PEOE (predict, explain, observe, explain) is a strategy that supports conceptual change (Dial et al. 2009). "Conceptual change" is a process through which students can change their understandings, ideas, or beliefs (diSessa 1993; Konicek-Moran and Keeley 2015). This style of lesson allows students to express their scientific ideas (predict, explain), see evidence that shows how their predictions do or do not align with scientific concepts (observe), and adjust their understanding accordingly (explain). To benefit from this strategy, students must be given cues to show them it is okay, even expected, that they will have made incorrect assumptions about scientific concepts. Teachers can do this through the wording and types of assignments they use. In this activity, a question is posed to second-grade students and they are asked to make predictions to answer it: "How will different surfaces affect the distance a toy vehicle travels?" Students observe how different surfaces affect the distance traveled by a toy car and are able to amend their predictions. They are then asked to think of reasons why the vehicle was affected the way it was. During this stage of the lesson, students are led to contemplate their understandings of science concepts, and teachers are able to assess changes in student understanding as a result of discussions and writings. Prior to this lesson, students learned how friction creates heat energy but had not discussed how the force of friction can affect the motion of an object. This lesson was broken up over a period of three days.