You will learn
- Tell testable from untestable questions.
- Write a question that starts with does, how or what happens.
- Identify what can be changed and measured.
- Improve a weak question.
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 with evidence.
- Good questions name what changes and what is measured.
- Opinions such as best or nicest cannot be tested.
Words to know
something we ask to find out an answer
able to be answered by an investigation
a careful way of finding out
facts collected from tests and observations
1. Discover: The sinking raisins
Ama drops a raisin into fizzy water and sees it rise and sink again. “Why is it dancing?” she asks. Her teacher says, “That is a lovely question. Can we make it testable?” Ama writes, “Does the number of raisins change how fast they rise?” Now she can count, time and compare.
Think: What makes Ama’s second question easier to test?
2. Understand: Questions
Idea 1: Where questions come from
Questions start with observation. We notice something odd or interesting and wonder about it. Not every question is a good scientific question, so we sharpen it.
Idea 2: Testable or not?
A testable question can be answered by an investigation that gives evidence. “Which paper towel is best?” is vague. “Which paper towel soaks up the most water?” can be measured.
Idea 3: Sharpening a question
Name what you will change and what you will measure. A pattern such as “What happens to ___ when we change ___?” helps.
3. Worked examples
Example 1 (I show you): Testable?
Which seed is prettiest?
- Prettiest is an opinion.
- No measuring is possible.
- Not testable.
Answer: Not testable because prettiest is an opinion.
Example 2 (We do it together): Testable?
Does the amount of water change how tall a bean grows?
- We can change the water.
- We can measure height.
- Testable.
Answer: This question is testable.
Example 3 (You try): Improve
Which ball is best?
Show the steps and answer
- Best at what?
- Choose bounce height.
- Which ball bounces highest?
Answer: Which ball bounces highest?
Did you know?
Isaac Newton is said to have started thinking about gravity by asking why apples fall straight down. A simple question led to a famous idea.
Why this matters
Clear questions make investigations focused, fair and easy to repeat.
4. Explore: Question makeover
Sort six questions and rewrite two weak ones.
- Read the six questions.
- Mark each testable or not testable.
- Pick two weak ones.
- Rewrite them so they can be measured.
Think about it: what did you notice?
What did you notice? Adding what we change and measure made questions testable.
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 an investigation.
- ___ is information collected from tests.
- Words like best or prettiest are ___.
- A good question names what we ___ and what we measure.
Guided practice
Question 1. What is a question?
Asks to find out.
Question 2. What is testable?
Can be investigated.
Question 3. What is evidence?
Collected facts.
Independent practice
Level 1: Start
- What is a question?
- What is testable?
- What is evidence?
- Is nicest testable?
- What do we measure?
Level 2: Grow
- Why avoid opinions?
- Why name the change?
- Why start with observation?
Level 3: Stretch
- Sort questions.
- Rewrite a weak question.
- Write one of your own.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Write a testable question about plants.
Show a sample answer
Check it names the 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: Some are opinions.
Fix: It needs evidence.
8. Lesson summary and revision card
- I can tell testable from untestable questions.
- I can write a question that starts with does, how or what happens.
- I can identify what can be changed and measured.
- I can improve a weak question.
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 with evidence.
- Good questions name what changes and what is measured.
- Opinions such as best or nicest cannot be tested.
11. Next lesson
Next lesson: Testable 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 testable? [2 marks]
- Rewrite: Which ball is best? [3 marks]
- Explain why nicest cannot be tested. [2 marks]
- Name what a question should include. [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Can be investigated [1]; gives evidence [1]
- Specific job [1]; measure [1]; question form [1]
- Opinion [1]; cannot measure [1]
- What changes [1]; what is measured [1]
- Any [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 is testable?
- What is evidence?
- Is nicest testable?
- What do we measure?
- Why avoid opinions?
- Why name the change?
- Why start with observation?
- Sort questions.
- Rewrite a weak question.
Homework
Write three questions about things at home. Mark each testable or not testable.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a question? | Asks to find out. | 1 |
| 2. What is testable? | Can be investigated. | 1 |
| 3. What is evidence? | Collected facts. | 1 |
| 4. Is nicest testable? | No. | 1 |
| 5. What do we measure? | The result. | 1 |
| 6. Why avoid opinions? | Cannot measure. | 1 |
| 7. Why name the change? | Makes test clear. | 1 |
| 8. Why start with observation? | Gives ideas. | 1 |
| 9. Sort questions. | Two lists. | 1 |
| 10. Rewrite a weak question. | Question. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Asks to find out.; 2 Can be investigated.; 3 Collected facts.; 4 No.; 5 The result.. Level 2: 1 Cannot measure.; 2 Makes test clear.; 3 Gives ideas.. Level 3: 1 Two lists.; 2 Question.; 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 Tell testable from untestable 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 Write a question that starts with does, how or what happens | 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 Identify what can be changed and 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 Improve a weak 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 |
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.” Some are opinions.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Write and sharpen 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 learns to ask testable science questions. You do not need to be an expert to help.
- Ask “How could we find out?” at home.
- Avoid words like best.
- 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: tell testable from untestable questions; write a question that starts with does, how or what happens; identify what can be changed and measured; improve a weak question.
Prerequisite knowledge. Grade 3 inquiry ideas: asking questions, predictions, fair tests, measuring, tables and simple conclusions.
Materials. Notebooks, pencils, cups, water. 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 six sample questions.
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 floating raisin and ask, “What could we ask?”
Explanation (10 min). Teach testable questions.
Guided activity (10 min). Learners sort and rewrite.
Independent activity (10 min). Learners share.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Can we measure it? What changes?
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.” Some are opinions.
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 and sharpen 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 4 Unit 1, topic 1; Next Generation Science Standards, planning and carrying out investigations; Cambridge Primary Science Stage 4, thinking and working scientifically; IB Primary Years Programme, how we express ourselves and how the world works. These sources informed the lesson.