Computing · Year 1

Active learning ideas

Understanding How Devices Connect

Active, hands-on experiences let young learners connect abstract ideas about devices to concrete actions they can see and feel. When students touch cables, hear sound changes, and watch pointers move, they build accurate mental models of how technology works in daily life.

• National Curriculum Attainment Targets
• KS1: Computing - Computer Systems
• KS1: Computing - Information Technology

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 35 min · Small Groups

Stations Rotation: Plug and Test

Prepare stations with mice, keyboards, and headphones connected to tablets or computers. Students plug devices in, use them to move pointers or type letters, then unplug and record screen changes on picture charts. Rotate groups every 7 minutes for full exploration.

How does the mouse help you control what happens on the screen?

Facilitation Tip

During Station Rotation: Plug and Test, place a sign at each station showing one device and one connection type to reduce confusion for early readers.

What to look for

Show students a tablet with a mouse and headphones nearby. Ask: 'Which of these can we plug in to make the tablet do something new? How do we know it's plugged in correctly?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Experiential Learning
• 20 min · Pairs

Mouse Prediction Pairs

In pairs, students predict what happens when moving or clicking the mouse, then test on a simple drawing program. They draw before-and-after sketches and share one observation with the class. Extend by unplugging to observe effects.

What happens on the screen when you move the mouse or click a button?

Facilitation Tip

For Mouse Prediction Pairs, pair students who can read with those who cannot to ensure both partners contribute their observations aloud.

What to look for

Give each student a picture of a computer with a mouse and keyboard. Ask them to draw a line from the mouse to the computer and write one word about what the mouse does. Then, ask them to draw a line from the keyboard and write one word about what the keyboard does.

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

Activity 03

• Experiential Learning
• 25 min · Whole Class

Whole Class Unplug Challenge

Display a connected setup on the interactive whiteboard. Students predict outcomes as you unplug devices one by one, then vote and discuss results. Follow with individual tries on classroom laptops.

What do you think would happen if the mouse or keyboard was unplugged?

Facilitation Tip

In the Whole Class Unplug Challenge, pause after each unplug to ask the class to signal with thumbs up if the device still works and thumbs down if it stopped, keeping everyone engaged.

What to look for

Ask students: 'Imagine your tablet's sound suddenly stopped working. What is one thing you could check to try and fix it?' Guide them to consider if headphones are plugged in correctly.

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

Activity 04

• Experiential Learning
• 30 min · Pairs

Device Connection Hunt

Students search the classroom for connectable devices, sketch how they link to computers, and label wired or wireless. Pairs compare drawings and test one connection safely with teacher guidance.

How does the mouse help you control what happens on the screen?

Facilitation Tip

During Device Connection Hunt, provide picture cards of devices and ports so students match them visually before testing connections.

What to look for

Show students a tablet with a mouse and headphones nearby. Ask: 'Which of these can we plug in to make the tablet do something new? How do we know it's plugged in correctly?'

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

A few notes on teaching this unit

Teachers should model each connection slowly and name the action as they do it, such as pressing the cable firmly until it clicks. Avoid assuming prior knowledge; instead, use clear steps and repeated practice. Research shows that early learners benefit from pairing verbal explanations with physical actions to strengthen memory and understanding.

Students will confidently identify input and output devices, explain why connections matter, and predict the effects of plugging or unplugging cables or devices. They will use simple vocabulary like plug, wire, sound, and move to describe what happens.

---

Watch Out for These Misconceptions

• During Mouse Prediction Pairs, watch for children who believe the mouse moves the screen on its own without a computer attached.

  Ask pairs to unplug the mouse before testing and observe what happens when they click—screen movement stops immediately, proving the computer is necessary. Have partners share this observation with the class after testing.

• During Station Rotation: Plug and Test, students may think all connections are invisible and magical.

  At the wireless station, show the Bluetooth symbol and ask students to point out the tiny light on the receiver that blinks when connected. Have them record ‘light = connected’ on their sheets to make the invisible visible.

• During Mouse Prediction Pairs, children may insist that clicking the mouse changes the screen by itself.

  Before testing, ask each pair to predict what will happen when they click the unplugged mouse. After testing, have them compare predictions to results and explain why the screen did not move, using the word ‘connection’ in their sentence.

---

Methods used in this brief

• Stations Rotation
• Experiential Learning