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ARGUMENT AND EXPLANATION DEVELOPMENT IN SECONDARY SCIENCE DAY 1OCTOBER 2, 2014
MACOMB INTERMEDIATE SCHOOL DISTRICT
WELCOME!
What do you
think?
When procedures are uniform for all students, where data are similar, and where claims match
expected outcomes, then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the
question? How meaningful is this type of experience? Is this just another school exercise
done to them?)
~Hand, Norton-Meier, Staker, and Bintz
ARGUMENT AND EXPLANATION DEVELOPMENT: OBJECTIVES
Discourse
Writing
Tasks
OBJECTIVES FOR TODAY
Explore the meaning of the terms argument and explanation with respect to the Next Generation Science Standards (NGSS).
Create and/or modify tasks so that they have high cognitive demand and will support the science practices of argument and explanation.
Experience gathering evidence to support the practices of argument and explanation within the 5E Learning Cycle framework.
Plan a lesson sequence that sets students up for a scientific argument.
WHAT DOES ARGUMENT MEAN IN OUR EVERYDAY LANGUAGE?
ARGUMENT IN SCIENCE
In science, an argument is used…
“to promote as much understanding of a situation as
possible and to persuade colleagues of the validity of
a specific idea….[it] is ideally about sharing,
processing, and learning about ideas”
(NRC 2008, p 89)
ARGUMENT & EXPLANATION: WHAT’S THE DIFFERENCE?Create a representation that shows how the NGSS defines argument and explanation and also shows the relationship between the two.
ARGUMENT & EXPLANATION: WHAT DOES IT LOOK LIKE IN THE CLASSROOM?
For each example:What do you
notice?What do you
wonder?What might this
look like in your classroom?
We relinquish some control.We worry about chaos ensuing.We wonder how we will address students who do
it “wrong.”
(How can we get them to the “right” answer?)
We worry that we won’t be able to address all students’ questions and needs.
(What if a student says something or does something and I don’t know how to
respond?)
FEARS
A NEW MODEL FOR THE PRACTICE OF SCIENCE
ORCHESTRA STUDENTS ARE MUSICIANS;
STUDENTS ON THE BASKETBALL TEAM ARE ATHLETES;
WHAT OPPORTUNITIES DO OUR SCIENCE STUDENTS HAVE TO BE SCIENTISTS?
OUR SHIFT IN THINKING…
From thinking that one scientific method fits all
To thinking about how to engage our students in
the practices of scientists
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating and communicating information
OUR SHIFT IN THINKING…From thinking that
“hands-on” science is ESSENTIAL
To thinking that engaging students EVERY DAY in scientific practices and thinking is POWERFUL
A NEW MODEL FOR THE PRACTICE OF SCIENCE
Next Generation Science Standards
Science & Engineering Practices
1. Asking questions and defining problems
2. Developing and using models3. Planning and carrying out
investigations4. Analyzing and interpreting
data5. Using mathematics and
computational thinking6. Constructing explanations
and designing solutions7. Engaging in argument from
evidence8. Obtaining, evaluating and
communicating information
SHIFTING OUR PRACTICE…
From…
How am I going to teach this?
To…
How are students going to learn about this?
ARGUMENT AND EXPLANATIONAccording to the SEP, what are the hallmarks of a high quality argument at your grade level? Explanation?
GETTING STARTED
Claim – Evidence – Reasoning (CER)CLAIM: What do you know?
EVIDENCE: How do you know that?
REASONING: Why does your evidence support your claim?
CLAIM – EVIDENCE – REASONING (CER)
What grade level?
Rewrite the student response so it reflects a higher grade band.
How might the task be changed to produce a higher level of student work?
SO HOW DO WE PUT IT ALL TOGETHER SO THAT IT’S MEANINGFUL FOR OUR STUDENTS?
When procedures are uniform for all students, where data are similar, and where claims match
expected outcomes, then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the
question? How meaningful is this type of experience? Is this just another school exercise
done to them?)
~Hand, Norton-Meier, Staker, and Bintz
When procedures are uniform for all students, where data are similar, and where claims
match expected outcomes, then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer
why ask the question? How meaningful is this type of experience? Is this just another
school exercise done to them?)
~Hand, Norton-Meier, Staker, and Bintz
We need to change our
thinking with respect to
experimentation!
EXPERIMENTATION
Conventional
Separate Unit on the
Scientific Method
Then spend the rest of the year learning
content through text resources or telling.
