All lessons › Research & Sources: Start Here › Lesson 1
Australian primary science · Years 3–4 · Lesson 1 of 3
Research Question Quest
Inquiry question: Which question will help us find useful evidence?
Marked no materials needed
Evaluating supplied source cards
What students learn
Turn a broad, leading or opinion question into a fair research question.
Success criteria
- I can spot a leading or over-broad research question.
- I can rewrite a question so evidence could answer it.
- I can choose useful keywords and name information to look for.
Preparation and materials
Before this lesson: Recognise questions, preferences and evidence. Students do not need to search the open web.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Read the four cards. Choose one leading question and one over-broad question to improve.
- Explain what each question assumes or leaves unclear.
- Rewrite both so evidence could answer them; compare your rewrites with a partner.
- Choose three useful keywords for one rewritten question.
- Name the record or observation you would need; a preference survey answers a different kind of question.
Teacher modelling prompt
Compare 'Why are all frogs dying?' with a neutral question about frog counts at Pond A. Ask which wording assumes the answer.
Record and explain evidence
Recording question: Which question will help us find useful evidence?
| Question card | Problem to fix | My rewrite / keywords |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which statement is better supported and why?
Provided example or reference data
Fictional student question cards
| Question card | Student author's interest |
|---|---|
| Why are all frogs dying? | Worried about pond life |
| How many frogs were counted at Pond A in April? | Wants a count for one place and time |
| Are frogs the nicest animals? | Likes frogs |
| How do frogs live everywhere? | Curious about habitats |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? What is a keyword?
Explain with evidence: Why is 'Why are all frogs dying?' leading?
Apply the idea: Rewrite “Is plastic always bad?” as one small question we could investigate.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.