Curious Questions

Overview

In this lesson, students make careful observations, pose questions to collect simple data, and use simple technologies (e.g., paper tools, basic building materials, and class tools) to make a product that meets a need or opportunity.

Learning intentions

• Students will identify what they notice during an observation and use it to pose a question.
• Students will collect simple data (for example, counting or sorting) to answer their question.
• Students will recognise that simple technologies can help people solve problems.
• Students will design and make a simple product for a user need using safe, basic tools.
• Students will share findings and explain what they noticed.

Success criteria

• I can say what I noticed (an observation) and ask a question about it.
• I can collect data in a simple way (e.g., tally marks, counts, or sorting).
• I can use a tool or simple technology to make something that helps.
• I can share what my data shows and how it answers my question.

Curriculum links

• STE-PQU-01: Students pose questions based on observations to collect data.
• STE-DDT-01: Students identify and use simple technologies to make products that address user needs or opportunities.
• Early Stage 1 science inquiry skills: observing, asking, collecting and recording simple data, communicating results.
• Design and technology link: simple technologies, making, and matching a product to a need.

Lesson structure (60 minutes)

1. 0–5 min · Hook and observation. Teacher displays the introduction slides with an image of a “classroom problem” (for example: “Too many toys on the floor” or “Noisy lunchtime”). Students do a quick think and then turn-and-talk: “What do you notice?” (Teacher writes 2–3 student observations on chart paper.)

2. 5–12 min · Model a question from observations. Teacher returns to the introduction slides and shows the sentence stem: “I notice… I wonder…”. Teacher models turning an observation into a question (e.g., “I notice crumbs on the mat. I wonder: Will a paper tray help catch crumbs?”). Students practise as a class with 1 shared observation, producing 1–2 questions.

3. 12–22 min · Plan and collect simple data. Teacher introduces a simple, safe data-collection method using the introduction slides: counting or sorting results from a small trial (e.g., Which paper tool catches more crumbs? Which bag holds more? Which shape funnel helps more?). Students in pairs choose one teacher-provided question and collect data using simple marks (tally/count or sorting cards). Teacher circulates, prompting: “What data are you collecting?” “How will we record it?”

4. 22–30 min · Quick data check and share. Students bring their data to a group table. Teacher prompts using the introduction slides:

• “What did your data show?”
• “Which option worked best?” Teacher ensures language connects to evidence (“We counted… so it showed…”).

5. 30–40 min · Introduce technology for making. Teacher uses the introduction slides to show simple technologies (for example: tape, paper cutters for staff use, glue sticks, cardboard, empty containers, rulers, string, staplers used by teacher, crayons for labelling). Teacher models a quick product concept: “If someone needs ___, then my product uses ___ to help.”

6. 40–50 min · Make a simple product. Students work in small groups to make a product that addresses the need/opportunity linked to the chosen question (e.g., a simple “catcher” for crumbs using paper/cardboard; a simple “container” for sorting; a “toy organiser” label sign). Teacher supports safe use of tools and encourages students to test or compare.

7. 50–57 min · Testing and final question link. Teacher uses the introduction slides for a fast “test and compare” moment. Students try their product once and observe results. Students state: “Our data/question was… Our product helped by…”.

8. 57–60 min · Plenary and exit check. Teacher calls students to the mat. Using the introduction slides, students answer an oral exit prompt:

• “What was your observation?”
• “What question did you ask?”
• “What did your data show?” Teacher listens for evidence that students linked observation → question → data.

Resources

• the introduction slides (hook image, sentence stems, data-collection method, technology examples, prompts)
• the observation and data worksheet (one-page: draw observation, write “I notice / I wonder”, tally/sort space, sentence frame for sharing)
• Short sentence starters cards (I notice… I wonder… Data shows… My product helps…)
• Classroom materials for making (cardboard, paper, tape, glue sticks, crayons/markers, string/yarn, plastic containers)
• Simple trial materials for data collection (e.g., small paper pieces/crumb-like items, sorting cups or containers)
• Data recording tools (tally sheets, sticky dots, simple sorting cards)
• Student clipboards or work mats for each group

Assessment

• Formative during pair data collection: teacher checks that students record data (counts/sorts) and can say what it shows.
• Formative during questioning: teacher listens to whether students ask a question that links to an observation.
• Exit plenary oral check (60 seconds per group): observation → question → what data showed.

Differentiation

• Support: provide sentence stems and a picture bank for “notice” and “wonder” (e.g., crumbs, toys, water, noise).
• Support: give small choice sets for questions (2 options) and a guided data method (tally OR sorting).
• Extension: students add an “another test” suggestion (“What else could we change?”) and make a new prediction (“I think…”).
• EAL/SEN: allow drawing instead of writing for observation and data; teacher scribe for “I wonder” if needed.