EXPERIMENTATION
Students read the text to learn
vocabulary and background
information about clouds.
?
Students then observe the cloud in a jar that confirms what they already
“know.”
Conventional
EXPERIMENTATION
Students search for answers to their questions as they
read the text.
?
Students ask questions about cloud formation
and do some investigating on their
own.
Shifts in practice for NGSS
5E LEARNING CYCLE
5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.
5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late1980’s.
5E LEARNING CYCLE
Engage
Explore
Explain
Elaborate
Evaluatehttp://www.bscs.org/bscs-5e-instructional-model
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluatehttp://www.bscs.org/bscs-5e-instructional-model
TASKS FOR ARGUMENTATION
JEREMY’S VACATION
Using the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer).
You may represent your data in any way you choose.
You may choose to represent all or only some of the data, as long as you can use your representation to justify your recommendations for Jeremy’s vacation (where to go and when to go there).
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.
COMPARING 2 TASKS
Task A
Create a bar graph that shows the average monthly high and low temperatures in each city. Identify where and when Jeremy should go on vacation.
Task B
Using the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer).
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.
LOW AND HIGH COGNITIVE DEMAND
Read the two experimentation tasks on page 12.
How are they similar?
How are they different?
Features of Tasks
Low Cognitive Demand
High Cognitive Demand
LOW AND HIGH COGNITIVE DEMAND
Read the tasks on pages 14 & 15.
How are they similar?
How are they different?
Features of Tasks
Low Cognitive Demand
High Cognitive Demand
LOW AND HIGH COGNITIVE DEMAND
Read the summary table on pages 20 & 21.
What do you notice?
What do you wonder?
Features of Tasks
Low Cognitive Demand
High Cognitive Demand
WHAT IS THE TEACHER’S ROLE?Page 16
TASKS THAT SUPPORT ARGUMENTATION
High cognitive demand
Students engage in multiple ways that are productive
Students produce artifacts
task science concept
Student artifacts
Argum
enta
ti
on!
Page 16
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
INCREASING THE COGNITIVE DEMAND OF A TASK
Take a look at the Measuring Fastplant Growth task on page 12.
How might you increase the cognitive demand of this task?
Eliminate or minimize prescriptive directions
Provide complex data
Give students an audience
Re-sequence tasks
INCREASING THE COGNITIVE DEMAND OF A TASK
Page 18
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
THRIVING IN TIMES OF CHANGE
It is unreasonable to ask a professional to
change much more than 10 percent a
year, but it is unprofessional to change by
much less than 10 percent a year.
~Steven Leinwand
WHAT MIGHT BE YOUR 10%?
Think of a task you will do with your students in
the near future. Jot down some notes about some ways you might makeover the task in order to ramp up the cognitive demand.
TASKS THAT SUPPORT ARGUMENTATION
High cognitive demand
Students engage in multiple ways that are productive
Students produce artifacts
task science concept
Student artifacts
Argum
enta
ti
on!
Page 16
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluatehttp://www.bscs.org/bscs-5e-instructional-model
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Students gather evidence to be used as
they develop an explanation.
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
Students gather evidence to be used as
they develop an explanation.
ENGAGE
Draw a diagram that shows how both people can see the light.
What ideas or
questions do you have
about how light
travels?
EXPLORE: HOW DOES LIGHT TRAVEL?
What can you find out about the way light travels?
How does light travel?
This is the activity I did:
These are the patterns and observations I found:
These patterns and observations are important because:
EXPLORE: HOW DOES LIGHT TRAVEL?
What can you find out about the way light travels?
What if you
have 2 light
sources?
EXPLORE: HOW DOES LIGHT TRAVEL?
How is this the same? Different?
What image will you see?
EXPLORE: HOW DOES LIGHT TRAVEL?
What can you find out now?
EXPLORE: HOW DOES LIGHT TRAVEL?
What can you find out now?
EXPLORE: HOW DOES LIGHT TRAVEL?
What can you find out now?
EXPLORE: HOW DOES LIGHT TRAVEL?
How is this the same? Different?
What will you see on the screen?
EXPLORE: HOW DOES LIGHT TRAVEL?
Activity Observations
How do these observations help answer
the focus question?
How does light travel?
Light particles……travel in straight lines…travel in all directions…are invisibly small…travel at high speed
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
Students gather evidence to be used as
they develop an explanation.
