You will learn
- Tell testable from non-testable questions.
- Turn a general question into a testable one.
- Name what changes and what is measured.
- Keep a question notebook.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Science starts with questions.
- Testable questions can be answered by testing.
- A good question names what we change and what we measure.
- Evidence helps us answer questions.
Words to know
something we ask to find out an answer
can be answered by an investigation
something that can change in a test
facts we collect to support an answer
1. Discover: The wilting plant
Kwesi notices that his bean plant by the window grows tall but the one in the cupboard stays pale. “Why?” he asks. His teacher says, “That is a good start. Now turn it into a question we can test: does the amount of light change how tall a bean plant grows?”
Think: What is the thing Kwesi would change?
2. Understand: Scientific questions
Idea 1: Asking questions
Scientists begin with a question. We wonder about something, then ask: how, why, what happens if? Not every question can be answered by a science test.
Idea 2: Testable questions
A testable question can be answered by an investigation and evidence. “Does more water make beans grow taller?” is testable. “Which flower is prettiest?” is an opinion, not testable.
Idea 3: Naming variables
A good question names what we change (the variable we change) and what we measure. “How does the amount of light change the height of a bean plant?” names both.
3. Worked examples
Example 1 (I show you): Testable?
Does warm water dissolve sugar faster?
- Can we test it? Yes.
- We can time it.
- Testable.
Answer: It is testable: we can time dissolving.
Example 2 (We do it together): Not testable
Which animal is cutest?
- Opinion.
- No measurement.
- Not testable.
Answer: Opinions cannot be tested.
Example 3 (You try): Improve
Why do plants grow?
Show the steps and answer
- Too general.
- Choose: light.
- How does light change height?
Answer: Name what changes and what is measured.
Did you know?
Many great discoveries began with someone asking a simple question, such as why apples fall down.
Why this matters
Asking good questions is the first step of every investigation.
4. Explore: Question sorting
Sort questions into testable and not testable and improve one.
- Read ten question cards.
- Sort them into two groups.
- Pick one not testable question.
- Rewrite it as a testable question.
Think about it: what did you notice?
What did you notice? Testable questions mention things we can measure.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A testable question can be answered by ___.
- The thing we change is a ___.
- We measure ___.
- An opinion is not ___.
Guided practice
Question 1. What is a question?
Something we ask.
Question 2. What does testable mean?
Can be tested.
Question 3. What is evidence?
Facts we collect.
Independent practice
Level 1: Start
- What is a question?
- What does testable mean?
- What is evidence?
- What is a variable?
- Is “which is prettiest” testable?
Level 2: Grow
- Why make questions specific?
- What do we change in a light and bean test?
- What do we measure?
Level 3: Stretch
- Write three testable questions.
- Improve a vague question.
- Explain why opinions cannot be tested.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What questions about nature would you ask?
Show a sample answer
About plants, weather or animals.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Only some.
Fix: It names them.
8. Lesson summary and revision card
- I can tell testable from non-testable questions.
- I can turn a general question into a testable one.
- I can name what changes and what is measured.
- I can keep a question notebook.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Science starts with questions.
- Testable questions can be answered by testing.
- A good question names what we change and what we measure.
- Evidence helps us answer questions.
11. Next lesson
Next lesson: Predictions. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What does testable mean? [1 mark]
- Give one testable and one non-testable question. [2 marks]
- Improve “Why do plants grow?” [3 marks]
- What is evidence? [1 mark]
- Safety rule for questions? [3 marks]
Total: 10 marks.
Marking guide and model answers
- Can be answered by an investigation [1]
- Testable [1]; non-testable [1]
- Choose variable [1]; name what changes [1]; name what is measured [1]
- Facts collected in a test [1]
- No fire [1]; no mains electricity [1]; ask an adult [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a question?
- What does testable mean?
- What is evidence?
- What is a variable?
- Is “which is prettiest” testable?
- Why make questions specific?
- What do we change in a light and bean test?
- What do we measure?
- Write three testable questions.
- Improve a vague question.
Homework
Write five questions about nature. Mark which can be tested and improve one.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a question? | Something we ask. | 1 |
| 2. What does testable mean? | Can be tested. | 1 |
| 3. What is evidence? | Facts we collect. | 1 |
| 4. What is a variable? | Something that can change. | 1 |
| 5. Is “which is prettiest” testable? | No. | 1 |
| 6. Why make questions specific? | Easier to test. | 1 |
| 7. What do we change in a light and bean test? | Amount of light. | 1 |
| 8. What do we measure? | Plant height. | 1 |
| 9. Write three testable questions. | Three questions. | 1 |
| 10. Improve a vague question. | A better question. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Something we ask.; 2 Can be tested.; 3 Facts we collect.; 4 Something that can change.; 5 No.. Level 2: 1 Easier to test.; 2 Amount of light.; 3 Plant height.. Level 3: 1 Three questions.; 2 A better question.; 3 No measurement..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Tell testable from non-testable questions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Turn a general question into a testable one | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Name what changes and what is measured | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Keep a question notebook | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “All questions can be tested.” Only some.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Write three testable questions naming what changes and what is measured.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to ask scientific questions that can be tested. You do not need to be an expert to help.
- Ask a “what happens if” question together.
- Ask, “Could we test that?”
- Write the question in a notebook.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: tell testable from non-testable questions; turn a general question into a testable one; name what changes and what is measured; keep a question notebook.
Prerequisite knowledge. Grade 2 science ideas: observing carefully, making predictions, measuring with simple tools and running simple fair tests.
Materials. Question cards, notebooks, pencils and sticky notes. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare ten question cards. Prepare a sorting chart.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show a wilting plant and ask, “What could we ask?”
Explanation (10 min). Teach testable questions.
Guided activity (10 min). Learners sort question cards.
Independent activity (10 min). Learners write testable questions.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Can we test it? What changes? What do we measure?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “All questions can be tested.” Only some.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Write three testable questions naming what changes and what is measured. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 3 Unit 1, topic 1; Next Generation Science Standards, science and engineering practices (asking questions, planning and carrying out investigations, analysing data); Cambridge Primary Science Stage 3, thinking and working scientifically; IB Primary Years Programme, how the world works. These sources informed the lesson.