1. Yes, Argue! (Like a Scientist)
Supporting Student Argumentation from Evidence
Teresa Barnett
Executive Director
Traci Grzymala
Program Manager

2. NGSS: Science & Engineering Practices
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

3. NGSS: Science & Engineering Practices
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

4. Engaging in Argument from Evidence
Primary School (K-2)
Identify arguments that are supported by evidence.
Distinguish between explanations that account for all gathered evidence and those that do not.
Analyze why some evidence is relevant to a scientific question and some is not.
Distinguish between opinions and evidence in one’s own explanation.
Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or retell the main points of the argument.
Construct an argument with evidence to support a claim.
Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.

5. Model Lesson First, make some observations
What do you think is in the box?
Is it living or non-living? Why?
What does it look like?
What does it sound like?
What does it smell like?
What do you already know about it?
Where have you seen it before?

6. Model Lesson Today’s Question: Why do labybugs have spots?
Find a Partner:
What do you know about ladybug spots?
Why might these animals have them? [Your claim]
What evidence do you have to support your claim?

7. Model Lesson Find another pair
One person begins by making a claim, supporting that with evidence.
Continue around the group, agreeing or disagreeing and citing evidence to support your claim.
“I think ________ because ________”

8. Model Lesson
Group Discussion

9. Model Lesson

10. Model Lesson

11. Science & Engineering Practices
NGSS Connections
Science & 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
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

12. Crosscutting Concepts
NGSS Connections
Crosscutting Concepts
Patterns – organization and classification
Cause and effect – mechanism and explanation
Scale, proportion, & quantity – recognize what is relevant
Systems and system models – define the system under study
Energy and matter – flows, cycles and conservation
Structure and function – determine properties of things
Stability and change – determine rate of change/evolution

13. Performance Expectations
NGSS Connections
Performance Expectations
K-LS1-1. Use observations to describe patterns of what plants and animals need to survive
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats

14. A Good Facilitator…
Provides a “hook” that builds on participants prior experiences
Creates an inclusive space
Uses questions to get students talking
Summarizes and highlights important information
Restating, “What I’m hearing is…”
Uses students’ terminology to clarify meaning & adds appropriate scientific terms as they arise
Acknowledges they don’t know all the answers
But encourages participants to explore further!

15. Tools to Facilitate Student Discourse
Teacher tools:
Thoughtful prompts
Structured to match purpose/goals
“Talk Moves”
Student tools:
Classroom norms for science talk
Hand signals
Talk tokens
Sentence frames

16. Thank you! We’re here to support you.