Science · Year 1

Active learning ideas

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.

• ACARA Content Descriptions
• AC9S1H01

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Ask students to stand up and demonstrate one exercise, like jumping jacks. While they do it, ask: 'What part of your body is working hard right now?' and 'How does your heart feel?'

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

Activity 02

• 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.

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.

What to look for

Provide students with a worksheet showing two scenarios: one of a child playing outside and one of a child watching TV. Ask them to draw a smiley face next to the activity they think is healthier for their body and write one reason why.

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

Activity 03

• 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.

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.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you have 30 minutes of free time after school. What are two fun things you could do that involve moving your body, and why are those better for you than sitting still?'

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

Activity 04

• 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.

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.

What to look for

Ask students to stand up and demonstrate one exercise, like jumping jacks. While they do it, ask: 'What part of your body is working hard right now?' and 'How does your heart feel?'

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

A few notes on teaching this unit

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.’

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.

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Watch Out for These Misconceptions

• 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?’

  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.

• 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.

  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.

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Methods used in this brief

• Experiential Learning