Discuss how to formulate questions that generate broad information versus those that yield only a little data. For example, if the class is trying to figure out an unknown object (such as a set of measuring spoons), questions such as "Is this used by everybody?" or "Did every house have one of these?" or "Is this used in just one room of the house?" might help them more than if they just took a series of guesses — "Is it a ruler?" or "Is it a weapon?"

Explain that yes/no questions can be very helpful when students think about "the big picture" — asking questions that generalize or classify, such as those below:

• Questions about FUNCTION: e.g., "Does this object provide information in some way?" "Is this object any kind of a machine?" "Does this object require a knowledge of reading?" "Would a teacher use this article more than a student?"

• Questions about PHYSICAL CHARACTERISTICS: (colour, size, texture, smell, sound, weight, materials, structure, value). "Can this object fit in your hand?"(versus "Is this object small?"). "Is this object primarily made out of metal?" (or paper or wood).

• Questions about VALUE: "Is this object common enough that everybody in class has one?" "Does this object cost more than five dollars?"

Model the activity by having one student select an object that you and the rest of the class try to figure out through questioning. Then have students try the activity, working in pairs. Afterwards, the class may want to debrief, talking about which questions they found most helpful, which objects were hardest to figure out, and why.

Students work in pairs, seated back to back. Student A is given an ordinary object familiar to both. Student B must try to find out what the object is by asking up to 20 questions. After a successful identification or 20 questions, change roles and try another object.

After students become adept at asking questions about familiar objects, they might want to try the same activity using artifacts from the artifact box.