You will learn
- Define prediction.
- Use the form if/then/because.
- Give a scientific reason.
- Check a prediction against results.
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 will happen.
- A reason uses what we already know.
- We test predictions.
- A wrong prediction still teaches us something.
Words to know
a statement of what we think will happen
an idea we can test, with a reason
why we think something will happen
backed up by the evidence
1. Discover: The paper plane prediction
Yaw folds two paper planes: one with long wings and one with short wings. “I predict the long-winged plane will fly farther because larger wings catch more air,” he says. He launches each plane three times and measures. The long-winged plane flies farther. His prediction is supported.
Think: Which part of Yaw’s statement is the reason?
2. Understand: Predictions
Idea 1: What is a prediction?
A prediction says what we expect to happen. It must be clear enough to check. “Something will happen” is too vague.
Idea 2: Adding a reason
A scientific hypothesis adds a reason based on what we know. Use the pattern: If we change ___, then ___ will happen, because ___.
Idea 3: Checking it
After the test, compare the result with the prediction. If the evidence agrees, it is supported. If not, we think again. Wrong predictions are useful.
3. Worked examples
Example 1 (I show you): Complete
If we heat water, then ___.
- Think what happens.
- Temperature rises.
- Add because.
Answer: If we heat water, its temperature will rise, because heat energy is added.
Example 2 (We do it together): Find the reason
Heavier cars roll farther because ___.
- Think of the pull of gravity.
- Find a reason.
- Write it.
Answer: A reason links to science ideas, not guesses.
Example 3 (You try): Judge
Predict: The longer plane flies 3 m. Result 3 m.
Show the steps and answer
- Compare.
- They match.
- Supported.
Answer: The prediction is supported.
Did you know?
Weather forecasters make predictions every day and check them against what really happens, which helps them improve their models.
Why this matters
Predictions focus an investigation and show us what we have learned.
4. Explore: Predict and test
Predict which of two paper planes flies farther, then test.
- Fold two planes.
- Write your prediction with a reason.
- Launch each plane three times.
- Compare with your prediction.
Think about it: what did you notice?
What did you notice? Results were easier to judge when the prediction was specific.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ says what we think will happen.
- A ___ explains why.
- Evidence can ___ a prediction.
- We use if, then and ___.
Guided practice
Question 1. What is a prediction?
What will happen.
Question 2. What is a reason?
Why.
Question 3. What is supported?
Evidence agrees.
Independent practice
Level 1: Start
- What is a prediction?
- What is a reason?
- What is supported?
- What is a hypothesis?
- Give the pattern.
Level 2: Grow
- Why add a reason?
- Why test it?
- Why is wrong useful?
Level 3: Stretch
- Complete a prediction.
- Test two planes.
- Judge the result.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Predict how far a ball rolls on carpet.
Show a sample answer
Include a reason.
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 teaches.
Fix: It is checked.
8. Lesson summary and revision card
- I can define prediction.
- I can use the form if/then/because.
- I can give a scientific reason.
- I can check a prediction against results.
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 will happen.
- A reason uses what we already know.
- We test predictions.
- A wrong prediction still teaches us something.
11. Next lesson
Next lesson: Planning investigations. 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 prediction. [2 marks]
- Write a prediction in the if/then/because form. [3 marks]
- What does supported mean? [2 marks]
- Why is a wrong prediction useful? [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- What will happen [1]; can be checked [1]
- If [1]; then [1]; because [1]
- Evidence agrees [1]; with the prediction [1]
- We learn [1]; improve ideas [1]
- Any [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 is a reason?
- What is supported?
- What is a hypothesis?
- Give the pattern.
- Why add a reason?
- Why test it?
- Why is wrong useful?
- Complete a prediction.
- Test two planes.
Homework
Predict whether a coin or a paper clip sinks faster in water, with a reason.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a prediction? | What will happen. | 1 |
| 2. What is a reason? | Why. | 1 |
| 3. What is supported? | Evidence agrees. | 1 |
| 4. What is a hypothesis? | Testable idea. | 1 |
| 5. Give the pattern. | If, then, because. | 1 |
| 6. Why add a reason? | Shows thinking. | 1 |
| 7. Why test it? | Check. | 1 |
| 8. Why is wrong useful? | We learn. | 1 |
| 9. Complete a prediction. | Sentence. | 1 |
| 10. Test two planes. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 What will happen.; 2 Why.; 3 Evidence agrees.; 4 Testable idea.; 5 If, then, because.. Level 2: 1 Shows thinking.; 2 Check.; 3 We learn.. Level 3: 1 Sentence.; 2 Table.; 3 Statement..
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 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 Use the form if/then/because | 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 Give a scientific 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 |
| O4 Check a prediction against 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 |
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 wrong prediction is a failure.” It teaches.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make and check predictions with reasons.
- 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, and why?”
- Check together.
- Celebrate honest results.
- 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 prediction; use the form if/then/because; give a scientific reason; check a prediction against results.
Prerequisite knowledge. Grade 3 inquiry ideas: asking questions, predictions, fair tests, measuring, tables and simple conclusions.
Materials. Paper, rulers, tape measure. 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. Fold sample planes.
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). Show two planes and ask, “Which flies farther?”
Explanation (10 min). Teach if/then/because.
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? Why? Was it supported?
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 wrong prediction is a failure.” It teaches.
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 check predictions with reasons. 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 4 Unit 1, topic 2; Next Generation Science Standards, planning and carrying out investigations; Cambridge Primary Science Stage 4, thinking and working scientifically; IB Primary Years Programme, how we express ourselves and how the world works. These sources informed the lesson.