Science · Year 1

Active learning ideas

Conducting Simple Tests

Active learning helps Year 1 pupils grasp scientific concepts through concrete, hands-on experiences that build memory and understanding. Conducting simple tests lets them see cause and effect directly, making abstract ideas like buoyancy or material properties easier to remember.

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

• 15–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 25 min · Pairs

Pairs: Float or Sink Tests

Pairs collect five classroom objects, predict if they float or sink, then test in water trays. They draw observations and note safety steps like no leaning over trays. Pairs share one finding with the class.

Analyze the importance of safety rules during an experiment.

Facilitation Tip

During the Float or Sink Tests, remind pairs to place objects gently in the water to avoid splashes and spills.

What to look for

During a float test, ask students: 'What is one thing you need to do to be safe while we are testing?' and 'What did you notice about the [object name] when you put it in the water?'

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

Activity 02

• Experiential Learning
• 40 min · Small Groups

Small Groups: Material Properties Stations

Set up stations for testing stretchy, waterproof, or absorbent materials. Groups rotate every 10 minutes, observe changes, and record with simple tick charts. Emphasise careful handling and group safety checks.

Explain how to make careful observations during a test.

Facilitation Tip

At Material Properties Stations, circulate to ensure small groups rotate through tasks without rushing, giving everyone time to feel textures or stretch materials.

What to look for

Provide students with a drawing of a simple experiment (e.g., testing which paper airplane flies farthest). Ask them to draw one safety rule they followed and write one word to describe what happened to their airplane.

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

Activity 03

• Experiential Learning
• 30 min · Whole Class

Whole Class: Safety Rules Demo and Role-Play

Demonstrate a test like dropping paper clips, then role-play safe and unsafe versions. Class votes on improvements and practises rules together. Follow with paired critiques of a video clip.

Critique a simple experiment for its fairness and accuracy.

Facilitation Tip

In the Safety Rules Demo, model two-handed handling and clearing spills with a cloth so pupils mimic precise movements.

What to look for

Show two different ways to test if a plant needs water: one where the plant gets water every day, and one where it only gets water when the soil is dry. Ask: 'Which test is fairer? Why? What could happen if we only did the first test?'

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

Activity 04

• Experiential Learning
• 15 min · Individual

Individual: Observation Sketchbooks

Each pupil tracks a simple test, such as ice melting, over three days. They draw daily changes and label with words like 'wet' or 'smaller'. Review books in pairs for accuracy.

Analyze the importance of safety rules during an experiment.

Facilitation Tip

When pupils use Observation Sketchbooks, provide sentence starters like 'I see...' and 'It feels...' to guide detailed descriptions.

What to look for

During a float test, ask students: 'What is one thing you need to do to be safe while we are testing?' and 'What did you notice about the [object name] when you put it in the water?'

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

A few notes on teaching this unit

Start with clear, simple steps and model each part of the test so pupils know what to do. Avoid rushing through activities; give pupils time to repeat tests to confirm results, as repetition builds confidence and reliability. Research shows that guided inquiry, where teachers scaffold just enough to keep pupils on track, leads to deeper understanding than open exploration without structure.

Successful learning looks like pupils following safety routines independently, describing observations with details, and explaining why tests must be fair and repeated. Pupils should demonstrate curiosity while handling equipment carefully and recording changes accurately.

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Watch Out for These Misconceptions

• During the Whole Class Safety Rules Demo and Role-Play, watch for pupils who assume safety rules only apply to 'scary' tools.

  Use the role-play trays and small spills to show how even gentle tests need rules. Have pupils act out clearing a spill and explain why keeping areas tidy prevents slips or trips, linking the habit to every activity.

• During the Individual Observation Sketchbooks, watch for pupils who jot down quick, vague notes like 'it floats' or 'red' without details.

  Guide pupils to sketch the object first, then add labels for colour, texture, and any changes over time. Ask them to compare their drawings to a partner’s to notice details they might have missed.

• During the Small Groups Material Properties Stations, watch for pupils who test objects once and assume the result is always true.

  Remind groups to repeat each test twice and discuss why repeats matter. Use the voting cards to let pupils decide as a class whether one test is enough or if more are needed for fairness.

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Methods used in this brief

• Experiential Learning