Teen Brains

Argument Mini-UnitDeJarnett/Carroll County Middle School

Lessons adapted from materials developed by Jean Wolph, Louisville Writing Project andthe National Writing Project i3 College Ready Writers Program, funded by the Department of Education.Is science debatable? Is it important to teach science?2

Writing Reading

Argument MINI-UNITEmphasis

# of LessonsARGUMENT SKILLS

PRODUCT

ELEMENTS OF ARGUMENT

CLOSE READING STRATEGIES

RESPONSE TO READINGS

TOPICS

Draft, Feedback, Revise, Reflect

Close reading strategiesWriting & talking to develop knowledge on topic or issue

Making a strong claim

5 Lessons

Entering Skills:

Foundational Skills: Writing a claim that is debatable, defensible, and compelling. Use specific evidence from a text to support it, providing attribution. Making a comment about evidence.

Digging Deeper:Developing the context (introductory material to provide background to the reader)

Product: Multi-paragraph guided draft

Kernel EssayRevision

ClaimEvidence

Studying models to improve our writing

Highlighting key words and definitions

Highlighting sources of information

Writing in response to texts

Turn and Talk

It Says/I Say notes

SHOULD WE ACCEPT SCIENCE OR IS THERE ROOM FOR DISCUSSION?

3 shared texts(chart, video , article)

Mini-Unit OverviewWriting Standards Emphasized in the Mini-Unit Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning.

Conduct short research projects to answer a question, drawing on several sources .

Gather relevant information from multiple print and digital sourcesand quote or paraphrase the data and conclusions of others while avoiding plagiarism .

Draw evidence from informational texts .

Write routinely over longer andshorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Day 1 Day 2Day 3Day 4Days 5-6Days 7-9Day 10Study chart .Turn and Talk.Write Explain what the chart saysTell what you think about it

Review student model.Revise to lift the quality of our responses.

Add to our writing.

EvidenceAttribu-tion

Note: This portion later becomes the OVERVIEW OF THE PROBLEM.

Take notes from a video text.

I Say/ They Say

Review possible notes. Add to lift the quality of our notes.

Write from I Say/ They Say chart

Use sentence stems to attribute information to the source. Comment on evidence.

Peer Feedback

Revision

Read article twice.Mark key wordsNote informa-tion that is important or that you have a reaction toAdd to writing

Reread writings and notes.

Write what you are thinking now.

Make a claim.

Write a kernel essay.

Revise to increase sense of authority and credibilityMini-Unit Sequence NOTE: Most students can complete this work in 5 days or less. These lessons are chunked for short daily sessions.In this unit, we will read about an issue, examine the facts, and make a claim.Claim: A statement of opinion that others can either agree with or disagree withWhat is science?Write the words and phrases that come to your mind.Writers Notebook (Day 1): What does the cartoon say about science? What is a theory? What do you think about this explanation?Turn and talk.

Then stop and write.

http://www.fsteiger.com/theory.htmlSample Response The cartoon explains that all of science is considered a theory. By reading the dialogue between the adult and the student, we can deduce that the author thinks that evolution should be taught in schools. I agree.

Where do you see the writer explaining what the cartoon shows?Where do you see the writer telling what he thinks about this information?

Did you do both of these moves as a writer? If not, try again!Writers Notebook (Day 2):

Add to or revise your entry by using the words such as For example, . . . and then refer to the cartoon for specific information. Try to show the difference between what the two characters think. Add a line that shows where this information came from [http://www.fsteiger.com/theory.html, 1996 Frank Steiger].

Sample Response: OVERVIEW OF THE ISSUE The evolution cartoon published by 1996 Frank Steiger explains that all of science is considered a theory. By reading the dialogue between the adult and the student, we can deduce that the author thinks that evolution should be taught in schools. I agree. Its like the student in the cartoon says, Isnt all science just a theory? Unfortunately, the adult decides that NO science should be taught then, since its just a theory.

Where do you see the writer using words like For example, . . . to introduce specific information?Where do you see the writer showing the difference between how the characters think?Where do you see the writer showing us where this information came from?

Did you do each of these moves in your writing? If not, try again!Sample Response, cont. / Heres what I am thinking about this issue:Now add a line like this:

A question some people raise is __________.

The evolution cartoon published by Frank Steiger explains that all of science is considered a theory. By reading the dialogue between the adult and the student, we can deduce that the author thinks that evolution should be taught in schools. I agree. Its like the student in the cartoon says, Isnt all science just a theory? Unfortunately, the adult decides that NO science should be taught then, since its just a theory. A question some people raise is whether we should teach science, if its just a theory.

