1. Is it living?
Developing language and scientific thinking through argumentation and inquiry
Leslie Lausten, Stafford County Public Schools
Sherrie Roland, Stafford County Public Schools
Kip Bisignano, Delta Education
FOSS and STEM Education Consultants

2. FOSS for a new generation
Hands-on Science Investigations and Engineering Challenges
Resources to develop ELA Skills through argumentation, reading for information, and writing.

3. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ”
-Alvin Toffler
Argumentation plays a critical role in helping to unlearn and relearn as new evidence is discovered and confirmed.

4. Scientific and Engineering Practices
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking

5. Scientific and Engineering Practices
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

6. Argumentation in Science
First, scientist(s) make a justified claim about the world based on evidence.
In response, other scientists identify weaknesses and limitations of the claim.
Argumentation resolves questions regarding claims, evidence, interpretation, and reasoning.

7. Historical Implications
Copernican Model of the Solar System
Historical case studies of the origin and development of a scientific idea show how a new idea is often difficult to accept and has to be argued for.

8. Historical Implications
Darwin and the evolution of man

9. Historical Implications
Are Pluto and Eris planets? Is climate change real and if so, what are the causes?

10. Why Argumentation?
The purpose of argumentation within the classroom should be to FOSSter
a deeper understanding of scientific content and an effective design solution that is clearly communicated
an appreciation for the process of argumentation and collaboration

11. Why Argumentation? Clarify evidence and reasoning Develop language
Challenge misconceptions
Detect “bad science”
Evaluate judgments about validity
Understand implications for life and society

12. Is it living?
Quick Write:
How do you know if something is living?

13. Is it living? How do you know if something is living? Card Sort
Take turns selecting one card and identify if the picture represents something living or nonliving.
Give evidence and reasoning to support your decision.

14. Productive Talk

15. Speaking and Listening
Scaffolds for argumentation
Partner-Parade
Sharing Circle
Put Your Two Cents In

16. Language for Argumentation
My claim is…
I think…because…
I used this evidence because…
I observed…, so I think…
I agree/disagree with_____because…
I would add that…

17. Writing
Anticipation Guide
Preparing for Argumentation

18. Young Students Construct argument from direct experience
Use data and measurements
Support needed to reference evidence and to distinguish between opinion and evidence
Taken from FOSS Solids and Liquids, Investigation 1.

19. Intermediate Students
Construct argument from direct experience and other resources
Arguments become more informed and sophisticated
Discern significant and refuting evidence
Taken from FOSS Next Generation Energy, Investigation 1, Part 1.

20. Engage in a Debate
Aristotle and Ptolemy
Copernicus and Galileo

21. Engage in a Debate
Edison’s Character
Bacteria in the foodweb

22. Middle School Students
Critique and ask questions about their own findings and those of others
Identify weaknesses in data or argument
Explain why criticism is justified
A Framework for K-12 Science Education
National Research Council
2012

23. Climate Change…real? Evaluate news headlines from a variety of sources
Collect and analyze data from a variety of sources and locations around Earth
Research the careers of climate scientists and engineers

24. Pluto Goes to Trial Role play a trial
Identify judges, prosecutors, defenders
Identify analysts and reporters
Invite scientists and law professionals to the classroom

25. Starting with Argumentation
Science meaning/everyday meaning
Collaboratively develop norms that enable students to safely present and discuss ideas, revisit throughout the year
Focus on evidence in quest for deeper understanding

26. Starting with Argumentation
Appropriate experiences and resources
Scaffold and model language and thinking
Challenge misconceptions
Use historical episodes
Be ready for the “teachable moment”

27. Reflection Questions and answers, sharing
Two ideas you are taking away from today’s session
One step you plan to take over the weekend with this information

28. Thank you for attending! Is it living?
Developing language and scientific thinking through argumentation and inquiry
Leslie Lausten, Stafford County Public Schools
Sherrie Roland, Stafford County Public Schools
Kip Bisignano, FOSS Consultant
FOSS and STEM Education Consultants