You will learn
- Define hypothesis and prediction.
- Write a reasoned hypothesis.
- Write a matching prediction.
- Explain why hypotheses may be 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 hypothesis explains; a prediction says what will happen.
- Reasoning links ideas to the prediction.
- Evidence may support or not support a hypothesis.
- Not supported is still useful.
Words to know
a testable explanation based on reasoning
a statement of what will happen
using ideas to explain why
backed up by the evidence
1. Discover: Melting ice
Abena wonders whether salt makes ice melt faster. She writes: “I think salt lowers the freezing point of water, so the ice will melt faster.” Then she adds: “I predict the salted ice cube will melt in less time.”
Think: Which sentence is the hypothesis and which is the prediction?
2. Understand: Hypotheses
Idea 1: Hypothesis
A hypothesis is a testable explanation based on what we know: “Salt lowers the freezing point of water, so ice melts faster.” It uses reasoning, often with the word “because” or “so”.
Idea 2: Prediction
A prediction says what you expect to see: “The salted ice cube will melt in less time.” It follows from the hypothesis.
Idea 3: Outcomes
Evidence may show the hypothesis is supported or not supported. Being wrong is part of science: a not-supported hypothesis teaches us something new.
3. Worked examples
Example 1 (I show you): Identify
Hypothesis or prediction.
- Has a reason?
- Says what happens?
- Label.
Answer: Reason = hypothesis.
Example 2 (We do it together): Write
Hypothesis.
- Use “because”.
- Link to idea.
- Testable.
Answer: A reasoned hypothesis.
Example 3 (You try): Write
Prediction.
Show the steps and answer
- Name change.
- Name result.
- Direction.
Answer: A clear prediction.
Did you know?
Many hypotheses in science history were later shown to be wrong, which led to better ideas.
Why this matters
Hypotheses connect what we know to what we test.
4. Explore: Predict and test
Write a hypothesis and a prediction about whether warm or cold water dissolves sugar faster, then test with two cups and a stopwatch.
- Write hypothesis.
- Write prediction.
- Test with two cups.
- Compare with the prediction.
Think about it: what did you notice?
What did you notice? The result matched or did not match my prediction.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ is a testable explanation.
- A ___ says what will happen.
- ___ means using ideas to explain why.
- A hypothesis may be ___ by evidence.
Guided practice
Question 1. What is a hypothesis?
Explanation.
Question 2. What is a prediction?
What will happen.
Question 3. What word often appears in a hypothesis?
Because.
Independent practice
Level 1: Start
- What is a hypothesis?
- What is a prediction?
- What word often appears in a hypothesis?
- What is reasoning?
- What is supported?
Level 2: Grow
- Why a reason?
- Why can a hypothesis be wrong?
- Why test?
Level 3: Stretch
- Write both.
- Run the test.
- Compare.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain the difference between a hypothesis and a prediction.
Show a sample answer
Give an example.
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: Reasoned.
Fix: Still useful.
8. Lesson summary and revision card
- I can define hypothesis and prediction.
- I can write a reasoned hypothesis.
- I can write a matching prediction.
- I can explain why hypotheses may be 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 hypothesis explains; a prediction says what will happen.
- Reasoning links ideas to the prediction.
- Evidence may support or not support a hypothesis.
- Not supported is still useful.
11. Next lesson
Next lesson: Independent and dependent variables. 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.
- Define hypothesis and prediction. [2 marks]
- Write a hypothesis with a reason. [3 marks]
- Write the matching prediction. [2 marks]
- Explain why a wrong hypothesis is useful. [3 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Statement [1]; because [1]; testable [1]
- Change [1]; result [1]
- New knowledge [1]; improves ideas [1]; guides tests [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 hypothesis?
- What is a prediction?
- What word often appears in a hypothesis?
- What is reasoning?
- What is supported?
- Why a reason?
- Why can a hypothesis be wrong?
- Why test?
- Write both.
- Run the test.
Homework
Write a hypothesis and prediction about something at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a hypothesis? | Explanation. | 1 |
| 2. What is a prediction? | What will happen. | 1 |
| 3. What word often appears in a hypothesis? | Because. | 1 |
| 4. What is reasoning? | Explaining why. | 1 |
| 5. What is supported? | Backed by evidence. | 1 |
| 6. Why a reason? | Explain. | 1 |
| 7. Why can a hypothesis be wrong? | Evidence decides. | 1 |
| 8. Why test? | Check. | 1 |
| 9. Write both. | Sentences. | 1 |
| 10. Run the test. | Results. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Explanation.; 2 What will happen.; 3 Because.; 4 Explaining why.; 5 Backed by evidence.. Level 2: 1 Explain.; 2 Evidence decides.; 3 Check.. Level 3: 1 Sentences.; 2 Results.; 3 Sentence..
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 Define hypothesis and prediction | 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 Write a reasoned hypothesis | 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 Write a matching prediction | 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 why hypotheses may be 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 hypothesis is just a guess.” Reasoned.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Write a hypothesis and prediction.
- 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 writes hypotheses and predictions. You do not need to be an expert to help.
- Ask “Why do you think that?”
- Ask “What will happen?”
- Celebrate wrong guesses.
- 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: define hypothesis and prediction; write a reasoned hypothesis; write a matching prediction; explain why hypotheses may be wrong.
Prerequisite knowledge. Grade 5 ideas: fair tests, repeating measurements, recording data and drawing conclusions.
Materials. Two cups, warm and cool water, sugar, stopwatch. 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. Warm water from the tap.
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). Ask, “Why might ice melt faster in salt?”
Explanation (10 min). Teach hypothesis and prediction.
Guided activity (10 min). Learners write.
Independent activity (10 min). Learners test.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Why do you think so? What do you predict?
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 hypothesis is just a guess.” Reasoned.
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. Write a hypothesis and prediction. 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 6 Unit 1, topic 2; Next Generation Science Standards, science and engineering practices; Cambridge Lower Secondary Science, thinking and working scientifically; IB Primary Years Programme, how we express ourselves and how the world works. These sources informed the lesson.