Questioning and Predicting

Overview

This is lesson 1 of 4 in the unit Predict, Observe, Explain. Students investigate familiar examples of reactions and identify observable changes, then develop testable questions and predictions using “I think… because…”. No substances are tasted or deliberately smelled; students use teacher-provided images, descriptions and safe observations.

Learning intentions

• WALT identify observable changes that may show a reaction has occurred.
• WALT ask questions that can be tested by observing or measuring.
• WALT make a prediction using “I think… because…”.
• WALT use careful scientific language to describe what we notice.

Success criteria

• I can name changes such as colour, temperature, bubbles or smell.
• I can turn an observation into a question that could be tested.
• I can write a prediction beginning “I think…” and explain why.
• I can distinguish an observation from an idea about what might happen.

Curriculum links

• Nature of Science: understanding science involves asking questions, making predictions, observing, describing and communicating evidence.
• Material World: recognising that materials can change and that some changes produce observable effects.
• Investigating in Science: planning simple investigations and collecting information through careful observation.
• Key competencies: thinking; managing self; participating and contributing; using language, symbols and texts.

Lesson structure (50 minutes)

1. 0–5 minutes – Hook and prior knowledge Open with the introduction and hook slides showing before-and-after images: a fizzy drink, a sliced apple turning brown, an ice cube melting and a candle burning. Ask: “What has changed? How do you know?” Students share ideas with a partner, then the teacher records observable words without confirming explanations.

2. 5–12 minutes – Notice versus explain Use the observation teaching slides to introduce the difference between an observation and an explanation. Model: “I see bubbles” is an observation; “a gas is being made” is an explanation. Explain that scientists look for clues including colour change, temperature change, bubbles or a new smell. Reinforce: never taste or deliberately smell an unknown substance.

3. 12–20 minutes – Reaction examples investigation In groups of four or five, students rotate through picture-based examples on the reaction examples slides or view them on the board. Each group chooses two examples and records what they can observe. Provide the science observation question cards to groups to prompt questions such as “What do you see?” and “What might you measure?” Students should focus on safe, visible or described evidence.

4. 20–28 minutes – What makes a question testable? Display the testable-question teaching slides. Compare questions such as “Is this reaction exciting?” and “What happens to the colour when the materials are mixed?” Discuss why the second question can be answered through observation or measurement. As a class, improve two non-testable questions. Emphasise that a useful question names what will be changed or observed.

5. 28–40 minutes – Create questions and predictions Distribute the questioning and predicting worksheet. Pairs select one example and write one testable question. They then complete: “I think __________ will happen because __________.” Encourage reasons based on prior experiences, such as “I think bubbles will form because fizzy drinks contain gas.” Circulate, checking that predictions are possible to observe and are not simply guesses without a reason.

6. 40–46 minutes – Share and provide feedback Invite three or four pairs to read their question and prediction. The class listens for two features: Can we observe or measure what is being predicted? Does the prediction include a reason? Students give one specific improvement, such as making the observation clearer or adding “because”.

7. 46–50 minutes – Plenary and collect evidence Return to the hook images using the plenary and recap slides. Ask students to complete the final worksheet reflection: “One observable change is…” and “A testable question I could investigate is…”. Collect worksheets to identify students ready to plan an investigation in lesson 2.

Resources

• the Questioning and Predicting slide deck
• the questioning and predicting worksheet
• the science observation question cards
• Projector or interactive whiteboard
• Images of familiar changes: fizzing, browning, melting and burning
• Pencils and coloured pencils
• Group tables or floor space for discussion
• Optional word bank: colour, temperature, bubbles, smell, change, observe, question, predict

Assessment

• Listen to group discussions for accurate use of observation language and safe scientific behaviour.
• Check worksheets for a testable question and a prediction that includes “I think…” and “because…”.
• Use the final reflection to group students for support or extension in lesson 2.

Differentiation

• Provide a word bank, illustrated examples and sentence frames: “I notice…”, “Could we test…?”, and “I think… because…”.
• Pair students strategically and allow students to draw an observation before writing it.
• For EAL learners, rehearse ideas orally with a partner and accept labelled drawings alongside written sentences.
• Extend confident students by asking them to identify what they would change, observe and keep the same in their proposed investigation.