Science (EVS K-5) · Class 2

Active learning ideas

Growing and Changing: Skills and Abilities

Active learning works for this topic because children in Class 2 learn best when they see progress in their own bodies and movements. Watching how skills develop from baby steps to big jumps helps them connect physical growth with practice and patience.

• CBSE Learning Outcomes
• CBSE: Growing Up - Class 2

• 15–25 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 20 min · Whole Class

Movement Progression Demo

Children act out baby movements like crawling and rolling, then advance to child activities such as jumping and throwing. Guide them step by step. This builds understanding of skill development.

Explain how learning new skills changes our bodies and minds.

Facilitation Tip

During Movement Progression Demo, invite students to move slowly first, then fast, to feel how muscles warm up and change with effort.

What to look for

Ask students to stand up and try to balance on one foot for 10 seconds. Then, ask: 'What did you feel in your leg muscles as you tried to balance?' and 'What would help you balance for longer?'

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

Activity 02

• Role Play
• 25 min · Small Groups

Skill Practice Relay

Set up stations for skills like balancing, hopping, and catching. Children rotate and practise each one. Note improvements after a few tries.

Differentiate the types of activities a baby can do versus a child.

Facilitation Tip

For Skill Practice Relay, assign teams with mixed abilities so each child sees how practice helps others improve step by step.

What to look for

Pose the question: 'Imagine you are teaching a younger sibling how to kick a football. What are the first few steps you would show them, and why is it important for them to try it many times?'

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

Activity 03

• Role Play
• 15 min · Pairs

My Growth Chart

Each child draws pictures of themselves as a baby and now, labelling skills they have gained. Share in pairs.

Justify why practice is important for developing new physical skills.

Facilitation Tip

When creating My Growth Chart, ask students to measure their own height and compare it with a baby’s length from a picture to see real growth.

What to look for

Give each student a small piece of paper. Ask them to draw one thing a baby can do and one thing they can do now that a baby cannot. Then, write one sentence about why they can do the new thing.

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

Activity 04

• Role Play
• 20 min · Individual

Practice Makes Perfect Game

Play a game where children attempt new actions like clapping rhythms, improving with teacher feedback.

Explain how learning new skills changes our bodies and minds.

Facilitation Tip

In Practice Makes Perfect Game, give each student a checklist to tick off each attempt, so they see their own progress clearly.

What to look for

Ask students to stand up and try to balance on one foot for 10 seconds. Then, ask: 'What did you feel in your leg muscles as you tried to balance?' and 'What would help you balance for longer?'

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

A few notes on teaching this unit

Teachers should model the activities first, showing how even small steps matter. Avoid rushing children to perform perfectly; instead, celebrate their effort and gradual improvement. Research shows that children learn skills best when they repeat movements with guidance and feedback, not just once or twice.

Successful learning looks like students noticing small improvements in their abilities after focused practice. They should be able to explain how practice helps them do things better and how babies start with simple actions before learning harder ones.

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Watch Out for These Misconceptions

• During Movement Progression Demo, watch for students who think babies can run or jump like older children.

  After demonstrating how babies crawl before walking, ask students to show the difference between a baby’s crawling and an older child’s running, then discuss why practice is needed for each.

• During Skill Practice Relay, watch for students who believe they can kick a ball perfectly on the first try.

  Before the relay, have students practice the correct stance for kicking, then count aloud how many tries it takes to improve, highlighting the role of repetition.

• During Practice Makes Perfect Game, watch for students who think they never need to practice skills again once they learn them.

  After the game, ask students to write one sentence on their chart about why they will keep practicing their best skill, then share with the class.

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Methods used in this brief

• Role Play