Young Explorers: Investigating Our World · 2nd Year

Active learning ideas

Making Predictions

Active learning works for making predictions because children solidify abstract thinking through concrete, hands-on tasks. When students manipulate objects or observe living things, their prior knowledge moves from memory to action, turning guesses into reasoned forecasts.

• NCCA Curriculum Specifications
• NCCA: Primary - Working Scientifically

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 30 min · Pairs

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.

Explain how prior knowledge helps us make better predictions.

Facilitation Tip

During the Sink or Float Challenge, circulate with a small tub of water and ask each pair to explain their prediction for one object before placing it in the water.

What to look for

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.

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

Activity 02

• Inquiry Circle
• 45 min · Small Groups

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.

Predict the outcome of dropping different objects into water.

Facilitation Tip

For the Plant Light Prediction, give each small group one houseplant and a flashlight so they can adjust light angles and record changes over two days.

What to look for

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?'

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

Activity 03

• Inquiry Circle
• 25 min · Whole Class

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.

Critique a prediction based on the evidence provided.

Facilitation Tip

In the Animal Behavior Forecast, provide picture cards of local animals and ask students to predict responses to stimuli, then justify their choices in a whole-class vote.

What to look for

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'.

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

Activity 04

• Inquiry Circle
• 35 min · Individual

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.

Explain how prior knowledge helps us make better predictions.

Facilitation Tip

At Evidence Critique Stations, set up four labeled trays with objects or images and ask students to write corrections on sticky notes, modeling how scientists revise ideas.

What to look for

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.

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

A few notes on teaching this unit

Teachers should model their own prediction process aloud, showing how they combine prior knowledge with new observations. Avoid rushing to correct wrong predictions; instead, guide students to notice discrepancies and ask, 'What did you see that made you question your guess?' Research shows this iterative approach builds comfort with uncertainty and deepens scientific reasoning.

Successful learning looks like students using observations and shared reasoning to form predictions, then revising them when evidence contradicts initial ideas. Pairs and groups should articulate why they revised their thinking, showing they value evidence over first impressions.

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Watch Out for These Misconceptions

• During Pairs Prediction: Sink or Float Challenge, watch for students who guess randomly without referencing their experiences with similar objects.

  Prompt pairs to discuss what they know about objects like the metal spoon or plastic bottle, then have them test one familiar item first to ground their next predictions in evidence.

• During Small Groups: Plant Light Prediction, watch for students who treat predictions as fixed outcomes rather than provisional ideas.

  After recording predictions, ask groups to explain what evidence would change their minds, then revisit the plants the next day to compare results and adjust predictions together.

• During Whole Class: Animal Behavior Forecast, watch for students who rely on imagination rather than observations of real animals.

  Bring in short video clips of local animals responding to stimuli, then ask students to revise predictions using the new visual evidence before the class vote.

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Methods used in this brief

• Inquiry Circle