You will learn
- Ask open questions.
- Focus the question.
- Use question words.
- Break a big question into smaller ones.
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
- Brainstorm questions.
- Choose open questions.
- Focus them.
- Order them.
Words to know
a question that guides an investigation
a question needing more than yes or no
a question answered with yes or no
narrow enough to answer
1. Discover: Questions about solar energy
Zainab brainstorms: Is solar energy good? (closed, vague). She improves it: How do solar panels turn sunlight into electricity? (open). Why is solar energy useful in villages without power lines? (focused). What are the advantages and limits of solar energy?
Her main research question is How can solar energy help rural communities? with smaller questions beneath it.
Think: Why are open questions better for research?
2. Understand: Asking good questions
Idea 1: Open and closed
A closed question is answered with yes or no. An open question needs explanation and starts with how, why, what.
Idea 2: Focused
A focused question is narrow enough to answer in your time.
Idea 3: Smaller questions
Break a main research question into smaller questions to guide each step.
3. Worked examples
Example 1 (I show you): Closed
Which is closed?
- Yes or no.
Answer: Is solar energy good?
Example 2 (We do it together): Open
Which is open?
- How.
Answer: How do solar panels turn sunlight into electricity?
Example 3 (You try): Main
What is the main question?
Show the steps and answer
- Rural.
Answer: How can solar energy help rural communities?
Did you know?
Scientists often spend as much time refining their questions as finding answers.
Why this matters
Good questions lead to better research.
4. Explore: Question it
Write research questions.
- Choose a topic.
- Write ten questions.
- Mark open ones.
- Choose a main question and three small ones.
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.
- How does ___?
- Why is ___?
- What are the causes of ___?
- How can ___ help ___?
Guided practice
Question 1. A question guiding an investigation is a ___ question.
research
Question 2. A question needing more than yes or no is ___.
open
Question 3. A yes or no question is ___.
closed
Independent practice
Level 1: Start
- A question guiding an investigation is a ___ question.
- A question needing more than yes or no is ___.
- A yes or no question is ___.
- Narrow enough to answer is ___.
- Solar panels turn sunlight into ___.
Level 2: Grow
- Which word starts an open question?
- Which communities does the main question focus on?
- What is a weak question?
Level 3: Stretch
- Is why an open question word?
- Should questions be focused?
- Can a big question be split?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write one main research question and three smaller questions on a topic.
Show a sample answer
questions
Another one. Write three open questions about a topic and ask a family member one.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can ask open questions.
- I can focus the question.
- I can use question words.
- I can break a big question into smaller ones.
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
- Brainstorm questions.
- Choose open questions.
- Focus them.
- Order them.
11. Next lesson
Next lesson: Locating sources. 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 a research question? [1 mark]
- Difference between open and closed question? [2 marks]
- Write one open question about water. [1 mark]
- Why break a big question into smaller ones? [1 mark]
- Explain how to write a good research question. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a question that guides an investigation [1]
- open needs more than yes or no [1]; closed is answered yes or no [1]
- a suitable open question [1]
- to guide each step of research [1]
- make it open [1]; make it focused [1]; add smaller questions [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
- A question guiding an investigation is a ___ question.
- A question needing more than yes or no is ___.
- A yes or no question is ___.
- Narrow enough to answer is ___.
- Solar panels turn sunlight into ___.
- Which word starts an open question?
- Which communities does the main question focus on?
- What is a weak question?
- Is why an open question word?
- Should questions be focused?
Homework
Write three open questions about a topic and ask a family member one.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A question guiding an investigation is a ___ question. | research | 1 |
| 2. A question needing more than yes or no is ___. | open | 1 |
| 3. A yes or no question is ___. | closed | 1 |
| 4. Narrow enough to answer is ___. | focused | 1 |
| 5. Solar panels turn sunlight into ___. | electricity | 1 |
| 6. Which word starts an open question? | how | 1 |
| 7. Which communities does the main question focus on? | rural communities | 1 |
| 8. What is a weak question? | Is solar energy good? | 1 |
| 9. Is why an open question word? | yes | 1 |
| 10. Should questions be focused? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 research; 2 open; 3 closed; 4 focused; 5 electricity. Level 2: 1 how; 2 rural communities; 3 Is solar energy good?. Level 3: 1 yes; 2 yes; 3 yes.
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 Ask open 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 Focus the 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 |
| 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 Break a big question into smaller ones | 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: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- 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 practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- 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: ask open questions; focus the question; use question words; break a big question into smaller ones.
Prerequisite knowledge. Research planning.
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). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
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 the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
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. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. 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 5 » Writing; Grade 5 » Reading: Informational Text; Grade 5 » 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.5.7 and SL.5.1c (pose and respond to specific questions); Cambridge Primary English Stage 5 (research questions). These sources informed the lesson.