English · Year 5

Active learning ideas

Research Skills: Formulating Questions

Active learning helps Year 5 students grasp research skills by engaging them in real tasks. When students practice refining questions through discussion and sorting, they internalize how precision shapes effective inquiry, moving beyond passive reading to active decision-making.

• ACARA Content Descriptions
• AC9E5LY05
• AC9E5LY02

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 20 min · Pairs

Pair Share: Question Refinement

Pairs start with a broad topic like 'Australian animals'. One student poses an initial question; the partner refines it to make it more specific and open-ended. They swap roles twice, then share best versions with the class.

How does a well-formulated question narrow the scope of a research project?

Facilitation Tip

During Pair Share: Question Refinement, provide sentence starters like 'This question is too broad because...' to guide students toward concise phrasing.

What to look for

Present students with a broad topic, such as 'Australian Animals'. Ask them to write one closed-ended question and one open-ended question about the topic on a whiteboard or scrap paper. Review their responses to gauge understanding of question types.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Inquiry Circle
• 30 min · Small Groups

Small Groups: Question Sort Stations

Prepare cards with mixed open and closed questions on a unit theme. Groups sort them by type, discuss purposes, then create one of each. Rotate to next station for peer feedback and revision.

Compare open-ended and closed-ended research questions for different purposes.

Facilitation Tip

While students work at Question Sort Stations, circulate with a clipboard to note patterns in their sorting decisions and clarify rules if needed.

What to look for

In pairs, students draft three research questions for a chosen topic. They then swap their questions with another pair. Each pair uses a checklist to evaluate the swapped questions: 'Are the questions clear?', 'Do they guide research?', 'Is there a mix of question types?'. They provide one suggestion for improvement.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Inquiry Circle
• 25 min · Whole Class

Whole Class: Inquiry Question Wall

Display a topic on the board. Students contribute sticky note questions anonymously. Class votes on strongest ones, then revises as a group to narrow scope and add follow-ups.

Design a set of inquiry questions for a given topic that encourages deep investigation.

Facilitation Tip

For the Inquiry Question Wall, model how to group similar questions and ask students to explain their classifications to the class.

What to look for

Provide students with a scenario: 'You are researching the Great Barrier Reef for a school project.' Ask them to write one question that would help you understand *why* the reef is in danger. Then, ask them to write one question that would help you find out *when* the reef was first discovered.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 04

• Inquiry Circle
• 15 min · Individual

Individual: Research Question Planner

Students select a personal interest. They write three question levels: fact-finding, explanatory, evaluative. Self-assess using a checklist for focus and depth before sharing in pairs.

How does a well-formulated question narrow the scope of a research project?

Facilitation Tip

In the Research Question Planner, prompt students to underline key terms in their questions to reinforce focus and clarity.

What to look for

Present students with a broad topic, such as 'Australian Animals'. Ask them to write one closed-ended question and one open-ended question about the topic on a whiteboard or scrap paper. Review their responses to gauge understanding of question types.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teachers should model the process of transforming vague questions into focused ones, thinking aloud as they adjust phrasing. Avoid assuming students understand the difference between open and closed questions without concrete examples. Research shows that students learn best when they see immediate feedback loops, so use quick checks after practice to reinforce concepts.

Students will show understanding by creating clear, focused questions that match their research goals. They will distinguish between open and closed questions and justify their choices with evidence from their discussions or written plans.

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Watch Out for These Misconceptions

• During Pair Share: Question Refinement, watch for students who think long questions are better.

  In this activity, circulate with a 'question checklist' that includes 'Can you say this in 5 words or less?' to help pairs simplify their questions, then check if the source they find actually answers their short version.

• During Question Sort Stations, some students may assume closed questions are always better.

  At this station, provide a sorting mat with two columns labeled 'Facts we need' and 'Ideas we’ll explore.' Have students argue why each question belongs in its column, using examples from the texts at their station to justify their choices.

• During Inquiry Question Wall, students may believe any question is fine if it mentions the topic.

  As you review the wall, ask the class to identify which questions would lead to a one-sentence answer versus a multi-paragraph response, using sticky notes to mark vague terms that need narrowing.

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Methods used in this brief

• Inquiry Circle