AC9SFI01 • Foundation Science

AC9SFI01: Pose questions and make predictions based on experiences

pose questions and make predictions based on experiences

Topic GuideClassroom ViewWorksheetPracticeTest
🎯 Learn the key ideaStart here

Learning intention: A science question asks what we want to find out. A prediction says what we think might happen, using what we already know or have experienced.

Success looks like: Pose a clear question; Make a prediction; Give a reason; Use prior experience; Know predictions can change.

Learning routine: Notice → Ask → Think about experience → Predict → Test later

Explain, check and applyReason

Predict before observing the result

A question says what you want to find out. A prediction says what you think may happen, with a reason from something you have experienced. Keep the original prediction so you can compare it with the observation later.

Choose a relevant reason

A child predicts a ball will bounce because a similar ball bounced yesterday. Another predicts it will bounce because blue is their favourite colour. Which reason helps?

Answer and teaching guidance

The earlier bounce is relevant experience. Liking a colour does not give evidence about bouncing. A prediction with a relevant reason can still turn out differently.

Ask about a familiar object

You have used both a wooden spoon and a metal spoon. Ask one question about a new spoon before looking closely at it.

Answer and teaching guidance

For example, “What material is this spoon made from?” Accept a clear question linked to the familiar objects, rather than a statement such as “I like spoons”.

Use experience outdoors

Yesterday you saw birds near the school garden. Before today’s visit, predict one animal you might see and give a reason.

Answer and teaching guidance

For example, “I think we may see birds because I saw birds near this garden yesterday.” Do not require certainty or invent a guaranteed result.

Ready to move on

An empty tube rolled on its curved side yesterday. Before trying it again, ask a question and make a prediction with a reason.

Answer and teaching guidance

For example: “Will it roll on this ramp? I think it may roll because it rolled before on its curved side.” Check that the question and prediction concern the same event.

👀 Model and worked examplesLearn

Question first, prediction second

Question: Which marble will roll farther?
Prediction: I think the smooth marble will roll farther because I have seen smooth round objects roll easily.

Think aloud: Describe what is observed first, then use that evidence to explain the idea.

Predictions do not have to be correct

A prediction is a sensible idea before the test. After observing, we compare what happened with what we predicted.

📚 Key words4 words

question

what we want to find out

prediction

what we think may happen

experience

something that has happened or been observed before

reason

why a prediction makes sense

🧠 Try it in different waysApply

1. Ask a question

Look at the marbles and ask one question that could be explored.

2. Make a prediction

Predict what might happen and give one reason from experience.

3. Growth prediction

Look at the seedling and predict one change you might observe later.

⚠️ Common mistakes and fixesFix errors
  • Prediction stated as a fact: Use “I think … because …” before the investigation.
  • Random guess: Connect the prediction to something you have seen or experienced.
  • Question too broad: Ask one clear thing you can observe or compare.
✅ Quick checkCheck
  • What is a prediction?
  • Write one question about a rolling marble.
  • Why should a prediction include a reason?
  • Can a useful prediction turn out to be wrong?

Ready for Practice when: Pose a clear question; Make a prediction; Give a reason; Use prior experience; Know predictions can change.

📝 Revision NotesRemember
  • Main idea: A science question asks what we want to find out. A prediction says what we think might happen, using what we already know or have experienced.
  • Useful routine: Notice → Ask → Think about experience → Predict → Test later
  • question: what we want to find out
  • prediction: what we think may happen
  • experience: something that has happened or been observed before
  • reason: why a prediction makes sense
  • Best self-check: explain one new example without copying the worked model.
🇦🇺 Australian Curriculum coverageE1–E4

Content description: pose questions and make predictions based on experiences

These are curriculum teaching examples used as a breadth check, not separate mandatory outcomes.

E1

posing questions based on experiences, such as: ‘What part of a plant is broccoli?’ or ‘How high do balls bounce?’

Teaching example: Recall seeing a ball bounce and ask how a different ball might bounce. Help the child distinguish the question from a predicted outcome.

E2

posing questions about everyday objects and the materials that they may be made of

Teaching example: After handling safe familiar objects, ask what a new object may be made from. Connect the question to an earlier experience.

E3

making predictions before field work, such as which plants and animals they may observe in the school grounds

Teaching example: Before a school-ground visit, predict a plant or animal that might be seen and explain a reason from an earlier visit.

E4

making predictions about how an unusually shaped object such as an egg or a hexagonal block might move down a slope

Teaching example: Before releasing an unusual-shaped safe object down a low ramp, predict its movement using experience with similar objects. Keep the prediction to compare later.

Teacher resource

AC9SFI01 fixed teacher slides

The authored presentation uses the same models, vocabulary and checks as this lesson.

Open Classroom View
🎥 Optional Video Lesson

The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.

Back to the lesson

Before you watch:

  • Pause after each worked example.
  • Try the examples yourself.
  • Return to the SkillrHub lesson before continuing.
Recommended: Let's Be Scientists!

Planet Nutshell — Making a prediction before checking what happens.

As you watch: What do you think will happen, and why?

Load video player Loads YouTube in this lesson. See the video notice below.

Try it: Before rolling a toy car gently, predict where it will stop. Tell an adult what experience helped you predict.

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Curriculum equivalents: Victoria, NSW and international

Curriculum equivalents for Questions and make predictions based on experiences

Mapped skill: pose questions and make predictions based on experiences

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

RegionCurriculum frameworkClosest level or code
AustraliaAustralian Curriculum v9.0AC9SFI01 · Foundation
VictoriaVictorian Curriculum F–10 Version 2.0 — ScienceVC2S2I01 · Foundation–Level 2
New South WalesNSW Science and Technology K–6 Syllabus (2024)STE-PQU-01 · Early Stage 1
United States (USA)Next Generation Science Standards (NGSS)Kindergarten
Canada (Ontario)Ontario Curriculum — ScienceKindergarten
United Kingdom (England)National Curriculum in England — ScienceYear 1, Key Stage 1
IndiaNCERT / CBSE — ScienceFoundational Stage / Balvatika 3

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

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Topic reference: AC9SFI01 — AC9SFI01: Pose questions and make predictions based on experiences

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