Science · Year 1 · Working Scientifically · Spring Term

Making Predictions

Learning to make simple predictions about what might happen in an investigation based on prior knowledge or observations.

• National Curriculum Attainment Targets
• KS1: Science - Working scientifically

About This Topic

Making predictions forms a foundation in working scientifically for Year 1. Children draw on prior knowledge or quick observations to suggest what might happen in a simple test. For example, they predict if a wooden block or plasticine ball floats in water, explaining with reasons like "wood is light." This practice builds early confidence in planning investigations.

The National Curriculum places predictions within the inquiry cycle, linking to observing, testing, and concluding. Children learn to justify ideas, such as "the tall candle burns longer because it has more wax," then check against results. This develops reasoning and language skills, preparing for fair tests in later units. Group sharing refines predictions through peer input.

Active learning suits this topic perfectly. Children test predictions right away in setups like ramp rolls or shadow plays, seeing immediate outcomes. Hands-on trials make justification concrete, while discussions reveal why some predictions miss factors like weight. This approach turns tentative guesses into reliable scientific habits.

Key Questions

1. Explain what a prediction is in science.
2. Make a prediction about the outcome of a simple test.
3. Justify why your prediction might be correct or incorrect.

Learning Objectives

• Formulate a prediction about the outcome of a simple science investigation.
• Justify a prediction using prior knowledge or initial observations.
• Compare a prediction with the actual results of a simple test.
• Identify reasons why a prediction was correct or incorrect.

Before You Start

Making Observations

Why: Students need to be able to observe carefully to gather information that informs their predictions.

Identifying Objects and Materials

Why: Understanding the properties of different objects is necessary for making informed predictions about their behavior.

Key Vocabulary

Prediction	A statement about what you think will happen in a science investigation before you start it. It is an educated guess.
Observation	Noticing and describing something using your senses or simple tools. This can help you make a prediction.
Reason	An explanation for why you made a particular prediction. It tells why you think something will happen.
Result	What actually happens during a science investigation. This is what you see or measure after you do the test.

Watch Out for These Misconceptions

Common Misconception

Predictions are random guesses with no reasons.

What to Teach Instead

Predictions use observations or past experiences. Pair talks before testing prompt children to share evidence, like "it floated before." This active step builds reasoned thinking over wild ideas.

Common Misconception

Predictions must always be correct to count.

What to Teach Instead

Wrong predictions teach science most. Group result reviews show missed details, like ramp angle. Hands-on repeats help children refine and value the testing process.

Common Misconception

You need to see the result first to predict.

What to Teach Instead

Predictions precede tests by design. Quick prior demos, like dropping balls, spark ideas. Collaborative prediction posters make prior knowledge visible and shared.

Active Learning Ideas

Pairs: Sink or Float Challenge

Pairs select classroom objects and predict if each sinks or floats, recording on a T-chart with reasons. They test in a shared water tray, observe results, and note matches or surprises. Pairs share one key learning with the class.

30 min·Pairs

Small Groups: Ramp Car Predictions

Groups predict which toy car rolls farthest down a ramp, based on size or wheels. They test three cars, measure distances with a ruler, and adjust predictions for a second ramp height. Groups compare results on a class board.

45 min·Small Groups

Whole Class: Ice Melt Timer

As a class, predict and time how long ice cubes take to melt in sun versus shade spots. Children vote on predictions first, then track with timers and charts. Discuss factors like warmth at the end.

40 min·Whole Class

Individual: Shadow Length Guess

Each child predicts if a toy's shadow grows or shrinks as a torch moves closer or farther. They test at their desk, draw before-and-after shadows, and write a one-sentence reason for the change.

25 min·Individual

Real-World Connections

• A weather forecaster makes predictions about tomorrow's temperature or if it will rain based on current weather patterns and historical data. They explain their forecast by saying 'the clouds look heavy, so it might rain'.
• A chef might predict if a cake will rise well based on how the batter looks and the ingredients used. They might say 'it looks thick, so it should rise nicely'.

Assessment Ideas

Quick Check

Show students two objects, like a stone and a leaf. Ask: 'What do you predict will happen when I put these in water?'. Then ask: 'Why do you think that will happen?'. Record their predictions and reasons.

Exit Ticket

Give each student a card with a simple test, such as 'Will a crayon float or sink?'. Ask them to write their prediction and one reason for it on the card. Collect the cards to see their initial ideas.

Discussion Prompt

After a simple test (e.g., rolling different balls down a ramp), ask: 'Was your prediction correct?'. Then prompt: 'Tell me why your prediction was right or wrong. What did you learn from the result?'.

Frequently Asked Questions

What is a prediction in Year 1 science?

A prediction is a smart guess about a test outcome, based on what children know or observe. They say what might happen and give a simple reason, like "the feather falls slower because it is light." This skill starts the scientific process, leading to tests that confirm or adjust the idea. Practice with everyday objects keeps it accessible.

How do you teach making predictions in KS1?

Start with familiar contexts, like predicting toy movements. Model by sharing your prediction and reason aloud. Use charts for children to record theirs before testing. Follow with discussions on matches or changes, reinforcing the full cycle. Short, repeated activities build fluency quickly.

How can active learning help Year 1 children make predictions?

Active learning engages children through immediate tests of their predictions, like dropping objects to check fall speeds. Hands-on work makes reasons tangible, while group shares expose varied ideas. This reduces fear of being wrong, as trials show science values testing over perfection. Collaborative reviews strengthen justification skills across investigations.

What are simple prediction examples for Year 1?

Examples include predicting if sugar dissolves faster in hot or cold water, which candle burns longer, or if seeds sprout without light. Children justify with observations, such as "hot water moves faster." These tie to units on materials or plants, using safe, classroom items for easy setup and discussion.