Science · Year 5 · Scientific Inquiry and Investigation · Summer Term

Asking Scientific Questions

Learning to formulate testable questions and develop hypotheses based on observations.

• National Curriculum Attainment Targets
• NC-KS2-Science-WorkingScientifically-Y5-2

About This Topic

Asking scientific questions equips Year 5 students with the ability to frame inquiries that drive investigations. They differentiate general questions, such as "What makes plants grow?", from testable ones like "Does fertiliser increase plant growth rate?". Students also construct hypotheses from observations, for example, "If we increase light exposure, then bean seedlings will grow taller", and explain why hypotheses must be falsifiable to allow fair testing.

This topic aligns with the National Curriculum's Working Scientifically requirements for planning and questioning. It builds skills in observation analysis and prediction, linking to units on living things, materials, and forces. Students justify their questions and hypotheses, fostering critical evaluation essential for scientific method.

Active learning benefits this topic greatly. When students sort question cards in groups, generate hypotheses from shared observations, or debate falsifiability, they practice skills interactively. These approaches make the process engaging, reveal thinking gaps through peer discussion, and build confidence in inquiry.

Key Questions

1. Differentiate between a scientific question and a general question.
2. Construct a testable hypothesis for a given observation.
3. Justify why a hypothesis needs to be falsifiable.

Learning Objectives

• Classify given questions as either scientific or non-scientific based on their testability.
• Formulate a testable hypothesis for a given observation using an 'If...then...' structure.
• Explain why a hypothesis must be falsifiable to enable scientific investigation.
• Analyze an observation and generate a relevant scientific question that could be investigated.
• Evaluate the suitability of a hypothesis for a given experiment, considering its falsifiability.

Before You Start

Making Observations

Why: Students need to be able to carefully observe their surroundings to generate questions and hypotheses.

Identifying Patterns

Why: Recognizing patterns in observations is crucial for formulating relevant scientific questions and predictions.

Key Vocabulary

Scientific Question	A question that can be answered through observation, experimentation, or measurement. It leads to a testable investigation.
Hypothesis	A testable prediction or proposed explanation for an observation, often written in an 'If...then...' format. It is an educated guess about the outcome of an experiment.
Testable	Able to be investigated through observation or experimentation. A testable question or hypothesis can be examined to see if it is likely to be true or false.
Falsifiable	Capable of being proven wrong through evidence or experimentation. A hypothesis must be falsifiable so that an experiment can potentially disprove it.
Observation	The act of noticing and describing events or processes in a careful, orderly way. Observations form the basis for scientific questions and hypotheses.

Watch Out for These Misconceptions

Common Misconception

All questions about the natural world are scientific.

What to Teach Instead

Scientific questions must be testable through experiments or data. Sorting activities in small groups help students apply criteria like measurability, revealing differences through peer justification and class discussion.

Common Misconception

A hypothesis is a random guess.

What to Teach Instead

Hypotheses are predictions based on evidence or prior knowledge. Pair workshops from real observations guide students to build reasoned statements, with feedback strengthening connections to testability.

Common Misconception

Hypotheses must always be correct to be useful.

What to Teach Instead

Hypotheses need to be falsifiable for valid testing. Debate circles let students critique examples collaboratively, clarifying that potential disproof advances science.

Active Learning Ideas

Sorting Game: Testable Questions

Prepare cards with 20 mixed questions about everyday phenomena. In small groups, students sort into 'testable' and 'non-testable' piles and write justifications for three choices each. Groups share one example with the class for whole-class vote.

30 min·Small Groups

Pairs Workshop: Observation to Hypothesis

Pairs observe simple setups like sinking objects or plant responses. They write one testable question and matching 'If... then...' hypothesis. Pairs swap with neighbours for feedback on testability.

25 min·Pairs

Debate Circle: Falsifiable Hypotheses

Whole class sits in a circle. Present five sample hypotheses; students vote thumbs up or down on falsifiability and suggest tests. Rotate speaker roles to ensure all contribute.

35 min·Whole Class

Chain Reaction: Question Relay

In small groups, one student observes a photo or object and states a question. Next adds a hypothesis; continue around group. Groups present strongest chain to class.

20 min·Small Groups

Real-World Connections

• Botanists at Kew Gardens formulate scientific questions about plant growth, such as 'Does soil pH affect the germination rate of rare orchid seeds?', to guide their research and conservation efforts.
• Food scientists develop hypotheses to improve products, for example, 'If we increase the sugar content in this biscuit recipe, then its shelf life will be extended.' They then design tests to verify or disprove this prediction.
• Meteorologists observe weather patterns and ask questions like 'Does the presence of a low-pressure system over the Atlantic correlate with increased rainfall in Southern England?' This helps them create testable forecasts.

Assessment Ideas

Exit Ticket

Provide students with three cards, each containing a question. One card has a scientific question (e.g., 'Does the temperature of water affect how fast an Alka-Seltzer tablet dissolves?'), one has a general question (e.g., 'What is the best colour for a car?'), and one has a non-testable question (e.g., 'Are dogs happier than cats?'). Ask students to sort the cards and write one sentence explaining their choice for the scientific question.

Quick Check

Present students with a simple observation, such as 'I noticed that my shadow is longer in the morning than in the afternoon.' Ask them to write a scientific question related to this observation and then formulate a testable hypothesis using the 'If...then...' structure.

Discussion Prompt

Pose the following scenario: 'A scientist hypothesizes that 'All birds can fly.' Ask students: 'Is this hypothesis falsifiable? Why or why not? What kind of evidence would you need to find to prove this hypothesis wrong?' Facilitate a class discussion on the importance of falsifiability in scientific inquiry.

Frequently Asked Questions

What makes a question scientific for Year 5?

A scientific question is testable through fair tests, observations, or measurements, unlike open-ended ones. Students learn criteria like specificity and measurability. Practice with examples from curriculum units, such as effects of exercise on pulse rate, helps them rephrase vague queries into investigable ones, aligning with Working Scientifically goals.

How do you teach constructing testable hypotheses?

Use 'If... then...' structures linked to observations. Model with scenarios like magnet strength on distance, then have students generate from schoolyard sights. Peer review ensures hypotheses predict outcomes clearly and allow fair testing, building precision over time.

Why must hypotheses be falsifiable in primary science?

Falsifiability means evidence can disprove a hypothesis, ensuring rigorous science. It teaches students predictions are tools for discovery, not certainties. Class debates on examples show how non-falsifiable claims stall inquiry, preparing for advanced methods.

How can active learning help teach asking scientific questions?

Active methods like group sorting, pair hypothesis building, and debate circles engage students directly. They manipulate question cards, defend ideas with peers, and test falsifiability in real time. This hands-on practice uncovers misconceptions instantly, boosts retention through talk, and mirrors scientist work, making abstract skills feel practical and exciting.