Science · Year 2

Active learning ideas

Making Predictions

Active learning works well for making predictions because pupils need to test their ideas with real objects and see immediate outcomes. When children handle materials, discuss outcomes, and compare predictions to results, they build confidence in using evidence to support their thinking.

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

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

Activity 01

• Outdoor Investigation Session
• 35 min · Small Groups

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.

Predict the outcome of dropping different objects into water.

Facilitation Tip

During Sink or Float Prediction Charts, circulate while groups work to prompt them to explain their predictions using what they know about the objects' features.

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 25 min · Whole Class

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.

Justify your prediction using what you already know.

Facilitation Tip

Before Whole Class Prediction Poll, model how to vote by placing your own prediction on the board so pupils understand the process.

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 30 min · Pairs

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.

Compare your prediction with the actual result of an experiment.

Facilitation Tip

While Pairs do Ramp Roll Predictions, remind students to check the starting line and release method to keep the test fair.

What to look for

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?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 20 min · Individual

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.

Predict the outcome of dropping different objects into water.

Facilitation Tip

For Individual Prediction Journals on Shadow Sizes, provide a template with a drawing space and guided sentence starters to support recording.

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teach prediction as a skill by modeling your own thinking aloud before activities. Use phrases like, 'I think the apple will float because it feels light and has spaces inside.' Avoid rushing pupils to correct predictions; instead, ask, 'What did we learn from this test?' to reinforce that predictions help us learn, not just prove right or wrong. Research shows that children’s predictions improve when they discuss ideas with peers before testing.

Successful learning looks like pupils justifying predictions with reasons, testing ideas clearly, and adjusting their understanding when results differ from expectations. By the end of the activities, they should explain why some objects sink or float using observable properties like weight, shape, or material.

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Watch Out for These Misconceptions

• During Sink or Float Prediction Charts, watch for pupils who make predictions without reasons or who guess randomly.

  Ask each group to explain their prediction before testing, using questions like, 'What have you seen before that makes you think this will sink or float?' Ensure their reasoning links to observable properties of the objects.

• During Whole Class Prediction Poll: Loaded Boats, watch for pupils who believe a boat will sink just because it looks heavy or floats because it looks light.

  Display the poll results and ask, 'What surprised us? Why did the metal boat float when the metal washer sank?' Encourage pupils to compare shape and air pockets in their boats to the solid washer.

• During Individual Prediction Journals: Shadow Sizes, watch for pupils who think predictions are 'wrong' if they don’t match the outcome.

  Guide pupils to record both their initial prediction and the actual result, then write one sentence about what they learned. Use phrases like, 'My prediction was not correct, but now I know...' to normalize adjustment in thinking.

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Methods used in this brief

• Outdoor Investigation Session