As it is known, with the development of technology and the achievement of various technological innovations, the work of people in many professions and jobs has been greatly facilitated. In addition, numerous technical devices, computers, games, and social networks have created an increasingly common form of recreation for adults and children alike. As much as this technology has advanced us and made communication and human activities easier, it has also had a negative impact on humans to some extent. We often speak too little about this negative influence, especially the one that affects children. For children, spending leisure time with computers, televisions, and games is becoming increasingly common. Today's children are less likely to choose forms of entertainment and leisure time outdoors on playgrounds, socializing with peers, spending time in nature, playing board games, or participating in sports activities, which reduces their activity levels, negatively affects their motor skills, mobility, and health. Children are increasingly exposed to a sedentary lifestyle because a large part of their day is spent sitting in school, listening, and performing monotonous tasks. In order to change this, parental influence is important, as well as the influence of teachers on them through their example, advice, and supervision. By promoting physical activity, they positively affect the mental and physical health of the child. Moreover, numerous studies have proven that any form of physical activity has a positive effect on learning, memory, concentration, and academic success. In the classroom, fatigue from monotonous hours, yawning, decreased concentration, and loss of attention among students are common occurrences. To prevent this phenomenon, it is desirable to implement activities and content that integrate learning and movement. A great organizational approach are micro-breaks that can be integrated into teaching content in various ways. Micro-breaks, or physically active breaks, are a form of active rest applied in teaching to prevent the growth of fatigue, contribute to greater movement of children, and can facilitate the acquisition of content in a particular subject. The aim of this study is to examine whether microbreaks can predict success in the Nature and Society class. The research was conducted in two second-grade classes of elementary school. One class had Nature and Society lessons with micro-breaks, while the other class had Nature and Society lessons without them. According to the conducted tests, it was found that there is no statistically significant difference in the total number of points on the knowledge assessment of the two teaching contents between the two classes. In other words, the class where micro-breaks were held during Nature and Society classes did not achieve statistically significantly better results as expected at the beginning ofthe study. Also, there was no statistically significant difference confirmed between the two classes in perceived knowledge, interest, and understanding. In other words, the class where a micro-break was held during the Nature and Society class did not achieve statistically significantly higher self-assessment scores on all variables as expected at the beginning.