Day 3: A text with an answer to our question

Theory: a hypothesis assumed for the sake of investigation

Evolution: a theory that the various types of animals and plants have their origin in other types

Global Warming: an increase in the earth's atmospheric and oceanic temperatures due to an increase in pollution

Subatomic Matter: of, relating to, or being particles smaller than atoms

Gravity: attraction of the mass of the earth, the moon, or a planet for bodies at or near its surface

Watch the video, What is a Scientific Theory? Jot down facts you hear in Column 1. https://www.youtube.com/watch?v=d80Lf76Ht18, by Jessica Brodsky and Alexis Shusterman, published Dec 5, 2012, Brown University.Show all. Watch it twice.It Says I Say

What did you record?Some Key Points You Might Have CapturedIt says: A theory isnt just a guess, its an educated guess thats right over and over in many different situations.Theories are supported by many facts.New facts can disprove a theory.Theories can predict new facts (like Mendeleevs theory about elements, which he organized by weight into the Periodic Table. Later scientists found the elements that his table predicted would exist).

Now add your reactions, questions, or comments in Column 2. Make a comment about each idea you recorded from the video.

It Says I Say

What did you write?Day 4: Add to your notebook entry . . .use your They Say / I Say chart to add a paragraph or more to your writing about the study of science. Use sentence starters like these: As Jessica Brodsky and Aliexis Shusterman say, .The video What is a Scientific Theory? explains According to the Brown University video, Supporting my example, Just as the author says in her video about scientific theory, Although the video What is a Scientific Theory? says While the Brown University video explains

Sample ResponseThe evolution cartoon published by Frank Steiger explains that all of science is considered a theory. By reading the dialogue between the adult and the student, we can deduce that the author thinks that evolution should be taught in schools. I agree. Its like the student in the cartoon says, Isnt all science just a theory? Unfortunately, the adult decides that NO science should be taught then, since its just a theory. A question some people raise is whether we should teach science, if its just a theory.

A video by Jessica Brodsky and Alexis Shusterman of Brown University explains that in science, a theory isnt just a guess, its an educated guess thats right over and over in many different situations. According to What is Scientific Theory, theories are supported by many facts. Theories can even predict new facts, like Mendeleevs theory about elements, which he organized by weight into the Periodic Table. Later scientists found the elements that his table predicted would exist. And for those who are concerned about the idea that we are learning anything that is NOT a fact, maybe they should focus instead on the idea that we are learning how to build knowledge when we study science. The authors note that when new facts are discovered, theories are changed and even discarded.First entryAddedtextfrom chartWhere do we see sentence starters that show where the evidence came from? Where do we see comments about the evidence? A video by Jessica Brodsky and Alexis Shusterman of Brown University explains that in science, a theory isnt just a guess, its an educated guess thats right over and over in many different situations. According to What is Scientific Theory, theories are supported by many facts. Theories can even predict new facts, like Mendeleevs theory about elements, which he organized by weight into the Periodic Table. Later scientists found the elements that his table predicted would exist. And for those who are concerned about the idea that we are learning anything that is NOT a fact, maybe they should focus instead on the idea that we are learning how to build knowledge when we study science. The authors note that when new facts are discovered, theories are changed and even discarded.

Peer Feedback:Review your partners new paragraph(s). Did he/she use sentence starters that show where the evidence came from? Did he/she make a comment about the evidence? As [experts name] says, The video [title] explains

1. Underline the starters you find. 2. Make a * anywhere you see an opportunity for your partner to add one of these phrases.3. Circle the comments your partner wrote about the evidence (the facts).4. Draw an arrow to show where your partner COULD make comments about the facts.5. Switch papers and talk about your suggestions.6. REVISE your own writing based on these suggestions.

According to Although the video [title] says

Day 5: Researching: Two articlesARTICLE 1

READ the title: Science vs. Belief by Adam Blankenbicker, The Public Library of Science Blog/ September 2, 2013.

A headline gives the GIST (main idea) of the news article.

What is the difference between science and belief

What do we think the main idea of this article will be? .

Science vs. BeliefAdapted from Why I dont believe in scienceand students shouldnt eitherby Adam BlankenbickerSeptember 2, 2013

Science is how we describe the natural world, and if you search the web for what is science, three words tend to come up more often than others: observation, experiment, and evidence. Observations and experiments may not be perfect, but its the evidence that supports or doesnt support an argument that is the most important. And we choose to either accept it, or not.I wanted to get an on-the-spot response from a scientist, so I asked one of my colleagues at work, Dr. Briana Pobiner, a paleoanthropologist (scientist who studies the origins of humans), You believe in evolution, right? I was surprised by how quickly she answered I dont believe in evolution I accept the evidence for evolution. The believing isnt what makes evolution true or not, its that there is evidence that supports it.Science vs. Belief, continuedThere are plenty of other scientists out there that dont like the use of the word believe. Kevin Padian, of the University of California, Berkeley, wrote an article about science and evolution. He states:Saying that scientists believe their results suggests, falsely, that their acceptance is not based on evidence, but is based somehow on faith.The closeness of belief to faith (belief in something without proof) seems to be a reason a number of scientists disapprove of the word. It does tend to introduce religion, which describes the supernatural, something that science cannot accomplish.Padian continues:it is about the quality of the evidence: scientists accept their results as the best explanation of the problem that we have at present, but we recognize that our findings are subject to reevaluation as new evidence comes to light.

