Virginia SOL 6.1.c.i

Science6th GradeScientific and Engineering Practices

The Standard

organize data sets to reveal patterns that suggest relationships

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 arrange measurements in tables, charts, or graphs so patterns are easy to see. They use those patterns to describe possible relationships between variables and judge whether the data support a claim.
What Mastery Looks Like: A student selects a useful display, labels it correctly, and identifies trends, clusters, or outliers. The student cites specific values and does not assume that a relationship proves cause and effect.
Common Misconceptions: Students may switch the variables, use an unsuitable graph, or leave axes and units unlabeled. They may ignore outliers or assume that any association shows cause and effect.
How to Assess It: Exit ticket: Graph these temperature and dissolving-time pairs, 10°C and 180 seconds, 20°C and 130 seconds, 30°C and 90 seconds, 40°C and 55 seconds. Write one sentence describing the relationship.

Lesson moves

Drop a coffee filter from four heights, measure each fall time, then organize the results and identify the pattern.
Show a scatter plot and ask, "What relationship do you see, and which two data points best support your claim?"
Give teams cards showing data tables, graphs, and claims, then have them race to match each correct set.
Graph one week of local daily temperatures and ice cream sales, then discuss the relationship and whether temperature caused every change.

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