Free Printable WorksheetScienceGrade 6Science CurriculumSCI.6.6

6.6 Constructing Explanations and Engaging in Argument Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Grade 6 Science worksheet provides structured practice on 6.6 Constructing Explanations and Engaging in Argument. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Constructing Explanations and Engaging in Argument - Which procedure best controls variables to investigate constructing explanations and engaging in argument? (NGSS SEPs; WHST.6‑8.1)

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Grade 6

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 6.6 Constructing Explanations and Engaging in Argument skill assessments:

Problem 1Difficulty: Mastery

A student investigates whether a new noise barrier reduces playground sound reaching nearby homes. Wind direction and speed vary widely each day.

Which procedure best controls variables related to wind?

AMeasure sound once and assume it represents all conditions.

BMeasure sound with and without the barrier using the same sound source at the same times under similar wind conditions, or record wind speed/direction and analyze paired measurements taken under matched wind conditions, repeating many times.

CMove the sound meter to different distances each time to explore more data.

DMeasure sound on a windy day with the barrier and on a calm day without the barrier.

Solution & Explanation:Wind strongly affects sound propagation. Matching or controlling for wind conditions (paired measurements) reduces confounding so differences can be attributed to the barrier, strengthening the explanation.

Problem 2Difficulty: Mastery

A physics teacher says a student’s data do not support their explanation because the student changed two variables at once. The student tested rolling distance by changing both ramp height and surface type in every trial.

Which redesigned procedure best controls variables to allow a valid explanation?

AContinue changing both variables because real life has many variables.

BChange a third variable (ball mass) too so results are more complete.

CHold surface type constant and vary ramp height across several values, then hold ramp height constant and vary surface type, using the same ball and release point, with repeated trials for each condition.

DChoose the best-looking trial from each condition and ignore the rest.

Solution & Explanation:To build a causal explanation, vary one independent variable while controlling others. Separating the tests prevents confounding, making the evidence usable for an argument.

Problem 3Difficulty: Mastery

A student argues that a new tutoring program works because it increases understanding, not because it simply gives students more time on homework. The program includes extra practice time.

Which study best controls variables to separate ‘more time’ from ‘better instruction’?

AProvide a control group with the same additional time-on-task using standard materials, while the treatment group uses the tutoring program for the same duration; randomly assign students and compare learning gains.

BGive the tutoring group extra time but do not give the control group extra time.

CCompare the tutoring group’s current scores to their scores from last year.

DCompare students who sign up for tutoring to students who do not sign up.

Solution & Explanation:Time on task is a confound. Matching time for both groups controls that variable so any difference in gains can be argued to result from the program’s instruction, supporting a stronger explanation.

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Frequently Asked Questions

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Grade 6 Science students. It aligns with educational standard SCI.6.6 (Grade 6 science practice and review on constructing explanations and engaging in argument.).