Young Explorers: Investigating Our World · 2nd Year · The Secret Life of Plants and Animals · Autumn Term

Making Predictions

Developing the skill of making educated guesses based on prior knowledge.

• NCCA Curriculum Specifications
• NCCA: Primary - Working Scientifically

About This Topic

Making predictions builds a key scientific skill: using prior knowledge to form educated guesses about outcomes. In the NCCA Primary curriculum's Working Scientifically strand, second-year students explain how past experiences sharpen predictions, forecast results like objects sinking or floating in water, and critique predictions against evidence. This topic aligns with the unit The Secret Life of Plants and Animals, where children predict plant responses to sunlight or animal reactions to stimuli, drawing on daily observations of nature.

Predictions encourage systematic thinking and link observation to hypothesis, essential for inquiry-based learning. Students distinguish guesses from evidence-based predictions, gaining tools to question and refine ideas. This process supports broader science goals by promoting resilience when predictions shift with new data, much like real scientists adjust models.

Active learning suits this topic perfectly. Simple tests, such as dropping varied objects in water or tracking seed sprouting directions, let students voice predictions, gather data, and discuss matches or surprises in pairs or groups. These experiences make skills visible, spark enthusiasm, and help teachers spot misconceptions early for targeted support.

Key Questions

1. Explain how prior knowledge helps us make better predictions.
2. Predict the outcome of dropping different objects into water.
3. Critique a prediction based on the evidence provided.

Learning Objectives

• Explain how prior knowledge influences the accuracy of a prediction.
• Predict the outcome of dropping various objects into water based on their observable properties.
• Critique a classmate's prediction by identifying the evidence or prior knowledge used to support it.
• Compare the results of an experiment with initial predictions, noting any discrepancies.

Before You Start

Observation Skills

Why: Students need to be able to carefully observe objects and their properties to form the basis for predictions.

Properties of Materials

Why: Understanding basic properties like weight, size, and material type is foundational for making predictions about how objects will behave.

Key Vocabulary

Prediction	An educated guess about what will happen in the future, based on what you already know or have observed.
Prior Knowledge	Information, experiences, or understanding that a person already possesses before encountering new information or a new situation.
Evidence	Facts, observations, or data that support or refute a claim or prediction.
Hypothesis	A proposed explanation made on the basis of limited evidence as a starting point for further investigation; often stated as a prediction.

Watch Out for These Misconceptions

Common Misconception

Predictions are just random guesses.

What to Teach Instead

Predictions rely on prior knowledge and patterns, not chance. Hands-on tests like sink-float trials show students how evidence from past events strengthens guesses. Group discussions reveal stronger predictions emerge from shared knowledge, building peer learning.

Common Misconception

Predictions must always be correct.

What to Teach Instead

Predictions guide investigations but often need revision with new evidence. Active experiments, such as plant light trials, demonstrate this flexibility. Students revise in pairs, gaining comfort with scientific uncertainty and iterative thinking.

Common Misconception

Prior knowledge is not needed for predictions.

What to Teach Instead

Ignoring past experiences leads to weak predictions. Activities like animal behavior forecasts prompt recall of observations, showing links. Collaborative critiques help students articulate knowledge gaps and value evidence-based reasoning.

Active Learning Ideas

Pairs Prediction: Sink or Float Challenge

Pairs list five classroom objects and predict if each sinks or floats based on prior knowledge like shape or material. They test predictions in a water tray, record results, and explain matches or surprises. Discuss as a class why some predictions changed.

30 min·Pairs

Small Groups: Plant Light Prediction

Groups observe potted plants and predict growth direction with and without light, using knowledge of sun-seeking behavior. Position plants accordingly for a week, measure changes daily, and compare to predictions. Share findings with sketches and reasons.

45 min·Small Groups

Whole Class: Animal Behavior Forecast

Show short videos of animals in habitats; class predicts actions like camouflage or foraging based on unit knowledge. Vote on predictions, watch outcomes, then critique as a group using evidence from the video. Chart accurate versus adjusted predictions.

25 min·Whole Class

Individual: Evidence Critique Stations

Students rotate through stations with prediction scenarios and evidence cards about plants or water tests. They critique if predictions hold, noting supporting or contradicting evidence. Collect sheets for class review.

35 min·Individual

Real-World Connections

• Meteorologists use prior knowledge of weather patterns and current atmospheric data to predict future weather conditions, helping people plan outdoor activities or prepare for storms.
• Farmers predict crop yields based on their experience with soil types, past harvests, and current weather, deciding when to plant or harvest to maximize their produce.
• Engineers predict how different materials will behave under stress, like predicting if a bridge design will withstand strong winds, before construction begins.

Assessment Ideas

Exit Ticket

Provide students with a list of 3-4 objects (e.g., a feather, a stone, a leaf, a small toy boat). Ask them to write down a prediction for each object regarding whether it will sink or float in water, and briefly state the prior knowledge or observation that led to each prediction.

Discussion Prompt

After conducting a simple experiment (e.g., dropping objects in water), ask students: 'Was your prediction for the [object name] correct? Why or why not? What new information did you learn that might change your prediction next time?'

Quick Check

Present a scenario: 'A student predicts that a large, heavy rock will float because it is shaped like a boat.' Ask students to write one or two sentences explaining if this is a good prediction and why, using the terms 'prior knowledge' and 'evidence'.

Frequently Asked Questions

How do you teach making predictions in second class science?

Start with familiar scenarios, like predicting object buoyancy from shape or weight knowledge. Guide students to state predictions orally, test them simply, and compare results. Use visuals and class charts to track patterns, reinforcing that predictions improve with evidence and practice over time.

What prior knowledge helps predictions in plants and animals unit?

Draw on everyday sights: plants bend toward light, animals seek food or shelter. Connect to senses, like heavy objects sink or leaves change color. These anchors make predictions relevant, building confidence as students link home observations to classroom tests.

How does active learning support prediction skills?

Active methods like paired sink-float tests or group plant observations let students predict, test, and revise in real time. This cycle reveals thinking processes, encourages peer feedback, and turns abstract skills into tangible experiences. Engagement rises as children own inquiries, deepening understanding of evidence's role.

How to assess predictions in Working Scientifically?

Observe oral predictions for prior knowledge use, check written critiques against evidence, and note revisions post-tests. Rubrics score clarity, reasoning, and flexibility. Portfolios of prediction-test-reflection sheets track growth, aligning with NCCA emphasis on process skills.