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Students gather evidence to be used as
they develop an explanation.
EXPLAIN: HOW DOES LIGHT TRAVEL?
Activity Observations
How do these observations help answer
the focus question?
Imagine that you have a pair of Magic Science Glasses. When you look at light with your Magic Science Glasses, you see the particles that make up light.
Put on your Magic Glasses and “look” at the light particles that we’ve been experimenting with. Use what you see about how these particles are behaving and what they look like to explain all the patterns we noticed in our experiments. Use a whiteboard to create a representation that answers the focus question:
How does light travel?
How does light travel?
Light particles……travel in straight lines…travel in all directions…are invisibly small…travel at high speed
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
PLANNING TIME
Think of a science concept your students will learn in the near future.
What explanation do you hope your students will develop by the end of the learning cycle? (write it out….what does excellent student work look like?)
What evidence will students need in order to develop this explanation?
What will students do to gather the evidence they need to develop an explanation?
SHARING / REFLECTION
Take a photo of something you want to remember on someone’s chart paper.
Find someone you don’t know yet and show them your photo. Explain why you took that photo.
OBJECTIVES FOR NEXT TIME
Explore a protocol for analyzing student work.
Develop an understanding of how to orchestrate class discussions that support students as they develop a scientific explanation.
Plan a lesson sequence that includes a 5 Practices discussion.
BEFORE WE MEET AGAIN….
Have your students do the task you developed. Bring examples of student work with you to our next meeting on November 6.
Record a class discussion.
ARGUMENT AND EXPLANATION DEVELOPMENT IN SECONDARY SCIENCE: DAY 2NOVEMBER 6, 2014
…fifty math problems for homework when fewer will achieve mastery.
…more worksheets for the student who finished the assignment early.
…using a seventh grade text book with your high performing sixth grade students.
…covering more material in a shorter period of time.
…cold or impersonal.
…just for a select group of students. ~Debbie Shults
RIGOR IS NOT… So what
is rigor?
“Rigor is the goal of helping students
develop the capacity to understand
content that is complex, ambiguous,
provocative, and personally or emotionally
challenging.”
ONE DEFINITION OF RIGOR
from Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001. According to Strong, Silver, and Perini
FEATURES OF HIGH COGNITIVE DEMAND TASKS
Pages 20-21
AT OUR LAST MEETING…
TASKS THAT SUPPORT ARGUMENTATION
High cognitive demand
Students engage in multiple ways that are productive
Students produce artifacts
task science concept
Student artifacts
Argum
enta
ti
on!
Page 16
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Students gather evidence to be used as
they develop an explanation.
OBJECTIVES FOR TODAY
Develop an understanding of how to orchestrate class discussions that support students as they develop a scientific explanation.
Plan a lesson sequence that includes a 5 Practices discussion.
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Students gather evidence to be used as
they develop an explanation.
CLASS DISCUSSIONS
Remember the Measuring Fastplant Growth task on pages 12 and 19.
Read the Kelly Davis story on pages 24 – 27.
As you read… • Identify the instances of
student authorship of ideas and approaches
• Identify any instances of holding students accountable to the discipline
Show and Tell Orchestration
CLASS DISCUSSIONS
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Students gather evidence to be used as
they develop an explanation.
Orchestrating class discussions
Anticipating
Monitoring
Selecting
Sequencing
Connecting
ORCHESTRATING CLASS DISCUSSIONS
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
Students gather evidence to be used as
they develop an explanation.
Day
Height (cm)
Plant 1
Plant 2
Plant 3
Plant 4
Plant 5
Plant 6
11 9 8 9 10 7 11
13 11 11 12 13 10 12
16 15 16 17 17 15 16
18 24 25 25 26 23 25
20 28 28 29 29 27 28
EXAMPLE LESSON
We know that individual humans vary quite a lot from one another – we are different heights and weights; we have different skin, hair, and eye color; the thickness of our hair varies, etc.
Is there variation in populations of other types of organisms? Would we see variation in a
population of plants?
What kind of variation would we see?
How would we measure and describe that variation?
Task: Following data collection, students were asked to create a representation of their data on a whiteboard that would enable them to answer the following question, “How tall is a typical Fastplant on a certain day in its life cycle?”
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Anticipating
Monitoring
Selecting
Sequencing
Connecting
ORCHESTRATING CLASS DISCUSSIONS
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
ANTICIPATING
What representations
do you anticipate from students?
