Formulating Research Questions

Students learn best when they move from abstract ideas to concrete practice. This topic requires students to shift from passive reading of questions to active creation, where they test ideas against real-world constraints. Active learning through sorting, drafting, and peer review helps students internalize the difference between descriptive and analytical questions before committing to an inquiry.

• Year 8
• Geography
• 4 activities
• 30 min–45 min

Learning Objectives

1. Differentiate between descriptive and analytical geographical inquiry questions.
2. Analyze how the scope of a research question affects the feasibility of a geographical investigation.
3. Construct a set of focused sub-questions to support a broader geographical inquiry.
4. Evaluate the relevance and researchability of geographical inquiry questions for a local context.

Carousel Brainstorm

⏱ 35 min·Small Groups

Sorting Cards: Descriptive vs Analytical

Prepare cards with 20 sample questions on local issues. In small groups, students sort them into descriptive or analytical categories and justify choices with evidence from the curriculum. Conclude with a whole-class vote on borderline examples.

Prepare & details

Differentiate between a descriptive question and an analytical inquiry question.

Facilitation Tip: For the Sorting Cards activity, have students work in small groups to categorize questions, then rotate and debate their choices with another group to build consensus.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 40 min·Small Groups

Goldilocks Workshop: Question Scope

Provide examples of too-broad, too-narrow, and just-right questions. Groups rewrite broad ones to fit a one-week investigation, considering data sources like maps or interviews. Share revisions on a class anchor chart.

Prepare & details

Analyze how the scope of a question impacts the feasibility of a geographical investigation.

Facilitation Tip: In the Goldilocks Workshop, provide a set of pre-written broad questions and challenge students to adjust them for optimal scope within given time and resource limits.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 30 min·Pairs

Sub-question Chain: Inquiry Builder

Pairs start with a broad local question, then add two sub-questions. Pass chains to another pair for refinement, repeating twice. Discuss strongest sets as a class.

Prepare & details

Construct a set of sub-questions to support a broader geographical inquiry.

Facilitation Tip: During the Sub-question Chain, model how to break down a main question by thinking aloud about possible angles, then have students map their own questions on a large sheet for peer review.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 45 min·Whole Class

Pitch and Polish: Peer Feedback

Students draft a full inquiry question set on a personal local interest. In a gallery walk, they sticky-note feedback on researchability and relevance. Revise based on input.

Prepare & details

Differentiate between a descriptive question and an analytical inquiry question.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Teaching This Topic

Start with concrete examples before abstract rules. Use local geographical issues students already know to anchor the difference between descriptive and analytical questions. Avoid rushing to definitions; instead, let students discover patterns through sorting and drafting. Research shows that students grasp inquiry skills faster when they see the immediate relevance of their questions to their community.

What to Expect

By the end of these activities, students will confidently craft focused, researchable questions tied to local contexts. They will distinguish descriptive questions from analytical ones, justify their scope, and support their main question with logical sub-questions. Peer feedback will help them refine questions for feasibility and depth.

Watch Out for These Misconceptions

Common Misconception

During Sorting Cards, students may assume all questions are equally useful for geographical inquiry.

What to Teach Instead

Have students sort the cards into descriptive and analytical piles, then debate their choices as a class. Use guiding prompts like 'Does this question explain a relationship or just list facts?' to redirect misunderstandings in real time.

Common Misconception

During Goldilocks Workshop, students may believe narrower questions are always better.

What to Teach Instead

Provide a set of overly narrow questions and ask students to expand them while considering feasibility. For example, change 'What fish live in the Yarra River?' to 'How does temperature affect native fish populations in the Yarra River?' and discuss the trade-offs.

Common Misconception

During Pitch and Polish, students may draft questions without linking them to local place or data sources.

Assessment Ideas

Quick Check

After Sorting Cards, provide students with three sample questions about a local geographical issue. Ask them to label each question as 'Descriptive' or 'Analytical' and justify their choice in one sentence.

Peer Assessment

During Goldilocks Workshop, have students draft a broad inquiry question and two sub-questions. In pairs, they provide feedback using prompts: 'Is the main question researchable?', 'Are the sub-questions specific enough?', 'Could this investigation be completed in the allocated time?' Students revise their questions based on feedback.

Exit Ticket

After Pitch and Polish, ask students to write one analytical inquiry question about the geographical features or human activities in their local area. Then, have them write one sentence explaining why this question is researchable and feasible for a Year 8 investigation.

Extensions & Scaffolding

• Challenge: Ask students to rewrite their analytical question to include a spatial component (e.g., 'How does land use within 5 km of the Yarra River affect water quality?').
• Scaffolding: Provide sentence starters for sub-questions, such as 'What data could we collect to answer...?' or 'What patterns might we observe if...?'.
• Deeper exploration: Have students research one source they could use for their question and evaluate its reliability using a simple checklist.

Key Vocabulary

Inquiry Question	A question that guides a geographical investigation, seeking to explore relationships, causes, or effects within a place or environment.
Descriptive Question	A question that seeks to identify and describe features or characteristics of a place, often answered with factual information. Example: 'What is the average rainfall in Sydney?'
Analytical Question	A question that seeks to explain relationships, patterns, or processes, often requiring interpretation of data. Example: 'How does urban development influence the water quality of the Parramatta River?'
Scope	The breadth or range of a research question, determining the extent of the investigation and the resources required.
Feasibility	The practicality and possibility of conducting a geographical investigation based on available time, resources, and data.