Science · Year 1 · Working Scientifically · Spring Term

Asking Scientific Questions

Learning how to turn a curious thought into a scientific question that can be investigated.

• National Curriculum Attainment Targets
• KS1: Science - Working scientifically

About This Topic

Asking scientific questions introduces Year 1 children to the heart of Working Scientifically in the UK National Curriculum. They learn to transform everyday wonderings, such as 'What makes shadows long?', into clear, testable questions like 'Does the sun's position change shadow length?'. Through simple activities, pupils differentiate between untestable musings and investigable queries, then construct their own from observations of plants growing or materials dissolving. They also justify why some questions work better for fair tests, considering factors like measurability and safety.

This topic weaves into all KS1 science units, from animals and plants to seasonal changes, by sparking pupil-driven inquiries. It builds essential skills in curiosity, precision, and evidence-based thinking, preparing children for more complex investigations later.

Active learning excels with this topic because children practise in familiar contexts, like classroom experiments or playground sights. Collaborative sorting of question cards and peer feedback on rephrasing wonderings make skills stick through discussion and trial, boosting confidence and ownership.

Key Questions

1. Differentiate between a 'wondering' and a scientific question.
2. Construct a scientific question about an everyday observation.
3. Justify why some questions are easier to test than others.

Learning Objectives

• Classify given statements as 'wonderings' or testable scientific questions.
• Formulate a testable scientific question based on a provided everyday observation.
• Justify why a specific question is more easily investigated than another, considering factors like measurement and control.
• Identify the key components of a fair test in relation to a simple scientific question.

Before You Start

Making Observations

Why: Students need to be able to notice details in their environment to generate questions about them.

Basic Vocabulary for Properties

Why: Understanding simple descriptive words (e.g., 'hard', 'soft', 'wet', 'dry', 'fast', 'slow') helps students formulate questions about observable characteristics.

Key Vocabulary

Scientific Question	A question about the natural world that can be investigated through observation or experimentation. It is specific and measurable.
Wondering	A curious thought or a general question about something that is not easily tested or measured. It expresses curiosity but lacks a clear investigative path.
Testable	Describes a question that can be answered by carrying out an experiment or making observations. It means there is a way to find evidence.
Fair Test	An investigation where only one variable is changed at a time, so that it is clear what caused the result. All other conditions are kept the same.

Watch Out for These Misconceptions

Common Misconception

Every question is a scientific question.

What to Teach Instead

Pupils often think wonderings like 'Why do dogs bark?' count as scientific. Show through card sorts that scientific questions need testing via observations or fair tests. Group discussions reveal patterns, helping children self-correct ideas collaboratively.

Common Misconception

Scientific questions must be long and complicated.

What to Teach Instead

Children assume simple questions are not scientific. Model short, clear examples during pair work, like 'Do seeds need light?'. Active refinement activities let them simplify their own, building confidence in precise wording.

Common Misconception

Questions about the past or feelings cannot be investigated.

What to Teach Instead

Some believe only present actions are testable. Use historical examples like 'Did dinosaurs lay eggs?' versus 'Do birds lay eggs?'. Class voting on feasibility clarifies boundaries, with hands-on trials reinforcing testable traits.

Active Learning Ideas

Sorting Game: Wonderings or Testable?

Prepare cards with 10 wonderings and scientific questions about everyday things like magnets or melting. In small groups, children sort cards into two piles and explain choices to the group. Follow with a class share-out to refine understanding.

25 min·Small Groups

Observation Hunt: Question Makers

Lead a short outdoor walk to spot natural phenomena like falling leaves or wet ground. Children note observations individually, then pair up to turn one into a scientific question. Collect and vote on the best class questions.

30 min·Pairs

Pair Refinement: Fix the Question

Give pairs a list of vague wonderings from pupils' prior ideas. They discuss and rewrite each as a testable scientific question, noting why it works now. Share one improved question per pair with the class.

20 min·Pairs

Class Question Board: Build and Choose

As a whole class, brainstorm questions from a demo like mixing colours. Write on a board, then vote and justify which ones can be tested next week. Display to track progress.

35 min·Whole Class

Real-World Connections

• Gardeners ask scientific questions like 'Does watering my tomato plants more often make them grow taller?' to improve their yields. They then conduct simple tests in their garden beds to find the best methods.
• Toy designers test questions such as 'Which shape of ramp makes a toy car roll fastest?' to create more exciting and functional products for children.
• Young scientists at a museum might observe how different liquids affect how quickly a crayon melts and ask 'Does the type of liquid change how fast a crayon melts?' to understand material properties.

Assessment Ideas

Exit Ticket

Provide students with three cards: one with a 'wondering' (e.g., 'Why is the sky blue?'), one with a testable question (e.g., 'Does ice melt faster in salt water or plain water?'), and one with an untestable question (e.g., 'What is the best color?'). Ask students to label each card as either a 'wondering' or a 'scientific question' and explain their choice for one card.

Quick Check

Show students a picture of a plant wilting. Ask them to write down one scientific question they could investigate about why the plant is wilting. Circulate and check that questions are specific and could lead to an investigation.

Discussion Prompt

Present two questions: 'Does a ball bounce higher on carpet or wood?' and 'Which ball is the bounciest?'. Ask students: 'Which question is easier to test fairly? Why?' Guide them to discuss changing only one thing (the surface) versus changing multiple things (the ball and the surface).

Frequently Asked Questions

How do I teach Year 1 children to ask scientific questions?

Start with familiar observations, like shadows or growing cress, to spark wonderings. Guide them to add 'how', 'what' or 'does' for testability, using visual aids like question stems. Practice daily through shared experiences, celebrating pupil questions to build enthusiasm. Track progress with a class question wall.

What makes a good scientific question for KS1?

A strong Year 1 scientific question is clear, testable through senses or simple tools, and fair, like 'Does salt make ice melt faster?'. It focuses on change or comparison, avoids opinions, and links to observations. Teach by contrasting with wonderings, using pupil examples for relevance.

How can active learning help students ask better scientific questions?

Active approaches like sorting question cards or outdoor observation hunts let children handle real examples, making abstract rules concrete. Pair discussions refine vague ideas into testable ones, while whole-class voting builds justification skills. These methods engage kinesthetic learners, foster peer teaching, and embed habits through repetition and fun.

What are common errors in Year 1 scientific questioning?

Pupils mix wonderings with testable questions, make them too vague, or overlook safety. Address by modelling rephrasing, like turning 'Why is it raining?' into 'Does heat make puddles disappear?'. Regular group practice and visual checklists prevent repeats, turning errors into learning steps.