You will learn
- Say what a prediction is.
- Make a prediction with a reason.
- Check a prediction with results.
- Explain what to do when the prediction is wrong.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A prediction says what we think will happen.
- A good prediction has a reason.
- Results show if the prediction was right.
- A wrong prediction still teaches us something.
Words to know
a statement of what you think will happen
why you think something
a testable idea that explains something
what actually happens
1. Discover: Will it float?
Before dropping a pencil, a coin and a cork into a bowl of water, Joy writes, “I predict the cork will float because it is light.” The coin sinks. The pencil floats. She checks her notes. “I was right about the cork, wrong about the pencil’s shape,” she says. “That helps me think better.”
Think: Why did Joy give a reason?
2. Understand: Making predictions
Idea 1: What is a prediction?
A prediction says what you think will happen. It is more than a guess because we use what we already know to give a reason.
Idea 2: A good prediction
Write: “I predict that … because …”. The reason may come from earlier tests or things we have noticed. Some predictions are testable ideas called hypotheses.
Idea 3: Checking
After the test, compare the result with your prediction. If it was wrong, think again and learn from it.
3. Worked examples
Example 1 (I show you): Write one
Will ice melt faster in sun?
- Think: sun is warmer.
- Write: I predict … because …
- Prediction.
Answer: I predict ice melts faster in the sun because it is warmer.
Example 2 (We do it together): Check
Result: it melted faster in sun.
- Compare with prediction.
- Matches.
- Right.
Answer: The result supports the prediction.
Example 3 (You try): Wrong
Result: same speed.
Show the steps and answer
- Does not match.
- Rethink reasons.
- Test again.
Answer: A wrong prediction helps us learn.
Did you know?
Scientists use predictions to plan space missions long before launch.
Why this matters
Predicting makes us think about what we know and what we need to test.
4. Explore: Predict and test
Predict which objects float, then test.
- List six objects.
- Write predictions with reasons.
- Test each in water.
- Compare with predictions.
Think about it: what did you notice?
What did you notice? Some predictions were wrong.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A prediction says what will ___.
- A good prediction has a ___.
- We compare results with the ___.
- A wrong prediction helps us ___.
Guided practice
Question 1. What is a prediction?
What we think will happen.
Question 2. What should it include?
A reason.
Question 3. What is a result?
What happens.
Independent practice
Level 1: Start
- What is a prediction?
- What should it include?
- What is a result?
- What do we compare?
- Is a wrong prediction bad?
Level 2: Grow
- Why give a reason?
- What if the result differs?
- Where do reasons come from?
Level 3: Stretch
- Make five predictions with reasons.
- Check three predictions.
- Explain a wrong prediction.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What do you predict about tomorrow’s weather?
Show a sample answer
Reason from today.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: It has a reason.
Fix: They teach us.
8. Lesson summary and revision card
- I can say what a prediction is.
- I can make a prediction with a reason.
- I can check a prediction with results.
- I can explain what to do when the prediction is wrong.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A prediction says what we think will happen.
- A good prediction has a reason.
- Results show if the prediction was right.
- A wrong prediction still teaches us something.
11. Next lesson
Next lesson: Observation and measurement. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a prediction? [1 mark]
- Write a prediction with a reason. [3 marks]
- What is a result? [2 marks]
- What if a prediction is wrong? [3 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- What we think will happen [1]
- Prediction [1]; because [1]; sensible [1]
- What actually happens [1]; compare with prediction [1]
- Rethink [1]; learn [1]; test again [1]
- Wipe spills or do not mouth objects [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a prediction?
- What should it include?
- What is a result?
- What do we compare?
- Is a wrong prediction bad?
- Why give a reason?
- What if the result differs?
- Where do reasons come from?
- Make five predictions with reasons.
- Check three predictions.
Homework
Predict whether four household objects float or sink. Test with an adult and record.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a prediction? | What we think will happen. | 1 |
| 2. What should it include? | A reason. | 1 |
| 3. What is a result? | What happens. | 1 |
| 4. What do we compare? | Result and prediction. | 1 |
| 5. Is a wrong prediction bad? | No, it helps us learn. | 1 |
| 6. Why give a reason? | Shows thinking. | 1 |
| 7. What if the result differs? | Rethink and test again. | 1 |
| 8. Where do reasons come from? | Past tests or knowledge. | 1 |
| 9. Make five predictions with reasons. | Five statements. | 1 |
| 10. Check three predictions. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 What we think will happen.; 2 A reason.; 3 What happens.; 4 Result and prediction.; 5 No, it helps us learn.. Level 2: 1 Shows thinking.; 2 Rethink and test again.; 3 Past tests or knowledge.. Level 3: 1 Five statements.; 2 Table.; 3 Learning..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what a prediction is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Make a prediction with a reason | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Check a prediction with results | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain what to do when the prediction is wrong | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “A prediction is a guess.” It has a reason.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make and test three predictions.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to make predictions with reasons. You do not need to be an expert to help.
- Ask, “What do you think will happen?”
- Ask, “Why?”
- Test it together.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what a prediction is; make a prediction with a reason; check a prediction with results; explain what to do when the prediction is wrong.
Prerequisite knowledge. Grade 2 science ideas: observing carefully, making predictions, measuring with simple tools and running simple fair tests.
Materials. Bowl of water, small objects, notebooks and pencils. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Gather safe objects. Cover tables. Prepare tables.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Hold up a cork and ask, “Will it float? Why?”
Explanation (10 min). Teach predictions.
Guided activity (10 min). Learners predict and test.
Independent activity (10 min). Learners compare.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do you predict? What is your reason?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “A prediction is a guess.” It has a reason.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Make and test three predictions. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 3 Unit 1, topic 2; Next Generation Science Standards, science and engineering practices (asking questions, planning and carrying out investigations, analysing data); Cambridge Primary Science Stage 3, thinking and working scientifically; IB Primary Years Programme, how the world works. These sources informed the lesson.