Science · Year 1

Active learning ideas

Planning Simple Scientific Investigations

Active learning lets Year 1 students practice the real work of scientists by planning investigations themselves. When children arrange ramps, measure shadows, or test bubbles, they see how clear questions and fair steps lead to trustworthy answers. Hand-on tasks turn abstract concepts like sequencing and materials into concrete, memorable skills.

• ACARA Content Descriptions
• AC9S1I02

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

Activity 01

• Placemat Activity
• 25 min · Pairs

Pairs: Toy Car Ramp Plan

Pairs pose a question about car speed on surfaces like carpet or tile. They list materials including toy cars, rulers, and timers, then sequence five clear steps with drawings. Pairs test one step and refine their plan based on results before sharing.

Analyze the steps needed to answer a scientific question.

Facilitation Tip

During the Toy Car Ramp Plan, have each pair place their activity cards in order on the table, then explain their sequence to another pair before testing.

What to look for

Present students with a scenario: 'You want to find out if plants grow taller in sunlight or shade.' Ask them to list three materials they would need and two steps for their plan. Review responses for understanding of basic planning elements.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 02

• Placemat Activity
• 35 min · Small Groups

Small Groups: Shadow Length Investigation

Groups identify a question on how light distance changes shadows. They gather flashlights, objects, and measuring tapes, outline procedures like positioning light at varying heights, and mark repeat trials. Groups present plans and vote on clearest sequences.

Design a simple plan to test how different surfaces affect a toy car's speed.

Facilitation Tip

When running the Shadow Length Investigation, ask each group to predict where the shadow will fall before they measure, then compare predictions with results.

What to look for

Provide students with a simple investigation plan, such as testing which paper airplane flies farthest. Ask: 'What is the first thing you need to do? Why is that step important before you start throwing the planes? What comes next?' Guide discussion to focus on logical sequencing.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 03

• Placemat Activity
• 40 min · Whole Class

Whole Class: Plant Water Needs Plan

As a class, brainstorm a question on watering plants. List shared materials like pots, soil, seeds, and measuring cups on the board. Co-create numbered steps, discuss fairness, then assign roles to execute a trial run.

Justify the order of steps in an investigation plan.

Facilitation Tip

For the Plant Water Needs Plan, provide pre-cut sentence strips so students physically arrange ‘question,’ ‘materials,’ and ‘steps’ before writing their full plan.

What to look for

Give students a card with a picture of a toy car and a ramp. Ask them to draw or write one step in a plan to test how different surfaces (like carpet or wood) affect how fast the car goes down the ramp. Collect tickets to gauge understanding of procedural steps.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 04

• Placemat Activity
• 20 min · Individual

Individual: Bubble Mix Test Design

Each student writes a question about bubble solution strength. They note materials like dish soap, water, and straws, then list ordered steps for mixing and blowing tests. Students swap plans for peer feedback before a demo.

Analyze the steps needed to answer a scientific question.

Facilitation Tip

During the Bubble Mix Test Design, give every child a planning template with icons so they focus on one idea per box rather than rushing to write paragraphs.

What to look for

Present students with a scenario: 'You want to find out if plants grow taller in sunlight or shade.' Ask them to list three materials they would need and two steps for their plan. Review responses for understanding of basic planning elements.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with one short whole-class activity so students experience the entire cycle of question, plan, and trial together. Avoid letting students jump straight to the fun part; insist on a written plan before touching materials to build the habit of forethought. Research shows that first-hand repetition of simple investigations strengthens procedural memory more than worksheets alone.

Students will show they can turn a curiosity into a step-by-step plan with a clear question, a list of materials, and at least two trials. Successful learning looks like pairs explaining why they chose a ramp height before testing, groups justifying their order of steps for measuring shadows, and individuals drawing or writing a fair procedure to compare bubble mixes.

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Watch Out for These Misconceptions

• During the Toy Car Ramp Plan, watch for students who stack ramps without measuring or timing. Redirect by asking, ‘What step tells us how fast the car goes?’ and have them add a timer card and a speed sentence to their plan.

  During the Shadow Length Investigation, some students may measure the shadow before marking the time of day. Stop the group and ask, ‘When did you measure? How will you keep the time the same for the next shadow?’

• During the Plant Water Needs Plan, listen for students who say, ‘We just need water.’ Hold up two pictures of plants and ask, ‘How much water? Same amount or different?’ to push them to specify quantities in their list.

  During the Bubble Mix Test Design, if students write, ‘Test the mix,’ ask, ‘Which mix first? How many tries for each?’ until they name at least two trials per mix.

• During any activity, watch for students who think one trial is enough. Pause and say, ‘Try it once, then try it again the same way. Did the car go the same speed both times?’ to make variability visible.

  After the Toy Car Ramp Plan, have pairs compare their fastest times on the same surface and ask why the numbers differ before moving on.

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Methods used in this brief

• Placemat Activity