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
Anticipating
Monitoring
Selecting
Sequencing
Connecting
ORCHESTRATING CLASS DISCUSSIONS
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
MONITORING
What monitoring questions might you ask students as they work to
make their thinking visible?Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA
Press, 2013.
Anticipating
Monitoring
Selecting
Sequencing
Connecting
ORCHESTRATING CLASS DISCUSSIONS
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
What might you do?
Adapted from Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
ORCHESTRATING CLASS DISCUSSIONS
Read the Nathan Gates story on pages 33 - 40.
As you read… • Where do you see each of the
5 Practices?
FOCUS ON DISCOURSE
Read pages 85 – 88.
As you read, select your own:
Sentence that is meaningful to you, that you feel captures a core idea of the passage
Phrase that moved, engaged, or provoked you
Word that captured your attention or struck you as powerful
From Making Thinking Visible by Ritchhart, Church, and Morrison, Wiley, 2011, page 207.
USING FOCUSED TALK
Small Group Work
Making student thinking visible
Guiding student thinking in productive directions
Directing students’ attention to what matters
Whole Class Discussions
Create a whiteboard that represents the big ideas of
your section.
CHECKLIST AND REFLECTION TOOL
Do these match the thinking in
the passages we just read?
In what way?
CHECKLIST AND REFLECTION TOOL
As we watch the videos….
What do you notice?
Where are the missed opportunities?
CHECKLIST AND REFLECTION TOOL
Read pages 54 – 59.
What do you notice?
CHECKLIST AND REFLECTION TOOL
Read pages 74 - 80.
What do you notice?
PLANNING FOR ARGUMENTATION
taskscience concept
Student artifacts
PLANNING FOR ARGUMENTATION
Students will be able to:
Depict the molecular behavior of water in all three phases in drawings on whiteboards.
Explain the molecular behavior of water in the solid, liquid, and gaseous phases.
How does water behave?
EXPLAINING THE BEHAVIOR OF WATER
FOCUS QUESTION
THE SCIENCE CONCEPT
How does water behave?
Science
concept
Features: Spacing
Heat
Movement
Forces
Type & Size
THE SCIENCE CONCEPT
How does water behave?
SCIENCE CONCEPT: SAMPLE STUDENT WORK
THE TASK
Task
Science concept
Student artifacts
How does water behave?
What evidence do students need in order to fully support the science concept?
How will they come to know that this is how water behaves?
SETTING UP FOR THE EXPLORE LEARNING PHASE
WHAT EVIDENCE DO STUDENTS NEED TO SUPPORT THIS IDEA?
HOW DOES WATER BEHAVE?
ActivityPatterns and Observations
How do these observations help answer the focus
question?
Exp. 1: Observation of physical properties of S, L, and G phases of water
S: retains shapeL: flows to bottom of containerG: escapes out of container
S: not compressed with syringeL: not compressed with syringeG: can be compressed with syringe
Exp. 2:Measure mass and volume of water at different temps
Mass of water didn’t change in different temperatures
Volume of water was the same for 2.8oC and for 20oC. The volume increased by about 10% at 0oC.
Exp. 3:Observation of behavior of ice in liquid water
Ice floats on liquid water, but not all the way at the top. Part of the ice cubes are under the surface of the water and part of them are above the surface.
Exp. 4Observation of boiling and condensation
When heat is added to the flask, the water level decreases. Small droplets of water collect in the tubing (and we can also see “fog” in the tube) and then droplets form in the test tube that is sitting in the cup of ice.
Task
HOW DOES WATER BEHAVE?
ActivityPatterns and Observations
How do these observations help answer the focus
question?
Exp. 1: Observation of physical properties of S, L, and G phases of water
S: retains shapeL: flows to bottom of containerG: escapes out of container
S: not compressed with syringeL: not compressed with syringeG: can be compressed with syringe
Exp. 2:Measure mass and volume of water at different temps
Mass of water didn’t change in different temperatures
Volume of water was the same for 2.8oC and for 20oC. The volume increased by about 10% at 0oC.
• Particles in S are farther apart than in L
• Mass stayed same – so particles aren’t changing mass as they change phase – just changing spacing
Exp. 3:Observation of behavior of ice in liquid water
Ice floats on liquid water, but not all the way at the top. Part of the ice cubes are under the surface of the water and part of them are above the surface.
