Investigable Questions: a skill companion
Reusable sheets that grow one science skill: pose investigable questions and predict with reasons. Print once and slot into the science topics you already teach.
Start here
- Read the pairing map.
- Print scaffolds 1 and 2 when a lesson needs this skill.
- Cut out scaffold 3 once; reuse all year.
- Open the interactive unit for a worked example.
- Run the mini-lesson first if you want the skill on its own.
Slot the skill into your science lessons
Fold this skill into Year 6 Understanding units.
| When you teach | Pattern or need | Prompt | Scaffold |
|---|---|---|---|
| Habitat Conditions and Survival (AC9S6U01) | A pattern or need in this unit | How does pose help here? | Scaffold 1 then 2 |
| Earth, Sun and the Day-Night Cycle (AC9S6U02) | A pattern or need in this unit | How does pose help here? | Scaffold 1 then 2 |
| Electrical Circuits and Energy (AC9S6U03) | A pattern or need in this unit | How does pose help here? | Scaffold 1 then 2 |
| Reversible and Irreversible Changes (AC9S6U04) | A pattern or need in this unit | How does pose help here? | Scaffold 1 then 2 |
On-screen pictures
- “Frame the question: change only the number of cells”.
- “See the pattern in the brightness readings”.
- “Find the reading that breaks the pattern”.
- “Sort the reasoned predictions from the guesses”.
Skill planner
Use this whenever you practise: pose investigable questions and predict with reasons.
What I notice or need
My plan or question
What I will keep the same / measure / say
Teacher note: collect one strong example for the word wall.
Before and after
Before
Draw it
After
Sort the cards
Cut out. Sort into yes / no piles and justify why.
Can we test a question about investigable questions?
Which colour is the prettiest?
Does changing one variable keep a test fair?
Is a rainbow happy?
Should we record units with every number?
Can we ignore data that surprises us?
Does a table help us see a pattern?
Is louder always more scientific?
Can two groups compare results fairly?
Answer key is on the answers sheet.
Investigable Questions clinic
Teach the skill on its own before folding it into a science topic. About 30 minutes.
We are learning to
- pose investigable questions and predict with reasons,
- use the pack scaffolds with a real science example,
Success criteria
- I can use one scaffold without copying a friend.
- I can explain the skill in one short sentence.
Lesson flow
| 5 min | Hook Ask: “What skill are we practising today?” |
| 10 min | Card sort Tables sort scaffold 3 cards. |
| 10 min | Write Scaffold 1 then scaffold 2. |
| 5 min | Exit Ask: “Finish: Today I learned to...” |
See answers sheet for card keys.
Answers and look-fors
Scaffold 3 cards
| Card | Fit? | Why |
|---|---|---|
| Can we test a question about investigable questions? | Yes | If we can watch or measure, yes. |
| Which colour is the prettiest? | No | Prettiest is an opinion. |
| Does changing one variable keep a test fair? | Yes | Fair tests change only one thing. |
| Is a rainbow happy? | No | Feelings are not measurable here. |
| Should we record units with every number? | Yes | Units make records clear. |
| Can we ignore data that surprises us? | No | Surprises need a second look. |
| Does a table help us see a pattern? | Yes | Tables organise counts. |
| Is louder always more scientific? | No | Evidence matters, not volume. |
| Can two groups compare results fairly? | Yes | If methods match, yes. |
Model exit: Today I learned to pose investigable questions and predict with reasons.
Pair with the Understanding unit you folded the skill into that week.