Wonder Questions Inquiry

Overview

Lesson 3 of 3 in Exploring Forces and Waves. Students use previous observations and research to create a clear, investigable question and develop a safe, simple inquiry plan about light, sound, force, or motion.

Learning intentions

• WALT turn a broad idea into a clear, investigable question.
• WALT make a prediction and explain it using evidence or science ideas.
• WALT plan a fair investigation by identifying what will change, what will be observed or measured, and what will stay the same.
• WALT communicate an inquiry plan clearly and participate constructively in group discussion.

Success criteria

• I can write three wonder questions and choose one that can be investigated.
• I can identify the variable I will change and the evidence I will collect.
• I can make a reasonable prediction using “because”.
• I can include suitable materials, recording methods and safety considerations in my plan.

Curriculum links

• Nature of Science: asking questions, planning investigations, gathering and interpreting evidence, and communicating scientific ideas.
• Physical world: exploring how forces affect motion and how light and sound can be observed and compared.
• Science capabilities: using evidence, interpreting representations, and engaging with language, symbols and texts.
• Key competencies: thinking; participating and contributing; managing self; and communicating ideas.

Lesson structure (60 minutes)

1. 0–10 min – I do: Model a wonder question

Open with the introduction and modelling slides and display a broad statement such as, “I wonder about cars.” Ask what makes it difficult to investigate. Model improving it to: “How does the surface affect how far a toy car travels?” Explain that useful questions can be investigated through observation, comparison or a fair test. Highlight the vocabulary investigate, compare, measure, variable and evidence.

2. 10–25 min – We do: Sort and improve questions

Revisit the class observation charts and research from Lessons 1 and 2. Invite students to contribute questions and sort them on the board under light, sound, force and motion. Use the question-sorting and discussion slides to co-construct criteria for a strong question:

• It is clear and specific.
• It can be investigated safely in our classroom or school.
• It involves something we can observe or measure.
• It compares or changes one factor at a time.
• It could produce evidence, a pattern or results.

Discuss examples and non-examples. For instance, “What is sound?” is useful for research but not yet a testable investigation question.

3. 25–30 min – Teacher check: Plan the investigation

Think aloud using the toy car example. Identify the question, prediction, materials, variable to change, observations or measurements, factors to keep the same, recording method and safety steps. Emphasise that a fair test changes one factor while keeping other important factors the same. Show how a plan can be simple and still scientifically useful.

4. 30–48 min – You do: Create and select questions

Distribute the wonder questions and inquiry plan worksheet. Students independently write three wonder questions, choosing from light, sound, force and motion if helpful. They underline their strongest question, then discuss it with a partner or group. Partners check it against the class criteria and suggest improvements. Provide examples such as:

• How does the distance from a light source affect shadow size?
• How does the material affect the sound made when tapped?
• How does the surface affect how far a toy car travels?
• How does the steepness of a ramp affect the distance a toy car moves?

5. 48–55 min – You do: Complete an inquiry plan

Students complete the second part of the worksheet: question, prediction, materials, what will change, what will be observed or measured, what will stay the same, how evidence will be recorded, and safety considerations. Circulate and conference with students. Prompt with: “What will you change?” “What will you measure?” and “How will you know your prediction was supported?”

6. 55–60 min – Share and exit ticket

Invite several groups to share their question and explain why it matters or what it could help them understand. Use the sharing and exit-ticket slides to display:

• My strongest wonder question is…
• I predict… because…
• The evidence I would collect is…

Students complete the responses on the bottom of the worksheet before handing it in.

Resources

• the complete Wonder Questions inquiry deck
• the wonder questions and inquiry plan worksheet
• Class observation charts from Lessons 1 and 2
• Student research organisers and science notebooks
• Whiteboard or large sorting chart
• Toy car and two contrasting surfaces for modelling
• Ramp, ruler or tape measure, light source, objects for sound, and other optional investigation materials
• Pencils, coloured pens and sticky notes

Assessment

• Review observation charts and research organisers for relevant evidence and accurate science vocabulary.
• Check student questions for clarity, safety, investigability and an appropriate comparison or variable.
• Check inquiry plans for a logical prediction, identified variable, measurable or observable evidence, fair-test thinking, recording method and safety considerations.
• Listen to group explanations for reasoning, use of evidence and clear communication.

Differentiation

• Provide question stems: “How does ___ affect ___?” and “What happens when ___ changes?” Offer a choice of investigation contexts and a vocabulary bank with icons.
• Confer with students who need support; scribe ideas, allow oral rehearsal, or provide partially completed planning headings. Pair EAL learners with supportive peers and model language such as “I predict… because…”.
• For students needing additional structure, limit the choice to one of the prepared examples and use a teacher-led small group to identify the variable and measurement.
• Extend confident students by asking them to identify controlled variables, plan repeated trials, choose suitable units, or explain how their results could support or challenge the prediction.