Activity 01
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.
Differentiate between a 'wondering' and a scientific question.
Facilitation TipDuring Wondering Sort and Refine, invite pupils to read each card aloud so the whole class hears the difference between vague and precise questions.
What to look forPresent 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.
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Activity 02
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.
Construct a testable question about plant growth.
Facilitation TipFor Plant Observation Questions, provide rulers, hand lenses, and petri dishes to give pupils concrete tools for noticing details that spark focused questions.
What to look forProvide 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?'
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Activity 03
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.
Explain why scientists ask questions before doing experiments.
Facilitation TipIn the Scientist Scenario Challenge, assign each small group a role card to ensure every pupil contributes to the question-planning process.
What to look forPose 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.
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Activity 04
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.
Differentiate between a 'wondering' and a scientific question.
Facilitation TipUse the Question Stem Journal to model how to use stems like 'How does...affect...?' or 'What happens if...?' to shape clear questions.
What to look forPresent 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.
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Generate Complete Lesson→A few notes on teaching this unit
Teaching scientific questioning works best when it is concrete and collaborative. Start with familiar objects and everyday observations to build confidence, then gradually introduce the language of fair testing. Avoid abstract definitions; instead, let pupils experience the difference between vague and testable questions through sorting and peer discussion.
By the end of these activities, pupils will confidently turn simple wonderings into focused, testable questions. They will explain why clarity and measurability matter in planning fair tests and use clear language when writing their own.
Watch Out for These Misconceptions
During Wondering Sort and Refine, watch for pupils grouping opinion-based questions like 'Which ice cream flavour is best?' as scientific.
Have pupils read each card aloud and ask, 'Can we test this by observing or measuring?' If not, guide them to move it to the 'Wonderings' pile and rephrase it together.
During Plant Observation Questions, watch for pupils insisting that questions need complex words or equipment to be scientific.
Ask pairs to swap questions and use the materials provided to test them. If the question can't be tested with the tools, they will see the need for simpler wording.
During Scientist Scenario Challenge, watch for pupils assuming scientists only ask questions after experiments.
Provide role cards that say 'Plan your enquiry' first and ask groups to write their question, prediction, and method steps in that order before any testing.
Methods used in this brief