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.

• Year 1
• Science
• 4 activities
• 20 min–35 min

Learning Objectives

1. Compare a scientific prediction to a simple guess, identifying key differences in their basis.
2. Explain the purpose of making a prediction before conducting a science investigation.
3. Formulate a prediction for a simple experiment based on prior knowledge or observations.
4. Justify a prediction by stating the reason or evidence supporting the expected outcome.

Inquiry Circle

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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

Common Misconception

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

What to Teach Instead

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

Common Misconception

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

What to Teach Instead

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

Assessment Ideas

Exit Ticket

After Ramp Roll Predictions, give students a drawing prompt: ‘Draw what happened and circle one part of your prediction that was correct or surprising.’ Collect to check for reasoning.

Discussion Prompt

After Sink or Float Challenge, present two scenarios: ‘I think the sponge will float’ versus ‘I predict the sponge will float because it is light and soft.’ Ask students to vote and explain which is a scientific prediction.

Quick Check

During Magnet Attraction Hunt, move between pairs and ask each student to point to the ‘why’ part of their prediction before they begin searching.

Extensions & Scaffolding

• Challenge students who finish early to predict what will happen if they change the ramp height, then test and compare results.
• For students who struggle, provide a word bank of reasons (e.g., heavy, light, smooth, bumpy) to support their explanations.
• Deeper exploration: Invite students to design their own prediction question using classroom materials, then test and share findings with the class.

Key Vocabulary

Prediction	A statement about what you think will happen in the future, often based on what you already know.
Hypothesis	A scientific prediction that is a testable statement about the expected outcome of an experiment, based on prior knowledge or observations.
Prior Knowledge	Information, experiences, or facts that a person already knows before learning something new.
Justify	To explain or give reasons why you made a particular prediction or came to a certain conclusion.