Worked example
Observation: The large ball rolled farther. Question: Will the large ball roll farther again? Prediction: I think yes because it happened in the first try.
Learning goals
A good science question comes from something observed. A prediction uses experience or a pattern to say what might happen.
Learning routine: Observe pattern → Ask question → Use experience → Predict → Check later
Success looks like
- Pose focused questions
- Notice patterns
- Use experience
- Make predictions
- Give reasons
Concept model and worked application
Turn a pattern into a question
I noticeI wonderI predict
I notice the large ball rolled farther. I wonder if size changes distance. I predict the large ball may roll farther again.
Make predictions from evidence, not random guessing
observed patternpast experiencesensible prediction
The prediction can be wrong later, but it should make sense before the test.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Turn noticing into an investigable question
Ask a question about an observed pattern and give a reason for a prediction.
Worked example
You notice the same toy car rolls differently on a rug and on a smooth board. What could you ask?
- Describe what you noticed before proposing a reason.
- Ask: ‘Will this car roll farther on the rug or on the smooth board when released the same way?’
- Predict an outcome using experience: ‘I think it will roll farther on the board because it moved more easily there before.’ The investigation will check the prediction.
Watch for this mistake: A prediction is made before the test and includes a reason. An observation reports what actually happens.
Try it, then explain
Which can be investigated by observation: ‘Which surface lets this car roll farther?’ or ‘Which car is the nicest?’
Hint
Look for a result that can be compared.
Answer and explanation
The surface question. ‘Nicest’ is a preference unless a clear criterion is agreed.
Complete a prediction: I think the car will roll farther on __ because __.
Hint
Use something you have observed or experienced.
Answer and explanation
Accept a stated surface with a relevant experience-based reason; the prediction need not later be correct.
Australian Curriculum elaborations
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
posing questions about simple relationships between push and pull forces, such as: ‘Does a toy car go further if it is pushed harder?’
Try and explain: Turn ‘This toy rolls’ into a question that compares two push strengths.
Answer and teaching point
For example, ‘Does this toy travel farther after a stronger push than after a gentle push on the same surface?’ The question identifies what to compare.
E2
posing questions about how animals meet their needs in particular places, such as: ‘Where does it shelter? Where does it get water from?’
Try and explain: You see a bird under a bush on a wet day. Ask a question about how it meets a need.
Answer and teaching point
For example, ‘Does the bird use this bush for shelter when it rains?’ Further observations could help investigate the idea.
E3
making predictions about plant needs, such as: ‘I think a plant will die if it doesn’t get enough water’
Try and explain: A plant's soil has been dry and its leaves are drooping. Make a prediction about suitable watering, without withholding the care it needs.
Answer and teaching point
For example, ‘I predict the leaves may become firmer after suitable watering because plants need water.’ Observe what happens; a prediction is not a guaranteed result.
E4
making predictions about types of animals and plants they might observe in a particular place, such as a garden or pond
Try and explain: Where would you predict finding a frog more often: near a pond or on a dry paved path? Give a reason.
Answer and teaching point
Near a pond is a reasonable prediction because water and nearby shelter may meet its needs. An actual observation is still needed.
E5
making predictions about patterns of observable phenomena such as seasonal changes of plants or changes in temperatures across the seasons
Try and explain: Last year's records show more flowers on a particular tree in spring. Make a prediction for this spring and name the evidence.
Answer and teaching point
Predict more flowers on that tree in spring, using the previous seasonal record as evidence. Check the new observations rather than assuming an exact repeat.
Common misconceptions and traps
- Question too broad — Ask one thing that can be observed or compared.
- No evidence — Use a pattern or experience before predicting.
- Prediction stated as certainty — Use I think or I predict language.
Guided learning activities
Notice and wonder
Observe two objects moving and write one I notice and one I wonder sentence.
Model: I notice... / I wonder...
Pattern question
Look at a repeated pattern and ask a question about what may happen next.
Model: wet → slippery?
Reasoned prediction
Make a prediction and include because.
Model: I predict ___ because ___.
Revision Notes
Key idea: A good science question comes from something observed. A prediction uses experience or a pattern to say what might happen.
Remember
- Pose focused questions
- Notice patterns
- Use experience
- Make predictions
- Give reasons
Quick questions
- What is one science question about rolling objects?
- Complete: I predict ___ because ___.
- Why should a question come from an observation?
- Can a prediction be wrong and still useful?
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Official curriculum reference
AC9S1I01: pose questions to explore observed simple patterns and relationships and make predictions based on experiences
Practice, test and teacher resources
Use the Practice Sheet for written or hands-on work, Practice for supported feedback, and Test when the student is ready to demonstrate independent mastery.
🎥 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.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Be a Field Scientist!
SciShow Kids — Use careful observations to ask questions about plants and animals nearby.
As you watch: Listen for questions Jessi asks before drawing or writing.
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Look at a plant with a grown-up. Ask one question about it and predict one change you might see tomorrow.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
About these videos
Videos are curated from trusted independent educational creators and played through YouTube. Rights remain with their respective owners. Inclusion does not imply that a creator or YouTube endorses SkillrHub.
YouTube’s terms and privacy policy apply to its player. Advertising, recommendations and external links may appear, and videos may change or become unavailable. SkillrHub’s written lessons and practice resources remain available separately.
To report a content, suitability or rights concern, email skillrhublearning@gmail.com with the lesson code and video link. Please do not include personal student information.
Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Questions, patterns and predictions
Mapped skill: pose questions to explore observed simple patterns and relationships 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.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9S1I01 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Science | VC2S2I01 · Foundation–Level 2 |
| New South Wales | NSW Science and Technology K–6 Syllabus (2024) | ST1-PQU-01 · Stage 1 |
| United States (USA) | Next Generation Science Standards (NGSS) | Grade 1 |
| Canada (Ontario) | Ontario Curriculum — Science | Grade 1 |
| United Kingdom (England) | National Curriculum in England — Science | Year 2, Key Stage 1 |
| India | NCERT / CBSE — Science | Class 1 |
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.
Help improve SkillrHub
Questions or feedback?
Ask about this lesson, suggest an improvement or report an error. Facebook opens only when you choose an option below.
Topic reference: AC9S1I01 — Questions, Patterns and Predictions
Privacy: Please don’t share personal student or school information. Younger students should ask a parent, guardian or teacher to post on their behalf.