You will learn
- Say what an investigable question is.
- Change a vague question into an investigable one.
- Name what we change and what we measure.
- Ask a question about everyday things.
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
- Some questions can be tested; some cannot.
- An investigable question names what we change and what we measure.
- A good question starts with words like How, Which, Does or What happens when.
- We test one thing at a time.
Words to know
something we ask to find out
able to be answered by a test or observation
the thing we change on purpose
to find how much, how long or how many
1. Discover: The plant question
Ada asks, “Why are plants nice?” Her teacher says, “That is hard to test. Try asking, “Do bean plants grow taller in light or in a dark cupboard?”” Ada smiles. “Now I can measure and find out.”
Think: Why is the second question better for a test?
2. Understand: Questions we can test
Idea 1: Investigable questions
An investigable question can be answered by testing, measuring or observing. “Which paper towel holds the most water?” is investigable. “Which towel is the prettiest?” is opinion, so we cannot test it.
Idea 2: Change and measure
We choose one thing to change, such as the light. We choose one thing to measure, such as the plant’s height. We keep everything else the same so the test is fair.
Idea 3: Making a good question
Start with How, Which, Does or What happens when. Name what you change and what you measure. “Does more water make a bean grow taller?” is a good start.
3. Worked examples
Example 1 (I show you): Improve the question
“Are ramps fun?”
- Opinion; not testable.
- What can we measure? How far a car rolls.
- Ask: How does the height of a ramp change how far a car rolls?
Answer: How does the height of a ramp change how far a toy car rolls?
Example 2 (We do it together): Name change and measure
“Do bigger magnets pick up more paper clips?”
- Change: the size of the magnet.
- Measure: the number of paper clips.
- Keep the same: the paper clips.
Answer: Change magnet size; measure the number of clips.
Example 3 (You try): Is it investigable?
“What is the best colour?”
Show the steps and answer
- Opinion.
- No test can decide.
- Not investigable.
Answer: It is not investigable because it is an opinion.
Did you know?
Many great discoveries began with a simple question such as, “Why does the apple fall down?”
Why this matters
Good questions lead to good investigations and clear answers.
4. Explore: Question makers
Turn vague questions into testable ones.
- Take a vague question such as “Are balls bouncy?”
- Decide what to change.
- Decide what to measure.
- Write the new question.
Think about it: what did you notice?
What did you notice? Testable questions name something to measure.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- An investigable question can be ___.
- We ___ one thing.
- We ___ another.
- We keep other things the ___.
Guided practice
Question 1. What is a question?
Something we ask to find out.
Question 2. What is investigable?
Able to be tested.
Question 3. Is “Which is prettiest?” investigable?
No.
Independent practice
Level 1: Start
- What is a question?
- What is investigable?
- Is “Which is prettiest?” investigable?
- What do we change?
- What do we measure?
Level 2: Grow
- Make “Are balls bouncy?” testable.
- Name a change and a measure for a plant test.
- Why keep other things the same?
Level 3: Stretch
- Write three investigable questions.
- Explain why opinion questions cannot be tested.
- Rewrite a vague question.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What question could you test at home?
Show a sample answer
Which cloth dries fastest?
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 be tested.
Fix: Change one thing only.
8. Lesson summary and revision card
- I can say what an investigable question is.
- I can change a vague question into an investigable one.
- I can name what we change and what we measure.
- I can ask a question about everyday things.
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
- Some questions can be tested; some cannot.
- An investigable question names what we change and what we measure.
- A good question starts with words like How, Which, Does or What happens when.
- We test one thing at a time.
11. Next lesson
Next lesson: Making simple 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 makes a question investigable? [2 marks]
- Rewrite: “Are toys fun?” [2 marks]
- Name what to change and measure in a bounce test. [2 marks]
- Why test one thing at a time? [2 marks]
- Write an investigable question about plants. [3 marks]
Total: 11 marks.
Marking guide and model answers
- Can be tested [1]; has something to measure [1]
- Testable version [1]; measure named [1]
- Change ball [1]; measure bounce height [1]
- Fair [1]; clear result [1]
- Question words [1]; change [1]; measure [1]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- What is a question?
- What is investigable?
- Is “Which is prettiest?” investigable?
- What do we change?
- What do we measure?
- Make “Are balls bouncy?” testable.
- Name a change and a measure for a plant test.
- Why keep other things the same?
- Write three investigable questions.
- Explain why opinion questions cannot be tested.
Homework
Write three investigable questions about things at home. Underline what you change and what you measure.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a question? | Something we ask to find out. | 1 |
| 2. What is investigable? | Able to be tested. | 1 |
| 3. Is “Which is prettiest?” investigable? | No. | 1 |
| 4. What do we change? | One thing. | 1 |
| 5. What do we measure? | How much or how many. | 1 |
| 6. Make “Are balls bouncy?” testable. | Which ball bounces highest? | 1 |
| 7. Name a change and a measure for a plant test. | Change light; measure height. | 1 |
| 8. Why keep other things the same? | To make a fair test. | 1 |
| 9. Write three investigable questions. | Three clear questions. | 1 |
| 10. Explain why opinion questions cannot be tested. | No measurement decides. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Something we ask to find out.; 2 Able to be tested.; 3 No.; 4 One thing.; 5 How much or how many.. Level 2: 1 Which ball bounces highest?; 2 Change light; measure height.; 3 To make a fair test.. Level 3: 1 Three clear questions.; 2 No measurement decides.; 3 A better question with change and measure..
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 Say what an investigable question is | 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 Change a vague question into an investigable 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 we change and what we measure | 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 Ask a question about everyday things | 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 be tested.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Rewrite one question so it can be tested.
- 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 questions that can be tested. You do not need to be an expert to help.
- Ask your child to think of a question.
- Ask, “How could we test that?”
- Do a small test together.
- 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: say what an investigable question is; change a vague question into an investigable one; name what we change and what we measure; ask a question about everyday things.
Prerequisite knowledge. Grade 1 science ideas: looking carefully, using the senses safely and talking about what we notice.
Materials. Paper, pencils, balls, ramps and rulers. 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. Make a list of vague and testable questions. Prepare question 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, “What do you wonder about?”
Explanation (10 min). Teach investigable questions.
Guided activity (10 min). Learners rewrite vague questions.
Independent activity (10 min). Learners choose one to test later.
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 do we change and 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 be tested.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 11-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. Rewrite one question so it can be tested. 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 2 Unit 1, topic 2; Next Generation Science Standards, science and engineering practices (asking questions, planning and carrying out investigations); Cambridge Primary Science Stage 2, thinking and working scientifically; IB Primary Years Programme, inquiry-based learning. These sources informed the lesson.