Virginia SOL 6.1.f.ii
The Standard
gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication
Virginia Standards of Learning for Science · The student will demonstrate an understanding of scientific and engineering practices by
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students gather information from several suitable sources and combine the key points in their own words. They check each source for credible authorship, supporting evidence, accuracy, and possible bias.
What Mastery Looks Like
- Students select relevant sources, compare their claims, and write a clear summary that reflects evidence from more than one source. They explain why each source is trustworthy or limited and identify language or interests that may show bias.
Common Misconceptions
- Students may assume the first search result, a professional-looking website, or any source ending in .org is reliable. They may copy separate facts instead of synthesizing them, or treat a different viewpoint as automatic proof of bias.
How to Assess It
- Give students two short sources about the same science claim. Ask them to write a three-sentence synthesis and identify which source is more credible, citing two specific reasons.
Lesson moves
Ways to Teach It
Give groups three printed articles on one science topic to highlight claims, circle evidence, and rank credibility using sticky notes.
Ask students to write: Which source would you trust most, and what details about its author, evidence, and purpose support your choice?
Run a Source Detective game where teams earn points for spotting unsupported claims, missing dates, weak authorship, loaded wording, and conflicts of interest.
Compare two online reports about a local water issue, then choose which one a community leader should use and explain why.
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