Technologies · Year 1

Active learning ideas

Animating Simple Movements

Active learning works for this topic because Year 1 students need to see and feel how small changes build motion. Hands-on creation with simple materials makes the abstract idea of persistence of vision concrete and memorable. Movement becomes visible when they flip pages or tap screens, turning theory into something they can observe and adjust in real time.

• ACARA Content Descriptions
• AC9TDE2P04

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

Activity 01

• Hot Seat
• 30 min · Pairs

Pairs: Flipbook Bouncing Ball

Students draw a ball in 10-15 positions on sticky notes or a pad, starting high and landing low with squash and stretch. Pairs flip rapidly to view motion, then add 5 more frames for smoother bounce. Share one refined flipbook with the class.

Explain how a series of still pictures can look like movement.

Facilitation Tip

During Flipbook Bouncing Ball, remind pairs to number the pages along the edge so they can flip in order and notice how slight differences create motion.

What to look for

Give each student a card with a simple object, like a star. Ask them to draw three simple frames on the card showing the star moving slightly from left to right. Collect the cards to check if the drawings show a clear progression of movement.

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

Activity 02

• Hot Seat
• 45 min · Small Groups

Small Groups: ScratchJr Walk Cycle

In ScratchJr, groups select a sprite and create a path with motion blocks for walking across screen. Test playback, adjust steps for even spacing, and add background. Groups present their animation explaining frame changes.

Design a short animation of a ball bouncing.

Facilitation Tip

During ScratchJr Walk Cycle, demonstrate one complete cycle on the whiteboard first, then let small groups test their own versions by tapping the green flag repeatedly.

What to look for

Show students two short animations of a ball bouncing: one with very few frames (jerky) and one with many frames (smooth). Ask: 'Which bounce looks more real? Why?' Listen for student responses that mention the number of changes or steps.

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

Activity 03

• Hot Seat
• 20 min · Whole Class

Whole Class: Frame Sequence Sort

Project mixed-up frames of a jumping frog. Class discusses and sorts into order on board. Then draw personal versions and flip as a group chant to build excitement.

Analyze why smooth movements require many small changes.

Facilitation Tip

During Frame Sequence Sort, circulate with a timer and challenge groups to sort the frames correctly in under 30 seconds to add urgency and focus.

What to look for

Ask students: 'Imagine you are making a flipbook of a cat jumping. What is the very first thing you need to draw on your first page? What will be different on the second page?' Guide them to identify the starting position and the first small change.

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

Activity 04

• Hot Seat
• 25 min · Individual

Individual: Paper Strip Runner

Each student draws a running figure across 12 paper strips, varying leg positions slightly. Staple into a loop, spin to animate, and note what makes it look real.

Explain how a series of still pictures can look like movement.

What to look for

Give each student a card with a simple object, like a star. Ask them to draw three simple frames on the card showing the star moving slightly from left to right. Collect the cards to check if the drawings show a clear progression of movement.

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

A few notes on teaching this unit

Approach this topic by letting students test their own assumptions before correcting them. Start with quick, visible actions like tapping shoulders or blinking to show how many small movements feel smooth over time. Avoid long explanations before they have experienced the gap between expectation and outcome. Research shows that when students see their own jerky attempts first, they value the need for many frames more deeply.

Successful learning looks like students explaining why many small changes create smooth motion. They should confidently sequence frames from memory and show adjustments when their animation looks jerky. Peer sharing and quick comparisons demonstrate their growing understanding of cause and effect.

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Watch Out for These Misconceptions

• During Flipbook Bouncing Ball, watch for students who flip pages too quickly without noticing the small differences between frames.

  Ask them to pause and compare adjacent pages side by side, then flip slowly while observing how the ball’s position shifts just a little each time.

• During ScratchJr Walk Cycle, watch for groups that use only two or three costumes and expect smooth motion.

  Have them duplicate the costumes to create at least six, then test the sequence to see how the extra steps fill in the gaps between positions.

• During Frame Sequence Sort, watch for students who sort frames by shape or color rather than by position changes.

  Guide them to place the sequence on the floor in a line and physically move the ball image one step at a time to see the progression.

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Methods used in this brief

• Hot Seat