BPS Science Practices
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Engaging in Argument from Evidence


Goals:

  • ​Engage in scientific argumentation
  • Define argumentation, and understand how it differs from other science practices
  • *Design a scaffold or tool to use for argumentation in your classroom 
*If the extension activity is completed

Agenda:

Materials:

  1. Opening argument: Is Pluto a planet?
  2. Defining "Engaging in argument from evidence" - What is it? What is it NOT?
  3. Argumentation Toolkit Video
  4. BPS Video Examples & Debrief
  • *Extension Activity - Creating & Sharing Classroom Tools
  • Annotated agenda for facilitator
  • Pluto Evidence Card Sort & T-Chart (cut cards in advance)
                  - Each group will need one set of these materials
  • PDF of Slideshow
  • *Extension Activity - materials for creating classroom tools (e.g. chart paper, markers, glue) 
Slideshow View

1. Opening argument: Is Pluto a planet?

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The task:
  • Target standard: Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system [8.MS-ESS1-2] 
  • In pairs or small groups, read each "evidence card" and place it under the claim you think it best supports

https://en.wikipedia.org/wiki/File:PIA19873-
Pluto-NewHorizons-FlyingPastImage-20150714.jpg

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Discussion Questions:
  • Given the evidence, do you think Pluto is a planet or a dwarf planet?
  • Did you have trouble picking which claim a card supported?
  • How might you support students who are experiencing challenges with this task?
  • Why is argumentation an important skill for scientists and students?

2. Defining "Engaging in argument from evidence" - What is it? What is it NOT?

From the recently revised MA standards:
  • Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon…Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community.​​
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  • Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims. 

How is argumentation similar to and/or different from explanation?

Engaging in argument from evidence

Constructing explanations


  • Listen to, compare, and evaluate competing ideas or solutions
  • Identify the best explanation or solution
  • Is evidence-based

  • Develop one or more explanations of a phenomenon or solutions to a problem
  • Is evidence-based

3. Argumentation Toolkit Video

Watch the Argumentation Toolkit Overview video, which provides an introduction to this science practice.
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4. BPS Video Examples & Debrief

As you watch the following videos, keep in mind these questions:
  • Are students pointing out evidence by referring to data?
  • Are students building on or disagreeing with each other’s ideas?
  • Are students using scaffolding to form their arguments?
  • Are students engaging in arguing from evidence without “arguing”?

Middle School Example:
Students in this class were debating the following explanations:
  • Josie says that giraffes evolved their long necks by stretching them over their lifetime and passing on longer necks to their offspring.
  • Jessie says that giraffes have different length necks, but those with shorter necks died before they could pass them on.
Students were given the following scaffolds:
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Graphic organizer
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Sentence Starters
Kindergarten Example:
Students in this class were learning about the words "technology" and "engineering." In this example, students were debating whether if a table and a chair could be considered technology. Students were previously told that technology is something designed to solve a problem and make lives easier.
Debrief of Videos:
  • What did you notice in these videos?
  • Were students pointing out evidence by referring to data?
  • Were students building on or disagreeing with each other’s ideas?
  • Were students using scaffolding to form their arguments?
  • Were students engaging in arguing from evidence without “arguing”?

*Extension Activity - Creating & Sharing Classroom Tools

The task:
  • Either independently, or in groups: create a tool to use in your classroom to facilitate argumentation among students. Example tools might include: an anchor chart, a slideshow for students (i.e. a PowerPoint), or a graphic organizer
  • In a future meeting, share this tool with other teachers for feedback 


Additional Resources

If you want to learn more about "engaging in argument from evidence" check out:
  • The Argumentation Toolkit
  • NGSS@NSTA Science Practices Progression (pg. 7)

    Your comments and feedback are greatly appreciated as we continue to improve these professional development modules!

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  • Home
  • Introduction
  • Investigating
  • Sensemaking
  • Critiquing
  • Conclusion
  • About
  • BPS Science