Asking Scientific Questions
Learning how to turn a curious thought into a scientific question that can be investigated.
Key Questions
- Differentiate between a 'wondering' and a scientific question.
- Construct a scientific question about an everyday observation.
- Justify why some questions are easier to test than others.
National Curriculum Attainment Targets
About This Topic
Asking and testing is the heart of 'Working Scientifically'. In Year 1, this involves encouraging pupils to ask simple questions and recognize that they can be answered in different ways. They learn to perform simple tests and use their observations to suggest answers. This is a foundational skill that applies to all areas of the science curriculum.
Students move from 'I wonder...' to 'How can I find out?'. They learn about 'fairness' in a very basic sense, for example, if we are testing which ball bounces highest, we must drop them from the same height. This topic comes alive when students can physically model the patterns of a fair test through trial and error.
Active Learning Ideas
Inquiry Circle: The Great Splat Test
Groups test which material makes the best 'landing pad' for a playdough ball. They must agree on how to make the test fair (same height, same ball) and then record which material kept the ball from squashing.
Think-Pair-Share: Is it a Science Question?
Give pairs a list of questions (e.g., 'What is my favorite color?' vs 'Which magnet is strongest?'). They must sort them into 'Science Questions' (we can test it) and 'Opinion Questions' (we just feel it).
Simulation Game: The Fair Test Referee
One group performs a 'bad' experiment (e.g., jumping from different starting lines). The rest of the class acts as 'referees', blowing a whistle when they see something 'unfair' and suggesting how to fix it.
Watch Out for These Misconceptions
Common MisconceptionStudents often think an experiment is 'wrong' if their prediction didn't happen.
What to Teach Instead
Teach that a 'surprise' result is actually the most exciting part of science! Peer discussion about 'why' the result was different helps them value the process over the 'correct' answer.
Common MisconceptionChildren may try to change multiple things at once in a test.
What to Teach Instead
Use the 'One Change Rule'. If we change the ball, we must keep the height the same. Physical 'checklists' during the activity help them stay focused on one variable.
Suggested Methodologies
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Frequently Asked Questions
What kind of questions should Year 1 students be asking?
How do I explain a 'fair test' to a 5-year-old?
What if we don't have enough equipment for everyone to test?
How can active learning help students understand asking and testing?
Planning templates for Science
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
unit plannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
rubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
More in Working Scientifically
Making Predictions
Learning to make simple predictions about what might happen in an investigation based on prior knowledge or observations.
2 methodologies
Conducting Simple Tests
Performing hands-on investigations safely and carefully, making observations.
2 methodologies
Recording Discoveries with Drawings
Using drawings and labelled diagrams to share what has been learned from observations.
2 methodologies
Recording Discoveries with Charts and Tables
Using simple charts and tables to organise and present findings from investigations.
2 methodologies
Communicating Findings
Discussing and sharing observations and findings with others.
2 methodologies