Science · Year 2 · Working Scientifically · Summer Term

Asking Scientific Questions

Learning how to turn curiosity into a scientific question that can be tested through observation or experiment.

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

About This Topic

Asking scientific questions builds core Working Scientifically skills for Year 2 pupils. They learn to transform everyday curiosity into precise, testable enquiries that can be explored through observation or fair tests. For instance, pupils distinguish a vague wondering like 'Why are leaves green?' from a focused question: 'Do leaves stay green without sunlight?'. This process emphasises clarity, measurability, and purpose, directly supporting the National Curriculum requirements for planning investigations.

These skills link to units on plants, animals, and materials by providing a starting point for evidence-based exploration. Pupils also explain why scientists ask questions first: to predict outcomes, design tests, and collect reliable data. Practising this fosters critical thinking, precision in language, and an understanding of the scientific method as iterative.

Active learning suits this topic perfectly. When pupils observe classroom plants and generate questions in small groups, or sort example cards collaboratively, they practise refinement through discussion. Such hands-on, peer-driven activities make abstract skills concrete, boost confidence, and encourage pupils to apply questioning across all science topics.

Key Questions

1. Differentiate between a 'wondering' and a scientific question.
2. Construct a testable question about plant growth.
3. Explain why scientists ask questions before doing experiments.

Learning Objectives

• Classify given statements as either a 'wondering' or a testable scientific question.
• Formulate a testable scientific question about the effect of a specific variable on plant growth.
• Explain the purpose of asking a testable question before conducting a scientific investigation.
• Compare and contrast a vague curiosity with a precise, observable scientific question.

Before You Start

Observing and Describing

Why: Students need to be able to make observations to begin formulating questions based on what they see.

Identifying Living Things

Why: A foundational understanding of plants and animals provides context for the types of questions students might ask about them.

Key Vocabulary

Scientific Question	A question about the natural world that can be answered by making observations or conducting an experiment. It is specific and focuses on one variable.
Wondering	A general thought or curiosity about something that may not be easily tested or observed. It is often broad and doesn't focus on a specific variable.
Testable	Describes a question that can be answered by gathering evidence through observation or experimentation. It means you can plan a way to find the answer.
Variable	A factor or condition that can change or be changed in an experiment. A good scientific question focuses on changing only one variable at a time.

Watch Out for These Misconceptions

Common Misconception

Any question about the world is a scientific question.

What to Teach Instead

Scientific questions must be testable through observation or experiment, not just opinion-based. Sorting activities in pairs help pupils compare examples side-by-side, sparking discussions that clarify the difference and build evaluation skills.

Common Misconception

Testable questions need complicated words or equipment.

What to Teach Instead

Simple, clear wording works if the question allows fair testing. Group brainstorming sessions show pupils that everyday observations yield strong questions, with peer feedback refining ideas without complexity.

Common Misconception

Scientists ask questions only after doing experiments.

What to Teach Instead

Questions come first to guide planning and predictions. Role-play debates in small groups demonstrate this sequence, helping pupils internalise the enquiry cycle through active reenactment.

Active Learning Ideas

Whole Class: Wondering Sort and Refine

Display 10 cards with wonderings and scientific questions on the board. Pupils vote to sort them into two categories, then work together to rephrase wonderings into testable questions. Conclude with a class vote on the best examples and why they work.

30 min·Whole Class

Pairs: Plant Observation Questions

Provide pairs with potted bean plants at different stages. Pupils observe for 5 minutes, list three wonderings, then convert two into testable questions using stems like 'Does ... affect ...?'. Pairs share one with the class.

25 min·Pairs

Small Groups: Scientist Scenario Challenge

Give groups a scenario card, such as varying water for seeds. Groups brainstorm and write three testable questions, then test one verbally as a fair test. Rotate roles for scribe and speaker.

35 min·Small Groups

Individual: Question Stem Journal

Pupils choose a classroom object, like a toy car, and use provided stems ('What happens if ...?') to write two testable questions in journals. Follow with pair sharing to refine.

20 min·Individual

Real-World Connections

• Botanists at Kew Gardens ask specific questions, like 'Does the amount of water affect how tall this new orchid species grows?', to understand plant needs and conservation. They design experiments to find answers.
• Farmers often ask testable questions to improve crop yields, such as 'Will using this new fertilizer make the tomato plants produce more fruit?'. They then conduct trials to measure the results.
• Young gardeners might wonder if their sunflower seeds will grow faster if planted closer together. They can turn this into a testable question: 'Does the spacing between sunflower seeds affect their height?'

Assessment Ideas

Quick Check

Present students with three cards: 'I wonder why the sky is blue.', 'Does more sunlight make bean plants grow taller?', and 'Are all dogs furry?'. Ask pupils to sort them into two piles: 'Wonderings' and 'Scientific Questions', explaining their choices for at least one from each pile.

Exit Ticket

Provide students with a picture of a plant. Ask them to write one testable scientific question about what might affect how the plant grows. For example, 'Does the color of the pot affect plant growth?'

Discussion Prompt

Pose the question: 'Why is it important for scientists to ask a clear, testable question before they start an experiment?' Facilitate a class discussion, guiding pupils to mention planning, predicting, and making sure their results are useful.

Frequently Asked Questions

What makes a good scientific question in Year 2?

A good scientific question is clear, specific, and testable through observation or a fair test, such as 'Does more water make cress grow taller?'. It avoids yes/no answers without evidence and focuses on variables pupils can change or measure. Teach this by modelling with plant examples, then having pupils generate their own from observations to practise the skill.

How to differentiate wonderings from scientific questions for KS1?

Wonderings are open-ended curiosities like 'Why do plants grow?', while scientific questions specify tests like 'Do plants grow faster with light?'. Use card sorts where pupils group and discuss examples. This reveals patterns, and collaborative refinement turns vague ideas into precise enquiries aligned with Working Scientifically.

Why do scientists ask questions before experiments?

Questions define the problem, predict outcomes, and shape fair tests to ensure reliable results. In Year 2, this teaches planning over trial-and-error. Activities like scenario role-play let pupils experience how questions prevent wasted effort and build evidence-based conclusions, mirroring real science.

How can active learning help Year 2 pupils ask scientific questions?

Active learning engages pupils through observation, discussion, and hands-on refinement, making questioning feel natural. Pair plant hunts or group sorts provide real contexts for generating and testing question ideas, with peer talk clarifying criteria. This boosts retention over worksheets, as pupils connect skills to tangible enquiries and gain confidence for independent science work.