You will learn
- Choose a topic.
- Write research questions.
- Use question words.
- Decide where to look.
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
- Choose a topic you want to learn about.
- Write questions with who, what, where, when, why, how.
- Good questions need more than yes or no.
- Decide where to look.
Words to know
finding out about a topic
what you want to learn about
a question needing more than yes or no
where to find answers
1. Discover: Our turtle project
Ama’s class wants to learn about turtles. They write questions: What do turtles eat? Where do turtles live? How long do turtles live? Why do turtles have shells? Kofi asks, Is a turtle green? The teacher says, “That is a yes/no question. Can we make it more open?” Kofi writes: What colours can turtles be?
Think: Which questions are best for research?
2. Understand: Asking research questions
Idea 1: Choose a topic
Research means finding out. Choose a topic that is not too big, such as turtles, not animals.
Idea 2: Good questions
Use question words. Open questions need more than yes or no: What do turtles eat? is better than Do turtles eat?
Idea 3: Where to look
Decide on sources for answers: books, trusted websites, experts.
3. Worked examples
Example 1 (I show you): Topic
Is turtles or animals a better topic?
- Not too big.
Answer: turtles
Example 2 (We do it together): Open
Make open: Is a turtle green?
- What…
Answer: What colours can turtles be?
Example 3 (You try): Source
Where can you look?
Show the steps and answer
- Books.
Answer: a book or trusted website
Did you know?
Scientists begin every project with questions.
Why this matters
Good questions guide your research.
4. Explore: Question maker
Write research questions.
- Choose a topic.
- Write 5 questions.
- Make them open.
- Choose sources.
Think about it: what did you notice?
You can write research questions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My topic is ___.
- My question is ___?
- I will look in ___.
- I wonder ___?
Guided practice
Question 1. What is research?
finding out
Question 2. Open question word?
what
Question 3. Where to look?
a book
Independent practice
Level 1: Start
- Finding out about a topic is ___.
- What you want to learn about is the ___.
- A question needing more than yes or no is an ___ question.
- Where to find answers is a ___.
- Question words: who, what, where, when, why and ___.
Level 2: Grow
- Write a question about dolphins.
- Make open: Do bees fly?
- Name a source.
Level 3: Stretch
- Why open questions?
- Why choose a small topic?
- Why choose sources?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write five questions about a topic you like.
Show a sample answer
five questions
Another one. Choose a topic and plan how to research it.
Show a sample answer
a plan
7. Common mistakes
Fix: Make open.
Fix: Narrow it.
8. Lesson summary and revision card
- I can choose a topic.
- I can write research questions.
- I can use question words.
- I can decide where to look.
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
- Choose a topic.
- Write open questions.
- Use question words.
- Decide where to look.
11. Next lesson
Next lesson: Recording information. 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 is research? [1 mark]
- Write two research questions about dogs. [2 marks]
- What is an open question? [1 mark]
- Name a source. [1 mark]
- Explain how to plan research. [3 marks]
Total: 8 marks.
Marking guide and model answers
- finding out about a topic [1]
- question [1]; question [1]
- a question needing more than yes or no [1]
- book/website/person [1]
- choose a topic [1]; write open questions [1]; choose sources [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Finding out is ___.
- What you learn about is the ___.
- More than yes or no is an ___ question.
- Where answers come from is a ___.
- Question word: who, what, where, when, why, ___.
- True or false: open questions are best.
- True or false: all animals is a good topic.
- Write a question about birds.
- Make open: Do fish swim?
- Choose a topic.
Homework
Write five research questions about a topic.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Finding out is ___. | research | 1 |
| 2. What you learn about is the ___. | topic | 1 |
| 3. More than yes or no is an ___ question. | open | 1 |
| 4. Where answers come from is a ___. | source | 1 |
| 5. Question word: who, what, where, when, why, ___. | how | 1 |
| 6. True or false: open questions are best. | true | 1 |
| 7. True or false: all animals is a good topic. | false | 1 |
| 8. Write a question about birds. | What do birds eat? | 1 |
| 9. Make open: Do fish swim? | How do fish swim? | 1 |
| 10. Choose a topic. | turtles | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 research; 2 topic; 3 open; 4 source; 5 how. Level 2: 1 What do dolphins eat?; 2 How do bees fly?; 3 a book. Level 3: 1 more information; 2 manageable; 3 find answers.
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 Choose a topic | 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 Write research 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 Use question words | 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 Decide where to look | 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: Yes/no questions only. Make open.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use question starters.
- 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 research questions. You do not need to be an expert to help.
- Choose topics together.
- Ask: What do you wonder?
- Praise curiosity.
- 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: choose a topic; write research questions; use question words; decide where to look.
Prerequisite knowledge. Finding facts.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. 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. Write the key words and examples on the board or on cards before the lesson.
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). Model question writing.
Explanation (10 min). Teach open questions.
Guided activity (10 min). Practise.
Independent activity (10 min). Share.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do I wonder? Can I make it open?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use starters. Extension. Plan a project.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Yes/no questions only. Make open.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-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. Use question starters. Enrichment. Plan a research project. 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: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Writing; Grade 2 » Reading: Informational Text; Grade 2 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.2.7 (participate in shared research and writing projects) and SL.2.3; Cambridge Primary English Stage 2 (reading and research). These sources informed the lesson.