Texas TEKS 6.1.A

Science6th GradeScientific and engineering practices

The Standard

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

Texas Essential Knowledge and Skills for Science

Teacher's field guide

What Students Need to Do: Students turn observations and source information into focused questions that can guide an investigation. They define problems by naming the desired outcome, limits, and evidence needed.
What Mastery Looks Like: Students can distinguish a broad curiosity from an investigable question. Given a phenomenon, model, or text, they can write a focused question or define a problem with clear criteria and constraints.
Common Misconceptions: Students may write predictions instead of questions, or ask questions that cannot be investigated. They may describe a general topic as a problem without naming a goal, criteria, or constraints.
How to Assess It: Show a photo of water collecting under a cold cup. Ask students to write one investigable question and define one related design problem with a criterion and constraint.

Lesson moves

Give groups cups of ice water, have them record three observations, then write two questions that could guide an investigation.
Read a short science paragraph and ask, "Which claim raises a question we could investigate, and what evidence would answer it?"
Use card sets to sort statements into observations, investigable questions, predictions, and design problems, then revise any misplaced cards.
Have students identify a recurring school problem, such as wasted cafeteria food, and define the goal, one criterion, and one constraint.

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