Science · Year 2 · Working Scientifically · Summer Term

Making Predictions

Developing the skill of making informed predictions before conducting an experiment, based on prior knowledge.

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

About This Topic

Making predictions builds a foundational working scientifically skill for Year 2 pupils: anticipating experiment outcomes using prior knowledge. Pupils predict if everyday objects sink or float when dropped into water, justify choices based on observations like weight or shape, and compare results to actual findings. This process teaches them that predictions are informed ideas, not random guesses, aligning directly with KS1 standards for planning and fair testing.

Within the summer term unit, this skill connects to exploring materials and forces, encouraging pupils to recall playground experiences or kitchen observations. Teachers support this by modelling predictions aloud, using prompts such as "What have you seen before that makes you think this?" Repeated practice strengthens reasoning and vocabulary, preparing pupils for more complex enquiries.

Active learning suits this topic perfectly because immediate hands-on testing turns predictions into exciting discoveries. When pupils test in pairs or small groups, they discuss justifications collaboratively, observe discrepancies, and adjust thinking based on evidence. This approach boosts engagement and embeds the scientific cycle of predict, test, review.

Key Questions

1. Predict the outcome of dropping different objects into water.
2. Justify your prediction using what you already know.
3. Compare your prediction with the actual result of an experiment.

Learning Objectives

• Compare the sinking and floating behavior of different objects in water based on their properties.
• Explain how an object's material, shape, or size might influence whether it sinks or floats.
• Evaluate the accuracy of a prediction by comparing it to the observed experimental outcome.
• Justify a prediction using prior knowledge about objects and their interaction with water.

Before You Start

Properties of Objects

Why: Students need to be able to identify basic properties like material (wood, metal, plastic) and shape to make informed predictions.

Observing and Describing

Why: This foundational skill allows students to accurately record what happens during the experiment to compare with their predictions.

Key Vocabulary

Prediction	An educated guess about what will happen in an experiment, based on what you already know.
Sink	To fall to the bottom of a liquid, like water.
Float	To rest on the surface of a liquid, like water, without sinking.
Observation	Noticing and describing what happens during an experiment using your senses.

Watch Out for These Misconceptions

Common Misconception

Predictions are just wild guesses with no reasons.

What to Teach Instead

Predictions rely on patterns from prior experiences, like noticing light objects float. Pair discussions before testing prompt pupils to share evidence, building habits of justification through active talk.

Common Misconception

All heavy objects sink in water.

What to Teach Instead

Sinking depends on density and shape, not just weight; a heavy steel ship floats due to air pockets. Group testing of counterexamples like clay boats reshapes ideas via direct evidence.

Common Misconception

Predictions must always be correct or they fail.

What to Teach Instead

Science refines predictions with new data; mismatches spark learning. Post-test whole class reviews celebrate adjustments, showing active enquiry as iterative through shared reflections.

Active Learning Ideas

Sink or Float Prediction Charts: Group Testing

Provide small groups with 8-10 objects like corks, coins, and sponges. Pupils predict sink or float on individual charts, write one-sentence justifications from prior knowledge, then test in shared water trays. Groups share one surprise result with the class.

35 min·Small Groups

Whole Class Prediction Poll: Loaded Boats

Display images of paper boats. Pupils vote with hands or sticky dots on whether adding coins makes them sink, sharing quick reasons. Test a real boat step-by-step, updating a class prediction tally after each coin.

25 min·Whole Class

Pairs: Ramp Roll Predictions

Pairs select toy cars and predict which rolls farthest down a ramp based on size or wheels, noting reasons. Release cars one by one, measure distances with rulers, and compare to predictions on a paired recording sheet.

30 min·Pairs

Individual Prediction Journals: Shadow Sizes

Pupils individually predict how shadow length changes with torch distance from an object, sketch expectations. Test at three distances, draw actual shadows, and note matches or changes in journals for later class share.

20 min·Individual

Real-World Connections

• Shipbuilders and naval architects make predictions about how different hull shapes and materials will affect whether a ship floats and how stable it will be on the sea. This involves understanding density and buoyancy.
• Scientists studying marine life predict how objects, like plastic debris or research equipment, will behave in the ocean. They consider factors like material and weight to understand pollution dispersal or the movement of scientific instruments.

Assessment Ideas

Quick Check

Before the experiment, show students a new object (e.g., a cork, a metal washer). Ask: 'What is your prediction: will this sink or float? Why do you think so?' Record their answers to check their reasoning.

Exit Ticket

Give each student a slip of paper. Ask them to draw one object they tested, write 'sink' or 'float' next to it based on the experiment, and then write one sentence comparing their initial prediction to the actual result.

Discussion Prompt

After testing several objects, ask the class: 'Which objects surprised you? Why? Did your prediction match the result? What did you learn about why some things sink and others float?'

Frequently Asked Questions

How do I scaffold predictions for Year 2 pupils?

Start with familiar contexts like sink or float using classroom objects. Model a prediction aloud: observe, recall past events, state and justify. Use sentence starters like 'I predict... because...' on whiteboards. Follow with guided pair practice before independent trials to build confidence gradually over several lessons.

What experiments best teach making predictions?

Simple tests like dropping objects in water, rolling cars down ramps, or stretching elastic bands suit Year 2. Each lets pupils predict based on properties, test fairly, and review. Rotate through 2-3 per week to reinforce the skill across materials and forces topics without overwhelming.

How should I address incorrect predictions in class?

Frame mismatches as valuable science steps: 'Predictions help us learn what happens next.' Chart class predictions vs results visually, discuss reasons for differences in circle time. Praise justification efforts over accuracy to encourage risk-taking and evidence use in future predictions.

How can active learning help pupils master predictions?

Active methods like immediate hands-on testing after predicting make abstract skills concrete and motivating. Small group trials foster peer justification talk, while whole class polls build collective excitement. Reviewing results collaboratively reveals patterns, helping pupils connect prior knowledge to evidence and refine thinking iteratively, far beyond passive worksheets.