This student-friendly guide teaches how to write clear, testable science questions that can lead to hands-on investigations. It introduces the structure of a good question using independent and dependent variables, and shows students how to avoid vague or opinion-based prompts. Students analyze examples, find mistakes, and write their own testable questions to build confidence and understanding.

Included in the resource are complete objective descriptions for MYP Criterion, ATL, UDL, NGSS and standard objectives.

Resource Highlights:

Clear instructions on how to:

• Start a question with “How” or “What”
• Include something you can change (independent variable)
• Include something you can measure (dependent variable)
• Avoid yes/no, opinion-based, or vague questions

Example questions included:

• Four strong, testable questions
• Two non-examples that are close but flawed

Practice worksheet:

• Part 1: Identify and explain problems in flawed questions
• Part 2: Write two new testable questions based on a prompt
• Part 3: Use a checklist to review and revise your work

This resource supports scientific thinking and experimental design for middle school students. It can be used for classwork, homework, or as a pre-lab activity.

Do you need to identify objectives?

MYP:

Ai: Define scientific problem or question based on a specific topic

Bi: State a testable hypothesis and variables, with clear identification of the independent and dependent variables

ATL:

1. Communication Skills

Ask relevant questions
→ Students practice forming scientific questions that can guide investigations.

Use appropriate scientific language
→ The activity reinforces vocabulary like “independent variable” and “dependent variable” in context

2. Research Skills

Present research findings
→ Students write clear, testable questions that reflect understanding of scientific variables and experimental design.

Interpret research findings
→ Students consider how a question connects to data that could be collected and measured.

3. Critical Thinking Skills (part of Thinking skills)

Identify problems and develop possible solutions
→ Students critique non-testable questions and revise them into strong, measurable ones.

Evaluate evidence and arguments
→ Students analyze whether a question includes measurable variables and avoid opinion-based or vague wording.  

General science objectives:

1. Identify a question that includes an independent and a dependent variable.

2. Distinguish between testable and non-testable questions.

3. Write clear, testable questions that can guide an investigation.

NGSS:

1. NGSS Science and Engineering Practices

Asking Questions and Defining Problems

Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

→ Students learn to write clear, testable questions that guide investigation design and help produce meaningful experimental data.

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence to answer a scientific question.

→ Students connect their question to a real experimental setup where they change one variable and measure another.

Analyzing and Interpreting Data

Apply mathematical concepts and/or processes (e.g., decimal place consistency, units, alignment) to scientific questions and data.

→ Students include measurable variables in their questions, which supports meaningful and precise data collection and analysis.

Using Mathematics and Computational Thinking

Apply mathematical concepts and/or processes (e.g., decimal place consistency, units, alignment) to scientific questions and data.

→ Students include measurable variables in their questions, which supports meaningful and precise data collection and analysis.

2. NGSS Crosscutting Concepts

Patterns

Graphs, charts, and data tables can be used to identify patterns in data

→ Writing a strong testable question ensures the data collected will be measurable and able to show patterns.

UDL:

1. Multiple Means of Representation (the what of learning)

Uses a clear visual example
→ Clear format and labeled examples show what a strong question looks like.

Breaks instructions into small steps
→ Bullet point rules help break the task into simple steps.

Highlights key vocabulary and concepts
→ Terms like independent variable and dependent variable are defined and shown in context.