Exp. 4Observation of boiling and condensation
When heat is added to the flask, the water level decreases. Small droplets of water collect in the tubing (and we can also see “fog” in the tube) and then droplets form in the test tube that is sitting in the cup of ice.
Task
HOW WILL THEY GENERATE THIS EVIDENCE?
How will you ask students to demonstrate their thinking in order to set them up for a class discussion?
High cognitive demand
Students engage in multiple ways that are productive
Students produce artifacts
Task:Imagine that you have a pair of Magic Science Glasses and you use them to look at a glass of water. But instead of the water, you see the pieces that make up water, the particles. “Look” at the solid, liquid, and gaseous water that we’ve been experimenting with. I want you to use what you see about how these particles are behaving and what they look like to explain all those patterns that we noticed in our experiments. In your groups, DRAW a representation of what you see when you put on your Magic Science Glasses.
How does water behave?
SETTING UP FOR THE EXPLAIN LEARNING PHASE
HOW WILL STUDENTS DEMONSTRATE THEIR THINKING?
Anticipating
Monitoring
Selecting
Sequencing
Connecting
ORCHESTRATING CLASS DISCUSSIONS
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
HOW WILL YOU ORCHESTRATE THE CLASS DISCUSSION?
WHAT WILL YOU NEED TO SUMMARIZE?
Feature of Water
Solid (Ice) Liquid (Water) Gas (Vapor)
Spacing Farther apart
than liquidClosest Far apart
Forces
Motion
Heat Energy
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
HOW WILL THE CLASS SUMMARIZE THE DISCUSSION?
THANK YOU!
WELCOME BACK!DAY 3
JANUARY 21, 2015
WELCOME!
One new thing I’ve tried in the classroom since we last met is….
…and as a result, my students….
OBJECTIVES FOR TODAY
Learn how writing fits into the process of argument and explanation development in science.
Develop and use tools that provide feedback to students on their writing.
Experience a collection of writing instructional strategies and create a plan for teaching the writing component of argument and explanation development in your classroom.
PREVIOUSLY….
ARGUMENT AND EXPLANATIONAccording to the SEP, what are the hallmarks of a high quality argument at your grade level? Explanation?
GETTING STARTED
Claim – Evidence – Reasoning (CER)CLAIM: What do you know?
EVIDENCE: How do you know that?
REASONING: Why does your evidence support your claim?
CLAIM – EVIDENCE – REASONING (CER)
What grade level?
Rewrite the student response so it reflects a higher grade band.
How might the task be changed to produce a higher level of student work?
SO HOW DO WE PUT IT ALL TOGETHER SO THAT IT’S MEANINGFUL FOR OUR STUDENTS?
When procedures are uniform for all students, where data are similar, and where claims match
expected outcomes, then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If
everyone gets the same answer why ask the question? How meaningful is this type
of experience? Is this just another school exercise done to them?)
~Hand, Norton-Meier, Staker, and Bintz
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Students gather evidence to be used as
they develop an explanation.
ARGUMENT AND EXPLANATION DEVELOPMENT
Task
Discourse
Writing
HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
task science concept
Student artifacts
Students gather evidence to be used as
they develop an explanation.
AND NOW IT’S TIME TO WRITE…
Students write
evidence-based
explanations
task science concept
Student artifacts
GETTING STARTED WITH WRITING
Claim – Evidence – Reasoning (CER)CLAIM: What do you know?
EVIDENCE: How do you know that?
REASONING: Why does your evidence support your claim?
COUNTER-ARGUMENT: What other claims might be made…and why are they not supported by the evidence?
CHEMICAL REACTION ASSESSMENT TASK
Measurements
Melting Point
VolumeSolubilit
y in Water
Density
Before stirring and heating
Sample of butanic acid
-7.9 oC 2.00 cm3 Yes0.96
g/cm3
Sample of butanol
-89.5 oC 2.00 cm3 Yes0.81
g/cm3
After stirring and heating
Sample of Layer A
-91.5 oC 2.00 cm3 No0.87
g/cm3
Sample of Layer B
0.0 oC 2.00 cm3 Yes1.00
g/cm3
Did a chemical reaction occur?
From NcNeill and Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science, Pearson, 2012.
STUDENT WORK: WHAT DO YOU NOTICE?
From NcNeill and Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science, Pearson, 2012.
BASIC RUBRIC
BASIC RUBRIC
Now, use the basic rubric to individually score each piece of student work.
