Texas TEKS 6.1

6.1 is a TEKS knowledge and skills statement. These are the student expectations under it.

• 6.1.A

  ask questions and define problems based on observations or information from text, phenomena, models, or investigations

• 6.1.B

  use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to prob...

• 6.1.C

  use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety stan...

• 6.1.D

  use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing d...

• 6.1.E

  collect quantitative data using the International System of Units (SI) and qualitative data as evidence

• 6.1.F

  construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data

• 6.1.G

  develop and use models to represent phenomena, systems, processes, or solutions to engineering problems

• 6.1.H

  distinguish between scientific hypotheses, theories, and laws.

01

What Students Need to Do

Students turn observations into testable questions or clearly defined problems. They choose an investigation type, identify variables, select tools, and follow safety rules. They collect SI measurements and observations, repeat trials, calculate means, create graphs or models, and explain hypotheses, theories, and laws.

02

What Mastery Looks Like

A student can plan and safely run a fair test with the right tools and units. The student records repeated measurements in a clear table, calculates a mean, and creates an accurate graph. The student uses evidence to explain results or improve a design.

03

Common Misconceptions

Students may call any prediction a hypothesis or think theories become laws after enough testing. They may change several variables at once, skip repeated trials, or average measurements with different units. They may also choose a graph for appearance rather than for the type of data collected.

04

How to Assess It

Give this exit ticket: “Which paper towel absorbs the most water?” Students name the investigation type, variable, SI measurement, safety step, repeated trials, and best graph.

1. 01

   Teams test how ramp height affects toy-car travel time, complete three trials, calculate the mean, and graph results in SI units.

2. 02

   Students label three weather claims as a hypothesis, theory, or law, then defend each choice with evidence.

3. 03

   Play a tool-match relay where groups pair investigation cards with a graduated cylinder, balance, thermometer, ruler, microscope, or spring scale.

4. 04

   Groups design a foil-and-cotton cup sleeve to slow ice melting, test it safely, and revise the model using their data.

• 1.1

  Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigat...

• 2.1

  Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigat...

• 3.1

  Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigat...

• 7.1

  The 7th Grade version of this standard.