Science · Year 1

Active learning ideas

Communicating Findings

Active learning works for communicating findings because Year 1 pupils need to practice sharing their observations in multiple ways. When children explain their ideas aloud, draw conclusions, or create models, they solidify their own understanding while learning from others.

• National Curriculum Attainment Targets
• KS1: Science - Working scientifically

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 25 min · Pairs

Pairs: Finding Swap

Pupils pair up and choose one observation from a recent experiment, like shadow lengths. Each draws it simply and practices a 30-second explanation. Pairs swap roles: one presents while the other asks one question and gives a thumbs up or suggestion for clarity.

Explain how to clearly tell others what we found in an experiment.

Facilitation Tip

During Finding Swap, circulate with sentence stems to prompt pupils who pause, such as ‘I noticed that…’ or ‘I think this happened because…’.

What to look for

After a simple experiment (e.g., testing which objects float), ask students to draw one thing they observed and label it. Then, ask them to tell a partner one thing they learned from their drawing.

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

Activity 02

• Inside-Outside Circle
• 40 min · Small Groups

Small Groups: Poster Pitch

Groups of three create a poster showing experiment findings with drawings and labels. One pupil presents to the class for two minutes while others hold question cards. Class votes on clearest part and suggests one improvement.

Justify the importance of sharing scientific discoveries.

Facilitation Tip

For Poster Pitch, assign roles so every group member contributes, like designer, speaker, and question-answerer.

What to look for

Show students two ways of sharing findings: a simple drawing with labels and a spoken explanation. Ask: 'Which way is clearer for telling someone what happened in our experiment? Why?'

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

Activity 03

• Inside-Outside Circle
• 35 min · Whole Class

Whole Class: Science Show and Tell

Each pupil selects a model or drawing from class investigations. They line up and share one sentence about their finding with the group. Teacher models praise for clear words, then pupils echo for peers.

Critique different ways of presenting findings to an audience.

Facilitation Tip

In Science Show and Tell, model how to ask one follow-up question to extend each speaker’s explanation.

What to look for

Give each student a small card. Ask them to draw one thing they found out in our science lesson today. Then, ask them to say one word to describe their drawing to the teacher as they leave.

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

Activity 04

• Inside-Outside Circle
• 30 min · Individual

Individual: Expert Talk Prep

Pupils individually write three bullet points and draw their key finding. They rehearse alone, then share with a partner who retells it back to check understanding. Partners note one strong clear part.

Explain how to clearly tell others what we found in an experiment.

Facilitation Tip

For Expert Talk Prep, provide sentence starters on cards to support pupils in structuring their thoughts before speaking.

What to look for

After a simple experiment (e.g., testing which objects float), ask students to draw one thing they observed and label it. Then, ask them to tell a partner one thing they learned from their drawing.

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

A few notes on teaching this unit

Teachers approach this topic by creating low-stakes opportunities for pupils to share partial or tentative findings. Avoid correcting too quickly; instead, use peer feedback to highlight what is clear and what needs refinement. Research suggests that young children learn to communicate science best when they can use multiple modes—drawing, speaking, and modeling—before focusing on written recording.

Successful learning looks like pupils confidently sharing their findings using drawings, spoken explanations, or simple models. They respond to questions and build on each other’s ideas during discussions and presentations.

---

Watch Out for These Misconceptions

• During Finding Swap, watch for pupils who say, ‘I don’t know’ or ‘It was wrong.’

  Encourage them to share what they did observe, even if it seems small. Ask, ‘What did you see happen first?’ or ‘What did this object do?’ to help them begin.

• During Poster Pitch, watch for pupils who dismiss drawings as ‘just pictures’ and focus only on spoken explanations.

  Ask groups to compare their poster with a spoken explanation. Have them circle which parts of their poster helped explain their findings best, then add more details to those parts.

• During Science Show and Tell, watch for pupils who assume listeners already understand their drawing.

  Prompt the audience to ask one question each, such as ‘What does this label mean?’ or ‘Why did you draw it that way?’ to guide the speaker to clarify.

---

Methods used in this brief

• Inside-Outside Circle