How do your scores compare to the rest of your group?
FEEDBACK
What kind of feedback will help students improve their writing?
• Goal Referenced• Tangible and
Transparent• Actionable• User-friendly• Timely• Ongoing• ConsistentWiggins, G. (2012). Effective Feedback. Educational leadership.
FEEDBACK
What kind of feedback will help students improve their writing?
FEEDBACK
What kind of feedback will help students improve their writing?
• What is the question you are trying to answer? Have you answered it?
• What evidence do you have to support your thinking?
• What did you observe that makes you think that?
• Does what you have written agree with observations you have recorded?
• How do you know this evidence supports your claim?
• What is it about (your evidence) that lets you know that (your claim) is valid? What are the scientific principles?
• What other claims might be made?• What questions do you have now?
WHAT FEEDBACK WOULD YOU GIVE?
From NcNeill and Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science, Pearson, 2012.
What we really want is a written argument in paragraph form that meets the expectations laid out in the basic rubric.
Sometimes, this will be the conclusion to a lab that answers a question.
Sometimes, it will be a paragraph (or more) that pulls together evidence from several lab experiences to answer a question.
What do we do if our students aren’t ready
yet?
What are some baby steps we can take that will help them understand how to
do this?
Create a rough outline of your science content for the year…..
Then add your writing instructional strategies that you might use during that time…..
And decide when to check in with the rubric….
LET’S FOCUS ON WRITING INSTRUCTIONAL STRATEGIES
ANALYZE EXAMPLES
Are fat and soap the same substance?
For each of the following explanations, underline and label the claim, evidence, reasoning, and counter-argument.
Which explanation is the strongest?
Why?
ANALYZE EXAMPLES
ANALYZE EXAMPLES
Might this instructional strategy be helpful with your students?
What might it look like in your content area? What examples might you use?
MULTIPLE CHOICE ARGUMENTS
Might this instructional strategy be helpful with your students?
What might it look like in your content area? What examples might you use?
RECONSTRUCTING ARGUMENTS
MammalResting Heart Rate (beats per minute)
Human 75
Horse 48
Cow 45-60
Dog 90-100
Rat 120
Mouse 498
Does the size of an animal affect their heart rate at rest?
RECONSTRUCTING ARGUMENTS
Might this instructional strategy be helpful with your students?
What might it look like in your content area? What examples might you use?
GRAPHIC ORGANIZERS AND WRITING SCAFFOLDS
What is the relationship between voltage, current, and resistance in a simple circuit?
GRAPHIC ORGANIZERS AND WRITING SCAFFOLDS
Might this instructional strategy be helpful with your students?
What might it look like in your content area? What examples might you use?
FOCUS ON “APPROPRIATE AND SUFFICIENT” EVIDENCE
Sample #
Mass(g)
Volume (mL)
1 27.0 10.0
2 142.0 19.5
3 81.0 30.2
4 288.4 32.4
Maria was given several samples of unknown metals and she was trying to figure out if any of them were the same material. She measured the mass and volume of each sample. She made a claim that samples 1 and 3 are the same material.
Does she have sufficient evidence to support her claim?
What might she do to strengthen her argument?
FOCUS ON “APPROPRIATE AND SUFFICIENT” EVIDENCE
Might this instructional strategy be helpful with your students?
What might it look like in your content area? What examples might you use?
Question:
What data will you provide?
What data will you not provide (but they need for a quality argument)?
FOCUS ON EVIDENCE AND REASONING
Question: What is the relationship between the organization of the periodic table and atomic radius?
Claim: As you move across a period from left to right, the atomic radii decrease. As you move down a group, the atomic radii increase.
What is appropriate evidence and reasoning for this claim?
FOCUS ON EVIDENCE AND REASONING
Might this instructional strategy be helpful with your students?
What might it look like in your content area? What examples might you use?
FOCUS ON COUNTER-ARGUMENTS
Which ball will hit the ground first?
Explain your thinking.
A B
FOCUS ON COUNTER-ARGUMENTS
Might this instructional strategy be helpful with your students?
What might it look like in your content area? What examples might you use?
Then add your writing instructional strategies that you might use during that time…..
And decide when to check in with the rubric….
REFLECTION
3 ideas for teaching argument/explanation writing that I’m excited to try:
2 interesting things I learned as we looked at student work this morning:
1 short term goal that I plan to accomplish in the near future: