Virginia SOL 6.6.c

Science6th GradeEarth Resources

The Standard

thermal energy has a role in phase changes

Virginia Standards of Learning for Science

Teacher's field guide

What Students Need to Do: Students identify melting, freezing, evaporation, and condensation in water. They explain whether water gains or loses thermal energy during each change and connect that transfer to particle arrangement.
What Mastery Looks Like: Given a diagram or everyday example, a student names the phase change and shows whether water gains or loses thermal energy. The student uses a particle model to show changes in spacing and arrangement.
Common Misconceptions: Students often say cold moves into water, rather than thermal energy moving out. They may think heating always raises temperature or that evaporated water has vanished. Some confuse condensation with water leaking through a cold container.
How to Assess It: Exit ticket: Water droplets form outside a cup filled with ice. Name the phase change, state whether the water vapor gains or loses thermal energy, and draw particles before and after.

Lesson moves

Place ice and water in a metal cup, observe melting and outside condensation, then label where thermal energy moves in each change.
Write: Why does a puddle disappear faster on a sunny, windy day than on a cool, still day?
Pairs race to sort melting, freezing, evaporation, and condensation cards into gains energy or loses energy, then justify each choice.
Use a runner photo to explain how sweat gains thermal energy, evaporates, and cools the skin.

Free download

A ready-to-print activity worksheet aligned to 6.6.c, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

Keep exploring

Grade, subject, topic, and the complete standard are prefilled. Create one free, no account needed.