Testable Questions

Overview

Students begin a 4-lesson unit by learning that scientific investigations are not always a neat “scientific method” sequence. Today they practice turning observations into testable questions and planning a fair experiment.

Learning intentions

• Students will be able to define a scientific problem using observations and prior knowledge.
• Students will be able to form a hypothesis that can be tested with evidence.
• Students will be able to plan an investigation by identifying variables and using a fair test approach.
• Students will be able to explain how conclusions must be linked to evidence from observations/data.

Success criteria

• I can explain the difference between an experiment and other investigations.
• I can write a hypothesis that predicts how one variable will affect another.
• I can identify the independent variable, dependent variable, and controlled variables in a scenario.
• I can describe why evidence from results is needed to support a conclusion.

Curriculum links

• SC.5.N.1.1 — Students plan and carry out investigations (including identifying variables, collecting/organizing data, and interpreting results).
• SC.5.N.1.2 — Students explain the difference between an experiment and other types of scientific investigation.
• SC.5.N.1.4 — Students identify a control group and explain its importance in an experiment.
• SC.5.N.1.5 — Students recognize that authentic investigations may not follow a fixed “scientific method” sequence.
• SC.5.N.2.1 — Students explain that science is grounded in testable evidence and observations.

Lesson structure (45 minutes)

1. 0–6 min · Hook (observation → question). Teacher displays a surprising image or demonstrates a quick phenomenon (for example, a plant needing light, or objects sinking vs. floating) and asks students what they notice. Students record 2 observations and 1 question in the notes section of the lesson worksheet using scientific method practice worksheet.

2. 6–14 min · Direct teach (investigation vs method). Teacher uses Introducing the scientific method deck to model “observation,” “problem,” “hypothesis,” “experiment,” and “conclusion,” while emphasizing that real scientists may go back and revise steps. Students turn-and-talk: “Which step comes first—always? Why might it change?” then share one idea.

3. 14–22 min · Build a fair test. Teacher continues with Introducing the scientific method deck using a simple scenario (example: “Does sunlight distance affect how quickly a plant grows?”) and explicitly names variables and controlled factors; also introduce the idea of a control group. Students complete variable identification on scientific method practice worksheet: independent variable, dependent variable, and 2–3 controlled variables, plus which group would act as the control.

4. 22–30 min · Hands-on micro-practice (hypothesis check). Teacher gives a prompt for a short, class-scale investigation plan (example: “How does the type of paper affect how much water a tissue absorbs?” using pre-prepared materials). Students write a testable hypothesis: “If ___ (independent variable), then ___ (dependent variable) because ___,” then partner-check for testability.

5. 30–38 min · Plan the investigation (steps as tools). Teacher reopens Introducing the scientific method deck to show a sample planning sequence and remind students that steps can be revisited (e.g., change method after seeing results). Students finish the “investigation plan” section on scientific method practice worksheet: briefly list procedure steps, how to collect data (what to measure/record), and where evidence for conclusions will come from.

6. 38–45 min · Share & evidence-based conclusion talk (quick plenary). Teacher asks 3 students to read their hypothesis + variables; for each, class votes: “Is it testable? What evidence would support the conclusion?” Students complete a 1-sentence exit reflection on scientific method practice worksheet: “A conclusion should be supported by evidence because…”

Resources

• Introducing the scientific method deck
• scientific method practice worksheet
• Handout-ready writing surfaces (clipboard/paper or science notebook)
• Scenario materials for the micro-practice (pre-selected, small set): e.g., tissues/paper types, droppers/cups, measuring tools (paper towel weight proxy or counting/soak time), timer
• Chart paper/markers for teacher modeling of variables
• Pencils and erasers for all students
• Timer for transitions and partner checks

Assessment

• Formative: Teacher circulates during variable identification and checks for correct independent/dependent/controlled variable choices.
• Formative: Teacher listens to partner hypothesis feedback for testability and clarity.
• Formative exit: Teacher reviews the worksheet exit sentence for understanding that conclusions must link to evidence.

Differentiation

• Support: Provide sentence starters on the worksheet (e.g., “If ___ then ___” and “I will keep ___ the same.”) and allow students to use word banks from Introducing the scientific method deck.
• Support: Offer a simplified example scenario for students who need extra modeling; allow them to copy variable answers before rewriting them in their own words.
• Extension: Challenge students to add an additional controlled variable and explain why it matters for fairness.
• EAL/SEN: Permit oral rehearsal with a partner before writing; accept nonverbal planning details (e.g., labeled variable terms) as long as the relationship is clear.

Extension (optional)

• SKIP