Questioning and Testing

Overview

Students begin the unit “Exploring Scientific Innovations” by learning how scientists use inquiry to investigate the world. They practise asking questions, making a hypothesis, and using evidence from simple experiments.

Learning intentions

• Students will be able to describe the purpose of scientific inquiry.
• Students will ask testable questions based on everyday phenomena.
• Students will formulate a simple hypothesis using “If…then…because”.
• Students will follow a basic experimental process to collect observable evidence.
• Students will begin to reflect on whether evidence supports a hypothesis.

Success criteria

• I can ask a question that can be tested with an investigation.
• I can write a hypothesis using “If…then…because”.
• I can identify variables (independent, dependent, and a fair test factor).
• I can record observations clearly and use them as evidence.
• I can explain how my evidence relates to my hypothesis.

Curriculum links

• Scientific inquiry skills: asking questions, planning and conducting investigations, and using evidence to draw conclusions.
• Developing and using models and explanations based on observations.
• Science as a human endeavour: how scientists work systematically to answer questions.
• Literacy in science: communicating ideas clearly using simple scientific language and sentence starters.

Lesson structure (60 minutes)

1. 0–5 min: Hook and class discussion Show a simple scenario (e.g., “Which material makes an ice cube melt fastest?”). Students quickly share what they notice and what they wonder. Teacher records wonder questions on the board.

2. 5–15 min: Introduce scientific inquiry steps Use a class-friendly “Inquiry Steps” chart: Ask a question → Predict (hypothesis) → Plan a fair test → Do the investigation → Collect evidence → Compare with prediction → Share findings. Students practise saying the steps in order, using one short teacher-led example.

3. 15–25 min: Turning wonders into testable questions In groups of 3–4, students sort 6 teacher-provided question cards into “testable” and “not yet testable”. Class agrees on criteria: it must involve something measurable/observable and change under test conditions.

4. 25–35 min: Hypothesis writing (If–then–because) Students choose one testable question from the board (teacher offers options appropriate to Year 4–6 such as melting rates, sink/float, or “Which surface is least slippery?”). Students write a hypothesis using sentence stems:

• If we change ___, then ___ will happen because ___. Teacher circulates to check that “because” links to a prior idea or observation, not a guess with no reason.

5. 35–50 min: Simple experiment—fair test planning and first results Conduct a short, hands-on investigation in the same groups. Suggested practical (easy setup, fast evidence): “Which paper towel absorbs most water?” Steps (teacher models first): students measure equal volumes of water (or use a consistent amount), place paper towels on a tray, time or observe absorption, and record observations. Teacher supports students to identify:

• Independent variable: type of paper towel
• Dependent variable: amount/time/visible saturation
• Fair test factor: same water amount, same size towel piece, same surface and time

6. 50–57 min: Evidence check—does it match the hypothesis? Groups share one key piece of evidence they collected (e.g., “The towel from option B was more saturated after 1 minute”). Students discuss whether the evidence supports or does not support their hypothesis and adjust wording carefully (evidence can be different from the prediction).

7. 57–60 min: Exit ticket and tidy up Students complete an exit ticket prompt: “My testable question was… My hypothesis was… One evidence result was…” Teacher collects for quick feedback before Lesson 2.

Resources

• Inquiry Steps poster or board summary
• Question cards (testable and non-testable examples)
• Hypothesis sentence starters on worksheets or in books
• Investigation materials for paper towel absorption:
• paper towels (different types/brands/colours)
• measuring jug or pre-measured water cups
• stopwatch/timer
• trays or shallow plates
• ruler for consistent towel size
• paper towels for each group
• Recording sheets/table for observations (water amount, time, saturation/notes)
• Pencils, coloured pencils, student science journals
• Teacher model materials (optional for demonstrations)

Assessment

• Formative checks during group sorting of questions and teacher questioning during hypothesis writing.
• Observational assessment of students’ ability to plan a fair test (identifying variables).
• Exit ticket review to determine readiness for Lesson 2 (question quality and hypothesis structure).

Differentiation

• Support: provide sentence stems, word banks (question/testable, variables, evidence), and a partially completed hypothesis template.
• Support: offer teacher-led grouping by readiness; use roles in groups (materials manager, recorder, timekeeper, evidence reporter).
• Extension: ask students to refine their hypothesis using a more specific “because” linked to an idea (e.g., texture, thickness, fibre structure) and to suggest how results could be improved (repeat trials).
• EAL/SEN: use visuals (Inquiry Steps chart, example hypotheses), allow oral responses for parts of the exit ticket, and provide simplified recording options (tick phrases + one sentence).