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This study investigates the effectiveness of incorporating kinesthetic learning activities into a SCALE-UP (Student-Centered Active Learning Environment with Upside-down Pedagogies) physics course to improve students' conceptual understanding of electricity and magnetism. This study aims to explore the effects of adding kinesthetic activities to a first-year 2nd semester physics course on student learning that included 92 students in three groups, traditional, scale-up control, scale-up activity classrooms. Nine active learning activities were designed to promote learning. A unique pre-post instrument was used to gauge student learning. Three questions from an instrument showed statistically significant improvement in student scores from the semester that did not have the new activities and the semester that did. These questions were on wire attraction, Ohm’s Law, and electric charge. From this it was found that the hands-on activities improved students' understanding of electric circuits and charges, Ohm's Law, and capacitors.