Making Predictions Together

Overview

This is the third lesson in the six-part unit "Chill Out: Science Ice Cream", designed for Year 4 students (ages 8-9). The lesson focuses on developing students' ability to make scientifically informed predictions and justify them using prior knowledge and observations. Through engaging group activities and class discussions, students will deepen their critical thinking and reasoning in a practical, relatable context.

National Curriculum Links

Science Programmes of Study – Key Stage 2 (Years 3 & 4)

Working Scientifically:
- Asking relevant questions and using different types of scientific enquiries to answer them.
- Making systematic and careful observations and taking accurate measurements using standard units.
- Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

This lesson meets the stated objective by targeting the skill of making and justifying predictions, a critical part of working scientifically.

Learning Objectives

By the end of this lesson, pupils will:

Make predictions about the ice cream-making process based on observations and prior scientific knowledge.
Provide logical justifications for those predictions using scientific reasoning.

Success Criteria

Pupils can:

Clearly present a prediction related to the ice cream-making activity.
Provide a well-explained reason that links their prediction to their prior knowledge or observations.

Resources Needed

Whiteboard and markers
Large visual poster showing the ice cream-making materials and stages (pre-chilled ingredients, shaking or stirring method, temperature changes)
Pre-prepared observation cards (pictures or brief descriptions of each stage in the ice cream-making process)
Prediction worksheet (simple table: Prediction | Reasoning) – one per pupil
Sticky notes
Timer or stopwatch
Plastic cups with lids, spoons (for the upcoming hand-on ice cream activity in the next lesson) – shown only as context

Lesson Structure (60 minutes)

1. Starter (10 minutes)

Engage prior knowledge and introduce the task

Begin by asking pupils: “What do you know about making ice cream?” Record ideas on the whiteboard.
Show images/materials used to make ice cream (e.g., cream, sugar, ice, salt, jars for shaking). Ask pupils to share their observations or experiences with these items.
Explain today's focus: learners will make predictions about what will happen when these materials are combined to make ice cream.

Tip: Use a ‘think-pair-share’ approach for pupils to discuss their initial thoughts with a partner before sharing with the class.

2. Main Activity: Predict and Justify (30 minutes)

Step A: Modelling prediction-making (10 minutes)

Teacher models making a scientific prediction using a simple scenario.

Example:
“If we shake the jar with cream and salt-ice mixture, I predict the cream will start to freeze and turn solid. Why? Because cold temperatures slow down the movement of molecules, causing liquids to freeze.”
Emphasise linking observations (cold ice and salt mixture) with scientific knowledge (how freezing works).

Step B: Group prediction task (20 minutes)

Divide the class into six groups of five pupils.
Give each group a set of observation cards showing sequential stages of the ice cream-making process (e.g., cream placed in jar, shaking, ice + salt outside, jar gets cold, cream thickens).
Each group reviews their cards, discusses what will happen next, and makes a prediction for the entire process or for a specific stage, writing their prediction and justification on the worksheet.
Encourage pupils to think scientifically: e.g., temperature changes, movement, mixing effects.
Teacher circulates, supporting groups with probing questions like:
“Why do you think the cream will change this way?”
“What in your experience or knowledge helps you say that?”
After group predictions, each group selects one spokesperson to share their prediction and reasoning with the whole class.

3. Plenary (15 minutes)

Class discussion and reflection

Display each group’s prediction on the board using sticky notes.
Facilitate a whole-class discussion comparing the different predictions and justifications.
Highlight strong examples of scientific reasoning, and gently challenge any misconceptions by asking open questions.
Emphasise that making predictions and explaining them is a key scientific skill, even if predictions are sometimes incorrect – it helps guide investigations.
Introduce the next lesson briefly: “Next time, we’ll test some of these predictions by actually making ice cream!”

Differentiation

Support: Provide sentence starters on worksheets to help frame predictions and reasons (e.g., “I predict because…”, “This happens because…”).
Challenge: Ask higher-attaining pupils to include scientific vocabulary such as "temperature," "freezing point," or “molecular movement” in their justifications.
Provide extra visual aids or a word bank for pupils with Additional Support Needs.

Assessment & Feedback

Ongoing formative assessment by teacher observation during group discussion and presentations.
Use the completed prediction worksheets to gauge pupils’ ability to connect observations and scientific ideas.
Provide verbal feedback highlighting strengths and areas to develop in scientific reasoning.

Extension Ideas

Encourage pupils to write a short prediction journal entry at home, explaining what they think happens inside the ice cream jar and why.
Use simple digital tools (if available), like a voice recorder or camera, to have pupils record their predictions and explanations, promoting confidence in scientific communication.

Reflection for Teachers

How well did pupils use prior knowledge to inform their predictions?
Were some misconceptions revealed that can be addressed in forthcoming lessons?
Did the activities engage all learners and promote critical thinking?

This lesson plan blends practical inquiry with critical discussion designed to boost Year 4 pupils' scientific thinking and reasoning skills, perfectly aligned with the UK National Curriculum expectations for working scientifically. It prepares pupils thoughtfully for the hands-on ice cream-making activity that follows in this captivating unit.

Teaching Instructions