You will learn
- Define a testable question.
- Sort questions.
- Rewrite vague questions.
- Link a question to a measurement.
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
- Scientists begin with questions.
- A testable question can be answered by evidence.
- Opinions cannot be tested directly.
- Good questions name what to change and measure.
Words to know
a planned way of finding out
able to be answered by an experiment or observation
to find a size or amount using a tool
what someone thinks or feels, not measured
1. Discover: The best bean
Kwame wonders, “Which bean is the nicest?” His teacher says nicest is an opinion. “Try: Does the amount of water change how tall a bean plant grows in two weeks?” Now Kwame can measure height.
Think: What will he change and what will he measure?
2. Understand: Questions
Idea 1: Testable questions
A testable question can be answered by measuring or observing. “Does more light make seedlings grow taller?” is testable. “Which plant is prettiest?” is an opinion.
Idea 2: Parts of a good question
A strong question names what we change, what we measure and the situation: “How does the length of a ramp change how far a toy car rolls?”
Idea 3: Rewriting
To improve a vague question, ask: What will I change? What will I measure? Can I use a tool to measure it?
3. Worked examples
Example 1 (I show you): Sort
Which cake tastes best?
- Taste differs.
- Opinion.
- Not measurable.
Answer: It is an opinion.
Example 2 (We do it together): Sort
Does warm water dissolve sugar faster?
- Time it.
- Change temperature.
- Measure seconds.
Answer: It is testable.
Example 3 (You try): Rewrite
Do plants like light?
Show the steps and answer
- Say grow.
- Measure height.
- Compare light.
Answer: How does light change plant height?
Did you know?
Many famous discoveries began as simple questions such as why apples fall or why the sky is blue.
Why this matters
A good question is the first step of every fair investigation.
4. Explore: Question sort
Sort 12 question cards into testable and opinion, then rewrite three vague ones.
- Read the cards.
- Sort into two piles.
- Choose three vague cards.
- Rewrite each as testable.
Think about it: what did you notice?
What did you notice? Testable questions could be answered by numbers.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ question can be answered by evidence.
- An ___ is what someone feels.
- To ___ is to find an amount with a tool.
- An ___ is a planned way to find out.
Guided practice
Question 1. What is a testable question?
Can be tested.
Question 2. What is an opinion?
A feeling.
Question 3. What do we measure?
An amount.
Independent practice
Level 1: Start
- What is a testable question?
- What is an opinion?
- What do we measure?
- Name a measuring tool.
- What starts science?
Level 2: Grow
- Why not nicest?
- Why name what to change?
- Why measure?
Level 3: Stretch
- Sort the cards.
- Rewrite three.
- Write your own.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Write a testable question about paper planes.
Show a sample answer
Name change and measure.
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: Opinions cannot.
Fix: It starts with them.
8. Lesson summary and revision card
- I can define a testable question.
- I can sort questions.
- I can rewrite vague questions.
- I can link a question to a measurement.
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
- Scientists begin with questions.
- A testable question can be answered by evidence.
- Opinions cannot be tested directly.
- Good questions name what to change and measure.
11. Next lesson
Next lesson: Hypotheses and 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.
- Define testable question and opinion. [2 marks]
- Sort four questions. [4 marks]
- Rewrite one vague question. [2 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- 1 each
- Names change [1]; names measure [1]
- Any [1]; reason [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 testable question?
- What is an opinion?
- What do we measure?
- Name a measuring tool.
- What starts science?
- Why not nicest?
- Why name what to change?
- Why measure?
- Sort the cards.
- Rewrite three.
Homework
Write three testable questions from things you see at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a testable question? | Can be tested. | 1 |
| 2. What is an opinion? | A feeling. | 1 |
| 3. What do we measure? | An amount. | 1 |
| 4. Name a measuring tool. | Ruler. | 1 |
| 5. What starts science? | A question. | 1 |
| 6. Why not nicest? | Opinion. | 1 |
| 7. Why name what to change? | Plan test. | 1 |
| 8. Why measure? | Evidence. | 1 |
| 9. Sort the cards. | Table. | 1 |
| 10. Rewrite three. | Sentences. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Can be tested.; 2 A feeling.; 3 An amount.; 4 Ruler.; 5 A question.. Level 2: 1 Opinion.; 2 Plan test.; 3 Evidence.. Level 3: 1 Table.; 2 Sentences.; 3 Question..
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 Define a testable question | 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 Sort 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 |
| O3 Rewrite vague 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 |
| O4 Link a question to a measurement | 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.” Opinions cannot.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Write testable questions.
- 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 writes testable questions. You do not need to be an expert to help.
- Ask questions at home.
- Ask “Can we measure it?”
- Respect ideas.
- 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: define a testable question; sort questions; rewrite vague questions; link a question to a measurement.
Prerequisite knowledge. Grade 4 inquiry ideas: asking questions, fair testing, measuring, recording results in tables and drawing conclusions.
Materials. Cards, notebook. 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. Print cards.
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). Ask a mix of questions and ask, “Can we test it?”
Explanation (10 min). Teach questions.
Guided activity (10 min). Learners sort.
Independent activity (10 min). Learners rewrite.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do we change? 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.” Opinions cannot.
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 testable questions. 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 5 Unit 1, topic 1; Next Generation Science Standards, science and engineering practices; Cambridge Primary Science Stage 5, thinking and working scientifically; IB Primary Years Programme, how we express ourselves and how the world works. These sources informed the lesson.