Virginia SOL 3.1.d.i

Science3rd GradeScientific and Engineering Practices

The Standard

use evidence (measurements, observations, patterns) to construct or support an explanation

Virginia Standards of Learning for Science · The student will demonstrate an understanding of scientific and engineering practices by

Teacher's field guide

What Students Need to Do: Students use measurements, observations, and patterns to explain why something happened. They connect each explanation to specific evidence and check whether another explanation fits the evidence better.
What Mastery Looks Like: Given investigation results, a student states a clear explanation and cites two relevant pieces of evidence. The student can spot an unsupported idea and name the evidence that is missing.
Common Misconceptions: Students may give an opinion, repeat the procedure, or list data without explaining what the data show. They may choose evidence that sounds scientific but does not support the explanation.
How to Assess It: Exit ticket: Two matching bean plants grew 4 cm in sunlight and 1 cm in darkness. Explain how light affected growth, using both measurements.

Lesson moves

Place identical ice cubes on metal and foam, measure melting after five minutes, then explain the difference using the measurements.
Present two explanations for a plant leaning toward a window, then ask students which is better supported by the observations and why.
Give groups explanation and evidence cards to match, with one irrelevant evidence card included in each round.
Observe puddles in sunny and shaded areas, mark their edges with chalk, then explain later changes using the recorded pattern.

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A ready-to-print activity worksheet aligned to 3.1.d.i, with an answer key for the teacher on its own page. No account needed.

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