Virginia SOL PS.1.d.iii

ScienceGrades 7–8Physical Science

The Standard

generate and compare multiple solutions to problems based on how well they meet the criteria and constraints

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 propose at least two solutions to a design problem. They compare each option using test evidence, stated goals, and limits such as cost, time, size, or materials.
What Mastery Looks Like: A student creates several workable options and records how each performs. The student chooses one, supports the choice with evidence, and points out weaknesses in competing explanations.
Common Misconceptions: Students may choose a favorite design without using test results. They may confuse a goal with a limit, focus on one measure only, or assume the first successful design is best.
How to Assess It: Exit ticket: Design two paper shelters that could hold 500 grams using one sheet of paper and 30 centimeters of tape. Sketch both, then choose one and explain how it better meets the goal and limits.

Lesson moves

Build three paper bridges from the same limited materials, test each with weights, then compare strength, cost, and construction time.
Write a claim choosing the best water filter design, then support it with two test results and identify one weakness.
Play Design Judge by ranking three solution cards against a posted criteria and constraints checklist, then defending the ranking.
Compare three lunch packaging options for cost, waste, durability, and food protection, then recommend one for the school cafeteria.

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A ready-to-print activity worksheet aligned to PS.1.d.iii, with an answer key for the teacher on its own page. No account needed.

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