Worked example
Prediction: the big ball will roll farther. Observation: the small ball rolled farther. Comparison: my prediction was different, so I need to look at the evidence and ask why.
Learning goals
After an investigation, scientists compare what they predicted with what they observed, listen to others’ observations and consider whether the investigation was fair.
Learning routine: Read prediction → Compare observation → Check fairness → Ask next question
Success looks like
- Compare prediction and observation
- Listen to others’ observations
- Consider fairness
- Identify next questions
- Use evidence
Concept model and worked application
Prediction and observation may match or differ
predictionobservationsame?different?
A different result is not failure. It gives evidence and can lead to a new question.
Fair investigations change only what is being tested
choose what changeskeep other relevant conditions alikecompare what happens
Fairness helps observations answer the question properly.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Compare the prediction, the evidence and the test
Compare results with predictions and notice whether an investigation was fair.
Worked example
You predict a car will roll farther on the board. It travels 8 equal blocks on the board and 5 on the rug, from the same low ramp and release point.
| Surface | Distance in equal blocks |
|---|---|
| Board | 8 |
| Rug | 5 |
- Compare the two recorded distances: eight is farther than five.
- State that this result matches the prediction for these trials.
- Check what stayed the same and ask whether repeating the test gives a similar result. The surface was the intended change.
Watch for this mistake: If different cars are being compared, the car is the thing that changes. Keep the other relevant conditions alike; do not claim the same object must always be used.
Try it, then explain
Two groups get slightly different distances using the same procedure. Should one erase its result?
Hint
Keep the evidence and look for possible reasons.
Answer and explanation
No. Compare the observations, check the procedure and repeat if useful.
One car is pushed hard and another is gently released. Is that a fair way to compare the cars? Explain.
Hint
More than the car has changed.
Answer and explanation
No. The starting push also changed. Release them in the same agreed way.
Australian Curriculum elaborations
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
comparing observations with those of others, such as how many birds each group counted in the playground or how much each group’s seedling has grown in a week
Try and explain: Two groups count five and seven birds. Before deciding who is correct, what should they compare?
Answer and teaching point
Compare where and when they counted, how long they watched and whether birds moved or were counted twice. Different observations do not automatically mean carelessness.
E2
consulting with First Nations Australians to compare observations and evaluate identifications of animal tracks
Cultural safety: Use a community-approved source, name the specific Nation or community where the source does, and avoid presenting diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before inviting community participation.
E3
exploring if making weather observations at different times of day makes a difference and considering how they could compare weather across each day more fairly
Try and explain: One day's weather is observed at 8 am and another day's at 2 pm. How could the comparison be made more consistent?
Answer and teaching point
Observe at the same time and place on each day, or clearly record time as part of the comparison. Time of day may affect the conditions.
E4
comparing observations of movement with predictions, such as how far an object travels
Try and explain: You predict a toy will roll six blocks. It rolls four. What should your report say?
Answer and teaching point
Report the prediction of six and the observation of four separately. Do not change the result to match the prediction; ask what might explain the difference.
E5
exploring if all ‘big’ pushes are the same by comparing how far an object travels with different students doing the pushing, and discussing how they could have made the investigation fairer
Try and explain: Two children both call their pushes ‘big’, but the toy travels different distances. What makes the comparison uncertain?
Answer and teaching point
‘Big’ does not specify an equal push. With teacher guidance, use a more repeatable method and keep the other relevant conditions alike.
Common misconceptions and traps
- Wrong prediction means bad science — A different result can still teach something.
- Ignoring other observations — Compare your evidence with others’ evidence.
- Unfair test accepted — Check what changed and what stayed the same.
Guided learning activities
Prediction check
Compare a prediction with what happened and label same or different.
Model: predicted / observed
Fair or not fair
Judge simple investigation examples and explain what should stay the same.
Model: same ramp? same car?
Next question
Use an unexpected result to ask a new question.
Model: What could we test next?
Revision Notes
Key idea: After an investigation, scientists compare what they predicted with what they observed, listen to others’ observations and consider whether the investigation was fair.
Remember
- Compare prediction and observation
- Listen to others’ observations
- Consider fairness
- Identify next questions
- Use evidence
Quick questions
- What do you compare after an investigation?
- What does fair mean in an investigation?
- Can observations differ from predictions?
- How can a result lead to a new question?
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Official curriculum reference
AC9S1I05: compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
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 Weather Watcher
SciShow Kids — Use a weather record to make a prediction, then compare it with a new observation.
As you watch: After several days of observations, what could Jessi predict? Why might the next day still be different?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Use your recent weather drawings to predict tomorrow. Observe again tomorrow and explain whether the result matched your prediction.
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.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Comparing observations and predictions
Mapped skill: compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
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 | AC9S1I05 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Science | VC2S2I05 · Foundation–Level 2 |
| New South Wales | NSW Science and Technology K–6 Syllabus (2024) | ST1-DAT-01 + 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.
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Topic reference: AC9S1I05 — Comparing Observations and Predictions
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