focus on ‘strong muscles,’ ‘happy heart,’ and ‘fun movement’ rather than physiological terms like ‘blood vessels’ or ‘endorphins.’

What to Expect

By the end of these activities, students will explain that exercise strengthens muscles and hearts, compare active play to screen time, and invent new ways to move every day. They will use their own pulse, observations, and game designs as evidence of learning, speaking in simple sentences supported by personal experience.

Watch Out for These Misconceptions

Common Misconception

During Pulse Relay, watch for students who say exercise makes them tired and sore. Redirect by asking them to check their pulse before and after running, then ask: ‘How does your body feel now compared to before? What do you notice inside your chest?’

What to Teach Instead

During Activity Sort, students often think video games are exercise. Stop the sort and ask small groups to act out each activity for five seconds while others watch for full-body movement. Have them vote with thumbs up or down, then discuss why games that need controllers but not running miss heart and muscle benefits.

Common Misconception

During Activity Sort, students often think video games are exercise. Stop the sort and ask small groups to act out each activity for five seconds while others watch for full-body movement. Have them vote with thumbs up or down, then discuss why games that need controllers but not running miss heart and muscle benefits.

What to Teach Instead

During My Daily Moves, some students may list only sports or gym class. Ask them to look at their planner and add one everyday activity they already do, like helping carry groceries or playing tag at recess.

Assessment Ideas

Quick Check

After Pulse Relay, ask students to stand and show a jumping jack while you ask: ‘Which muscles are working now? How does your heart feel compared to when you were sitting?’ Listen for answers that link movement to heart rate and muscle effort.

Exit Ticket

During Activity Sort, provide a worksheet with two pictures: one child jumping rope and one child watching a tablet. Ask students to circle the healthier choice and write one sentence explaining why using the words ‘strong muscles’ or ‘happy heart.’

Discussion Prompt

After Move Maker Stations, facilitate a class discussion using the prompt: ‘You have 30 minutes after school. What are two fun things you can do that move your whole body? Tell a partner and explain why those are better than sitting still.’ Listen for examples that include running, climbing, or balancing.

Extensions & Scaffolding

• Challenge students to design a third Move Maker Station using only household items, then test it with peers during recess.
• Scaffolding: Provide a picture word bank with ‘jump,’ ‘run,’ ‘balance,’ and ‘throw’ to help students name movements when inventing games.
• Deeper exploration: Introduce a ‘Muscle Map’ recording sheet where students color in the body part they used most in each activity, then compare maps after Pulse Relay and Move Maker Stations.

Key Vocabulary

Exercise	Any activity that makes your body move and your heart beat faster. Exercise helps build strong muscles and a healthy body.
Active Play	Playing games and moving your body, often outdoors. This includes running, jumping, climbing, and playing sports.
Sedentary	An activity that involves sitting or lying down with very little movement, such as watching television or playing video games.
Muscles	Parts of your body that help you move. When you exercise, your muscles get stronger.
Heart Rate	How fast your heart beats. Exercise makes your heart beat faster to send blood and oxygen to your body.