Teacher Cheat Sheet — Session 2: Research Questions and Hypotheses

Data Science for Young Minds · Grade 5 · Ages 10–11

~60 min Ages 10–11 Session 2 of 8 ND-Friendly

Session Agenda

Time	Block	What's Happening
0–5	Hook	Show 3 vague questions on board. Ask: "Could you collect data to answer this?" Why/why not?
5–18	Lesson 1–2	Research question vs. data question · Characteristics of a testable hypothesis · Variables
18–20	Distribute	Give each student a Hypothesis Formula Card
20–42	Activity	Sharpen 5 vague questions into testable hypotheses — partner work, then share out
42–52	Lesson 3–4	Null hypothesis (simplified) · Prediction before collection · Why this order matters
52–58	Write	Students write one original hypothesis on a topic they care about
58–60	Close	Preview S3: "Next session — how do we collect data fairly?"

Pacing note: The Hypothesis Formula Card is the key scaffold. Distribute it at minute 18 and refer to it constantly. Students who struggle with abstract thinking will anchor to the card's structure throughout the session.

Materials Needed

Prepare before class:

Worksheets (1 per student) Hypothesis Formula Cards — print & cut (1 per student) 5 Vague Question cards (projected or printed) PencilsSticky notes for gallery share

Tip: The Hypothesis Formula Card is a keeper — tell students to put it in their binder. They'll use it again in S8.

Key Vocabulary

Hypothesis — a testable prediction about what you expect to find

Testable — can be investigated with real data; not a matter of opinion

Variable — something that can change or differ between subjects

Prediction — a specific, measurable expected outcome

Expected result — what you think the data will show before you collect it

Null hypothesis — the default position: "I expect no difference/relationship"

HYPOTHESIS FORMULA CARD (print & distribute)

"I think ___ because ___."

"I predict that ___."

A hypothesis is an educated guess — not a commitment. It's OK if you're wrong!

Discussion Questions + Teacher Notes

"Is 'Why do people like pizza?' a research question?"
→ No — it's too vague and can't be measured. Help students see: a research question must be specific enough that you could design a study to answer it. "Do 5th graders prefer pizza or pasta in our cafeteria?" is better.
"What's the difference between a hypothesis and a guess?"
→ A hypothesis is an educated guess — grounded in something you already know or observed. "I think kids prefer pizza because our school sells more of it" uses evidence. A random guess doesn't.
"Can your hypothesis be wrong?"
→ YES — and that's fine! This is critical. The goal of a hypothesis is to give you a direction to test. If data disproves it, you learned something. Frame "being wrong" as success in science.
"Why do scientists write their prediction BEFORE collecting data?"
→ To avoid unconsciously looking for data that confirms what they already believe. Pre-registration is a real scientific practice. This is a preview of confirmation bias (S4).
"What is the null hypothesis? Why does it matter?"
→ Simple version: "I expect no difference." It's the skeptic's starting position. Scientists have to show their findings are real, not random. Analogy: "innocent until proven guilty."

Question-Sharpening Activity — Setup

Display or print these 5 vague questions. Students work in pairs to sharpen each into a testable hypothesis using the Formula Card. 20 min work + 5 min share.

The 5 Vague Questions:

"Do kids sleep enough?" → sharpen to: who, how much, compared to what?
"Does music help you study?" → sharpen to: what type? what subject? how measured?
"Are phones bad for kids?" → sharpen to: bad how? which outcome? which kids?
"Do people eat healthier now?" → sharpen to: now vs. when? which people? what counts as healthy?
"Is exercise good for grades?" → sharpen to: how much exercise? which grades? over what time?

Example strong hypothesis: "I think 5th graders who exercise at least 30 min/day will have higher math quiz averages than those who don't, because exercise increases focus."

Watch for: Students who write opinions instead of predictions. Redirect: "Could you collect data to test that? Would you and a friend agree on the measurement?"

Opening Hook

Write these 3 questions on the board:
"Why do people like music?" / "Are kids healthy?" / "Is homework useful?"

Ask: "If I gave you 1 week to collect data to answer one of these — could you? What would stop you?"

→ Too vague, too big, too opinion-based. Help students see the gap between interesting questions and answerable ones.

Independent Hypothesis Write

Write on board:
"Think of ONE topic you're curious about. Write a hypothesis using the Formula Card. Include: what you think, why, and what you predict."

6 min quiet writing. Circulate and check: Does it name a specific measurable outcome? Could data confirm or deny it?

Strong example: "I think students who eat breakfast perform better on morning quizzes because their brains have more energy. I predict breakfast-eaters will score 10+ points higher on average."

ND-Friendly Tips

Hypothesis card = anchor — The formula card removes the blank-page paralysis. Keep it visible all session. Students who feel stuck should return to the card first.
Frame as educated guess, not commitment — Say repeatedly: "Your hypothesis can be wrong. Wrong hypotheses are scientifically valuable. You haven't failed if data disagrees."
Partner work before solo — Sharpening questions is hard alone. Pair students before asking for independent hypotheses.
Topic choice matters — Students who choose topics they care about write significantly better hypotheses. Allow wide topic latitude for the independent write.
Null hypothesis: keep it simple — Introduce as "the I-see-no-difference position." Don't require formal notation. The concept is the goal.