Virginia SOL PS.1.f.iii

ScienceGrades 7–8Physical Science

The Standard

construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning

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 make a clear claim about a physical science question. They select relevant data, explain how scientific ideas connect the data to the claim, and present the argument orally and in writing.
What Mastery Looks Like: Students distinguish evidence from opinion and use measurements or observations that directly support their claim. They explain why the evidence matters and respond to a competing claim using data.
Common Misconceptions: Students often list data without explaining how it supports the claim. They may rely on personal experience, choose only favorable results, or treat repeated claims as evidence.
How to Assess It: Give students friction data for two surfaces and ask: Which surface produces more friction? Write a claim, cite two data points, and explain your reasoning.

Lesson moves

Test toy cars on three ramp surfaces, record travel distances, then build an evidence-based argument about which surface creates the most friction.
Ask students to write: Should one unusual trial change a conclusion, and what evidence supports your answer?
Give teams claim, evidence, and reasoning cards to sort into strong arguments, weak arguments, and unsupported statements.
Compare insulation test data for three cup materials, then recommend one for a drink container using measured temperature changes.

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

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

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