Year 2 Science · AC9S2I01

Pose questions to explore observed simple patterns and relationships and make predictions based on experiences

A useful scientific question can be explored by observing or testing. A prediction states what may happen and gives a reason based on experience or a pattern

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Learning goalsSay it simply

A useful scientific question can be explored by observing or testing. A prediction states what may happen and gives a reason based on experience or a pattern.

Learning sequence: Notice → Ask → Predict → Give reason → Investigate

Success looks like

  • Notice patterns
  • Pose investigable questions
  • Make predictions
  • Give evidence-based reasons
  • Keep questions open
Key conceptTeach from the board

Turn an observation into a testable question

Ice melts faster in sun→Which place melts ice faster?→I predict the sunny place

The question identifies what will be compared.

Write a prediction with a reason

I predict...because...based on...

A reason connects the prediction to previous evidence or experience.

Clean visual examplesOne-page board

Clean one-page examples

AC9S2I01 - Pose questions to explore observed simple patterns and relationships and make predictions based on experiences
Example 1

Which paper absorbs most water? Is blue the best colour?

Example 2

prediction → reason → evidence

Example 3

light plant direction left leans left right leans right

Example 4

Question sorter Sort questions into investigable and not yet investigable, then improve unclear questions. Which paper absorbs most water? Is blue the best colour?

Curriculum examplesCurriculum examples

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

  • Content description: pose questions to explore observed simple patterns and relationships and make predictions based on experiences
  • E1: posing questions about how to make sounds with different instruments, such as: ‘If I do this, will it always produce a higher pitched sound?’
  • E2: posing questions about the appearance or position of celestial objects in space across time, such as: ‘I wonder if the moon will look the same tomorrow or next week, as it does today?’
  • E3: making predictions about what might occur when materials such as playdough or tissue paper are pulled with different strengths
  • E4: making predictions about the relationship between vibration and sound, such as: ‘I think that if a ruler is twanged harder, it will make a louder sound’
  • E5: making predictions about future appearances of phenomena in the sky at certain times of the week, month or year, such as the moon or satellites
Questions and answersWith answers

Key idea: A useful scientific question can be explored by observing or testing. A prediction states what may happen and gives a reason based on experience or a pattern.

Remember

  • Notice patterns
  • Pose investigable questions
  • Make predictions
  • Give evidence-based reasons
  • Keep questions open

Quick questions

  • What makes a question investigable?
  • Write a prediction using because.
  • Turn one observation into a question.
  • Why is a prediction different from a result?

If an answer is uncertain, return to the model and explain what each part represents before calculating or drawing a conclusion.

Practice and reviewReady for practice
  • Question cannot be explored — Ask about something observable or testable.
  • Prediction without reason — Use because to connect the prediction to evidence.
  • Question already gives the answer — Keep the question open until evidence is collected.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

Curriculum alignmentStart here

A useful scientific question can be explored by observing or testing. A prediction states what may happen and gives a reason based on experience or a pattern.

Learning sequence: Notice → Ask → Predict → Give reason → Investigate

Success looks like

  • Notice patterns
  • Pose investigable questions
  • Make predictions
  • Give evidence-based reasons
  • Keep questions open
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