Investigation Design

Overview

In this guided lesson (Lesson 2 of 10) students brainstorm scientific innovations they are curious about and design an investigation they could run. They will create a clear question, make a hypothesis, and plan key steps including what they will measure and how they will keep a fair test.

Learning intentions

Students will:

• develop a research question about a scientific innovation linked to everyday life
• propose a testable hypothesis about what they think will happen
• plan an investigation using variables and a fair-testing approach
• describe materials/procedure and identify how data will be recorded

Success criteria

• I can write a research question that could be answered by collecting evidence.
• I can state a hypothesis that includes what I expect to change and what I expect to observe.
• I can identify the independent variable, dependent variable, and control variables.
• I can outline a safe, step-by-step method and explain how I will record results.

Curriculum links

• Science inquiry skills: asking questions, planning investigations, using evidence
• Scientific understanding: linking hypotheses and observations to patterns in evidence
• Measurement and data recording: using suitable units and recording appropriately
• Science as a human endeavour: recognising that investigations help answer real questions

Lesson structure (60 minutes)

1. 5 mins – Hook and revisit unit focus Teacher shows two short prompts on the board: “What problem does this innovation solve?” and “How could we test it?” Students quickly share ideas with a partner. Teacher links back to Lesson 1: choosing a real-world innovation.

2. 10 mins – Guided brainstorming (interest + innovation) In small groups, students choose a topic from a class brainstorm (e.g. water-saving devices, packaging, energy-saving ideas, materials that repel water, food storage, wearable health tech). Teacher circulates, asking: “What are you wondering?” “Why does it matter?”

3. 10 mins – Turning curiosity into a research question Students refine their question using teacher sentence starters:

• “What effect does ___ have on ___?”
• “How does changing ___ affect ___?” Teacher checks questions for testability and ensures the question can be answered by measuring or observing outcomes.

4. 10 mins – Hypothesis building Students write a hypothesis in an “If… then…” form:

• “If we change ___, then ___ will happen because…” Teacher emphasises hypotheses should be linked to prior knowledge or evidence from observations/discussions, not guesses without reasons. Groups share one hypothesis for quick feedback.

5. 10 mins – Fair test planning (variables) Students complete a simple planning grid (teacher-provided template) to identify:

• independent variable (what they change)
• dependent variable (what they measure/observe)
• control variables (what they keep the same) Teacher models an example using a familiar context (e.g. effect of light on seed growth or effect of surface material on water absorption) and has students mirror it for their topic.

6. 10 mins – Method and data plan Students outline a step-by-step method (numbered) and decide how they will record data:

• what they will record (values, counts, observations)
• how often they will record (e.g. repeated trials, time intervals)
• what equipment they need Teacher prompts safety and practicality: “Will your plan create reliable evidence?” “How will you show your measurements?”

7. 5 mins – Share and teacher check Groups do a brief “Gallery Talk” using their planning grid and method summary. Teacher uses a quick checklist to confirm each group has a testable question, a hypothesis, and clear variables. Students revise one part based on feedback.

Resources

• Unit planning sheets/templates (research question, hypothesis, variables, method and data recording)
• Class brainstorm list of scientific innovations
• Science notebooks or loose planning sheets
• Pencils, rulers, markers/colour pencils
• Example investigation scenario cards (teacher model)
• Safe investigation equipment basket (minimal starter items as prompts)
• Timer and data recording templates (tables or simple graphs planning sheet)
• Teacher checklist for success criteria

Assessment

• Teacher observation during guided group work (question testability, hypothesis structure, variable identification).
• Review of student planning grids for clarity of independent/dependent/control variables and a feasible method.
• Short group share to confirm students can explain what evidence they will collect and how.

Differentiation

• Support: sentence starters for research questions and hypotheses; variable icons (change/measure/keep the same); teacher conferences with prompts and examples.
• Support for writing: allow oral rehearsal before writing; provide a partially filled template for students to complete.
• Extension: students add a prediction for how results might differ across repeated trials and propose an additional control to strengthen reliability.
• EAL/SEN: use visual organisers, keep vocabulary consistent across the unit (question, hypothesis, measure, change, control), and allow diagram-based explanations; pair with supportive peers.