Our students rarely practice data skills with data not related to our science content, which makes sense given all we must teach. But always asking our students to succeed at the data skill move (e.g., graphing, analyzing, interpreting) and the content move (connecting it to what they are learning) at the same time can be a lot of pressure. Cognitively, this is a lot for novices and thus makes it trickier to elicit students’ ideas around the data and the content.