You will learn
- Say what a prediction is.
- Make a prediction with a reason.
- Compare a prediction with the result.
- Say that a wrong prediction still teaches us.
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 is a guess with a reason.
- We make predictions before testing.
- We compare the prediction with the result.
- A wrong prediction helps us learn.
Words to know
a thoughtful guess about what will happen
why we think something
what we find out
to look at how things are alike and different
1. Discover: Sink or float
Before putting a cork in water, Ola says, “I predict it will float because it is light.” She puts it in. It floats. Then she tries a metal spoon. “I predict it will sink because it is heavy,” she says. It sinks. “My predictions matched,” says Ola.
Think: What reason did Ola give?
2. Understand: Predicting
Idea 1: Predictions have reasons
A prediction says what we think will happen and gives a reason. “I predict the car will go further on a smooth floor because there is less friction.”
Idea 2: Test and compare
After we make a prediction, we test it and find the result. Then we compare the prediction with the result. Were we right? If not, what can we learn?
Idea 3: Being wrong is fine
Sometimes the result is different. This is useful because it shows us something new. Scientists change their ideas when the evidence shows something else.
3. Worked examples
Example 1 (I show you): Make a prediction
Will a sponge float?
- It is light.
- It has air in it.
- Prediction: it will float because it is light.
Answer: I predict the sponge will float because it is light.
Example 2 (We do it together): Compare
Predicted sink; it floated.
- Prediction was wrong.
- The result was different.
- What did we learn? Some heavy-looking things float.
Answer: The result was different, so we learned something new.
Example 3 (You try): Predict a bounce
A rubber ball and a stone.
Show the steps and answer
- Rubber is springy.
- Stone is hard.
- The ball will bounce higher.
Answer: I predict the rubber ball will bounce higher.
Did you know?
Weather forecasters make predictions about weather using many measurements, and they often check them against what happens.
Why this matters
Predicting makes us think before we test and helps us learn from surprises.
4. Explore: Float or sink test
Predict and test whether objects float or sink.
- Choose six safe objects.
- Predict float or sink for each.
- Test in a bowl of water.
- Compare predictions with results.
Think about it: what did you notice?
What did you notice? Some predictions were right and some were wrong.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I predict ___.
- My reason is ___.
- The result was ___.
- I learned ___.
Guided practice
Question 1. What is a prediction?
A thoughtful guess.
Question 2. Do predictions have reasons?
Yes.
Question 3. When do we predict?
Before the test.
Independent practice
Level 1: Start
- What is a prediction?
- Do predictions have reasons?
- When do we predict?
- What do we compare?
- Is a wrong prediction bad?
Level 2: Grow
- Predict if a cork floats.
- What did you learn if the result was different?
- Why give a reason?
Level 3: Stretch
- Predict three objects. Test them.
- Explain a wrong prediction.
- Compare two predictions.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What do you predict about the weather tomorrow?
Show a sample answer
A reasoned guess.
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 can be wrong.
Fix: We predict before.
8. Lesson summary and revision card
- I can say what a prediction is.
- I can make a prediction with a reason.
- I can compare a prediction with the result.
- I can say that a wrong prediction still teaches us.
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 is a guess with a reason.
- We make predictions before testing.
- We compare the prediction with the result.
- A wrong prediction helps us learn.
11. Next lesson
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? [2 marks]
- Make a prediction with a reason. [2 marks]
- Compare a prediction with a result. [2 marks]
- Why is a wrong prediction useful? [2 marks]
- Record three tests in a table. [3 marks]
Total: 11 marks.
Marking guide and model answers
- Thoughtful guess [1]; about what will happen [1]
- Prediction [1]; reason [1]
- Prediction [1]; result [1]
- Shows something new [1]; helps us learn [1]
- Object [1]; prediction [1]; result [1]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- What is a prediction?
- Do predictions have reasons?
- When do we predict?
- What do we compare?
- Is a wrong prediction bad?
- Predict if a cork floats.
- What did you learn if the result was different?
- Why give a reason?
- Predict three objects. Test them.
- Explain a wrong prediction.
Homework
Predict whether five household objects float. Test with an adult and record.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a prediction? | A thoughtful guess. | 1 |
| 2. Do predictions have reasons? | Yes. | 1 |
| 3. When do we predict? | Before the test. | 1 |
| 4. What do we compare? | Prediction and result. | 1 |
| 5. Is a wrong prediction bad? | No. | 1 |
| 6. Predict if a cork floats. | It floats because it is light. | 1 |
| 7. What did you learn if the result was different? | Something new. | 1 |
| 8. Why give a reason? | It shows our thinking. | 1 |
| 9. Predict three objects. Test them. | A table of results. | 1 |
| 10. Explain a wrong prediction. | It helped me learn. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A thoughtful guess.; 2 Yes.; 3 Before the test.; 4 Prediction and result.; 5 No.. Level 2: 1 It floats because it is light.; 2 Something new.; 3 It shows our thinking.. Level 3: 1 A table of results.; 2 It helped me learn.; 3 A comparison..
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 Compare a prediction with the result | 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 Say that a wrong prediction still teaches us | 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 must be right.” It can be wrong.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Predict for three objects. Test and compare.
- 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 reasoned predictions and compare them with results. You do not need to be an expert to help.
- Predict before every small test.
- Ask, “Why do you think so?”
- Celebrate surprises.
- 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; compare a prediction with the result; say that a wrong prediction still teaches us.
Prerequisite knowledge. Grade 1 science ideas: looking carefully, using the senses safely and talking about what we notice.
Materials. A bowl of water, safe objects (cork, spoon, sponge, coin, wood), paper. 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. Place objects on a tray. Prepare a results table. Keep towels nearby.
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, “Will a stone float?”
Explanation (10 min). Teach predictions and reasons.
Guided activity (10 min). Learners predict and test.
Independent activity (10 min). Learners compare and discuss.
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? Why?
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 must be right.” It can be wrong.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 11-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. Predict for three objects. Test and compare. 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 2 Unit 1, topic 3; Next Generation Science Standards, science and engineering practices (asking questions, planning and carrying out investigations); Cambridge Primary Science Stage 2, thinking and working scientifically; IB Primary Years Programme, inquiry-based learning. These sources informed the lesson.