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Stephanie,
you are so right about
It is also important to discuss with the class about how it doesn’t matter if your prediction is right or wrong, as both results teach us something new.
and children should realise that if their prediction was wrong, that their science understanding can be modified.
There was a nice example of this in the ramps material that we were discussing last week – where a child might think that the lighter car will go further since a lighter toy can be thrown further than a heavier toy, they can then test this – and will likely find that the heavier object is less affected by friction, so goes further – and so will have to reconsider how different forces are acting on the object.