Science · Year 1

Active learning ideas

Making Informed Predictions (Hypotheses)

Active learning works for this topic because Year 1 students need concrete experiences to connect prior knowledge with prediction-making. Hands-on activities like testing sink or float or rolling balls down ramps turn abstract ideas into visible reasoning processes.

• ACARA Content Descriptions
• AC9S1I01

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 25 min · Pairs

Pairs: Sink or Float Challenge

Pairs select classroom objects and predict if each sinks or floats, drawing their prediction and one reason from past play. They test in shared water trays, observe results, and note matches or surprises. Pairs share one finding with the class.

Explain why scientists make predictions before an experiment.

Facilitation Tip

During Sink or Float Challenge, circulate with sentence starters like ‘I predict… because…’ to prompt oral reasoning before students record predictions.

What to look for

Provide students with a scenario: 'You have a toy car and a ramp. What do you predict will happen when you let go of the car?' Ask them to write their prediction and one sentence explaining why they think that will happen.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 35 min · Small Groups

Small Groups: Ramp Roll Predictions

Groups predict which balls roll farthest down ramps of different heights, using words like 'faster because taller.' They test three times, measure with rulers, and adjust predictions. Groups chart results for class comparison.

Compare a guess to a scientific prediction.

Facilitation Tip

For Ramp Roll Predictions, provide picture cards of ramps and objects so students can visually match and justify their choices before testing.

What to look for

Present two statements about a simple experiment, for example: 'I think the ball will bounce high' (guess) versus 'I predict the ball will bounce higher on the hard floor than the carpet because the carpet is soft and will absorb some of the bounce.' Ask students to identify which is a scientific prediction and explain their reasoning.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 30 min · Whole Class

Whole Class: Shadow Length Trial

As a class, predict how a toy's shadow changes when moving a torch closer or farther. Record predictions on a shared chart with reasons. Test together, observe, and vote on pattern explanations.

Predict the outcome of a simple experiment and justify your reasoning.

Facilitation Tip

In Shadow Length Trial, model thinking aloud by comparing shadows at different times of day to help students link observations with predictions.

What to look for

During a hands-on activity, ask students to show you their prediction before they start. Then, ask them to point to the part of their prediction that explains 'why'.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 20 min · Individual

Individual: Magnet Attraction Hunt

Each student predicts which items a magnet attracts, listing reasons like 'metal paperclip yes, because fridge magnets stick.' They test at desks, tick correct predictions, and share errors with a partner.

Explain why scientists make predictions before an experiment.

Facilitation Tip

For Magnet Attraction Hunt, give students a clipboard with a simple table so they can mark predictions and reasons before searching for magnetic objects.

What to look for

Provide students with a scenario: 'You have a toy car and a ramp. What do you predict will happen when you let go of the car?' Ask them to write their prediction and one sentence explaining why they think that will happen.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teachers approach this topic by modeling prediction language daily, using think-alouds to show how prior experiences shape predictions. Avoid rushing to outcomes; instead, emphasize the reasoning process. Research shows that young learners benefit from repeated cycles of prediction, observation, and reflection to build confidence in connecting ideas to evidence.

Students will confidently state predictions with clear reasons, using evidence from their experiences. They will understand that testing predictions helps them learn, even when results are unexpected.

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Watch Out for These Misconceptions

• During Sink or Float Challenge, watch for students who make predictions without stating reasons.

  Use the class-generated prediction chart to model writing or drawing reasons first, then have students share their thinking with a partner before testing.

• During Ramp Roll Predictions, watch for students who believe all wrong predictions mean the test failed.

  After testing, gather the group to reflect: ‘Was our prediction right or surprising? What did we learn?’ to emphasize that surprises guide new questions.

• During Shadow Length Trial, watch for students who predict without linking to prior observations.

  Before testing, ask students to recall shadow changes they’ve seen and use these ideas to justify their predictions aloud.

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Methods used in this brief

• Plan-Do-Review