Teaching Argumentation in Science – Part 2 José M. Rios, Ph.D. SBAC Meeting January 23, 2016

Learning Goals Review basic components of scientific argumentation. Discuss patterns of submitted Scientific Argumentation lesson plans. Decipher NGSS standards. Model Scientific Argumentation sequence using carrot or potato investigation. Discuss ways to integrate components of scientific argumentation in K-5 classrooms.

Learning Targets Provide examples of claims, evidence, and reasoning statements. Assess examples of claims, evidence, and reasoning statements.

Success Criteria After engaging in an investigation, writing one claim, providing supporting evidence, and using scientific concepts to connect the evidence and claim. After engaging in an investigation, assessing a written claim, supporting evidence, and reasoning statement(s).

Lesson Templates – Works Well Integration into Existing Lessons Clear objectives Focused content Explicit modeling of CER Use of Literature Variety of Assessments

Lesson Templates – Things To Think About… Framing the Activity Essential Question(s) Checking for Understanding Use of Questioning Instructional Sequence Expectations for Claim Expectations for Evidence Expectations for Reasoning

Framing the Activity Essential Question(s) The “So What” question. Provides a clear connection to a larger, meaningful context. For example, “Why is water essential for all living things?”

Checking for Understanding Use of Questioning Discuss initial ideas What do you think…? Elicit evidence How do you know…? Justify initial ideas and evidence Why do you think…? Identify misconceptions What about…?

Instructional Sequence (Adapted from Zembal-Saul, McNiell, & Hershberger, 2013 p. 92) Provide essential and investigative questions. Discuss initial ideas Prepare for the investigation Gather evidence Examine and analyze data Model/Prompt writing - claim. Model/Prompt writing – evidence Model/Prompt writing – reasoning Discuss investigation and findings

Expectations for Claim Contains main elements of the investigative question. Focuses on what students conclude (not think or believe). Followed by evidence.

Expectations for Evidence Not a restatement of the data. Focus on patterns in the observations and/or raw measurements. Focus on trends in the analysis. Use only data that align with the investigative question.

Expectations for Reasoning Not a restatement of the claim. Focus on causal statements. Integrates scientific terminology and concepts.

Deciphering NGSS Middle School Physical Science

Carrot/Potato Investigation: The Essential Question Why Is Water Essential For All Living Things?

Carrot Investigation: The Investigative Question How Is A Carrot or Potato Affected by Fresh And Salt Water?

Discuss Initial Ideas Ask students what they about carrots and water (Claims). Ask students how they know what they know (Evidence). Ask why they know what they know (Reasoning).

The Carrot/Potato Investigation - Directions In your journal, predict the differences between a carrot/potato in fresh water and salt water. Take out one carrot/potato from the fresh water container. Write down at least 3 observations. Take out one carrot/potato from the salt water container. Write down at least 3 observations.

The Carrot/Potato Investigation - Directions In your journal, write down at least differences between a carrot/potato in fresh water and salt water. Compare your predictions to your observations. Were you correct?

The Carrot Investigation Write one claim related to the investigative question.

The Carrot Investigation Write 2-3 sentences summarizing the evidence and why these data support your claim.

The Carrot Investigation Describe the underlying scientific principles that explain what you have observed and claimed.

Discuss/Debrief/Transition Address issues. Discuss patterns. Resolve inconsistencies Make connections to other phenomena. Review goals and objectives.

Resources - Online TCI NGSS The Concord Consortium OSPI Science Page

Resources - Print Translating the NGSS for Classroom Instruction by Rodger Bybee The NSTA Reader's Guide to A Framework for K-12 Science Education, Second Edition: Practices, Crosscutting Concepts, and Core Ideas Edited by Harold Pratt Exploring the Next Generation Science Standards in Elementary Education by Kathleen Diedrich, Elyse Webb and Alyson Collins Inquire Within: Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8 by Douglas Llewellyn What's Your Evidence?: Engaging K-5 Children in Constructing Explanations in Science by Carla L. Zembal-Saul, Katherine L. McNeill, and Kimber Hershberger Questions, Claims, and Evidence: The Important Place of Argument in Children's Science Writing by Lori Norton-Meier, Brian Hand, Lynn Hockenberry, and Kim Wise