Day 5, cont.: Mark the Text READ Science vs. Belief by Adam Blankenbicker, The Public Library of Science Blog/ September 2, 2013..

First reading: Highlight important terms and definitions: Dr. Briana Pobiner - paleoanthropologist Kevin Padian - University of California, Berkeley observation experiment evidencereevaluationAcceptsupportThis will help us later when we quote the text!Day 6: Researching: Two articles, cont.ARTICLE 2: Next Generation Science Standards (NGSS) APPENDIX H Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards

Scientists and science teachers agree that science is a way of explaining the natural world. In common parlance, science is both a set of practices and the historical accumulation of knowledge. An essential part of science education is learning science and engineering practices and developing knowledge of the concepts that are foundational to science disciplines. Further, students should develop an understanding of the enterprise of science as a wholethe wondering, investigating, questioning, data collecting and analyzing. This final statement establishes a connection between the Next Generation Science Standards (NGSS) and the nature of science. Public comments on previous drafts of the NGSS called for more explicit discussion of how students can learn about the nature of science. Day 6: Discussion TimeWhat are standards?In this passage from the new science standards, what do educators, scientics, and the public seem to think about the value of science?

Day 6, cont.: Second ReadingRE-READ each article Science vs. Belief by Adam Blankenbicker , The Public Library of Science Blog/ September 2, 2013. Next Generation Science Standards (NGSS) APPENDIX H On sticky notes, capture facts and data that seem important or that youd like to comment on (you have a reaction to share). [insert example]

[insert example]

. [insert example]

FACTSAdd your sticky notes to the notebook writing you have completed so farTry to a find place that this information fits and stick your notes there.ORAdd it to the end of your notebook writing, if your sticky note is something you havent talked about yet.

Look back at your article highlighting. Add a line that tells where the information came from.Writers Notebook (Day 7):

Re-read what you have written so far.

Then write what you are now thinking. These questions may help:

Is teaching science important or not?Is the fact that science is always changing a problem or not? What about the idea that science is theory? What is the role of belief? Explain your thinking.Day 7, cont.: Whats your answer to the question? What should we do HERE? Bring it home!

WRITE A CLAIM!Well brainstorm claims about this issue (next slide). But first

Good claims

Are debatable: There is more than one side; its not just your opinion. I like science isnt a good claim because even though it shows your preference or opinion, theres no argument to be made. Are defensible: There is text-based evidence available to support the claim.Are compelling: Others will care about debating the issue. Science is important in our lives is not a good claim. We would say, So what? Everybody knows that.Show the writers position on the issueWe should or we should not It would be better to . Are focused--so well try to narrow the topic. We could focus on the value of scientific thinking or the relevance of learning scientific theories, for example.Possible Claims:

All students should (or should not) study science because [WHY].Examples:

We shouldnt study science because its not infallible.

We should study science because it teaches us how to make judgments based on evidence.

Schools should teach evolution because it is a theory that is supported by a large body of evidence.

Schools should not teach evolution because it contradicts religious beliefs of some students.

What Other Claims Could We Make?What claim could you support with evidence (facts)?Introducing Claims: Heres What Im ThinkingA cartoon published by Frank Steiger shows a student and an adultperhaps a principaltalking about whether or not to teach evolution. The adult is shocked to learn that evolution is a theory, not a scientific fact. The student points out that all science is just a theory Unfortunately, the adult decides that NO science should be taught then, since its just a theory. A question some people raise is whether we should teach science, if its just a theory. As a student whose education is affected by such a question, I have an answer: Yes. Even though science is based on theory, it should be taught because it teaches us to be critical thinkers.

Next steps: Finding support for the claim in the video and articles weve read.

Introducing Claims: Heres What Im ThinkingALTERNATE APPROACH:Should we teach evolution? A cartoon by Frank Steiger raises this issue. When the student in the cartoon says, Isnt all science just a theory?, the adult decides that NO science should be taught then, since its just a theory. That shocking response has led me to decide that students should be exposed to well-grounded theoriesones that have a strong factual base of support. That includes evolution.

Next steps: Researching the factual support for the theory of evolution

Is this a good claim? Good claims are debatable, defensible, and compelling.Even though science is based on theory, it should be taught in schools because it teaches us to be critical thinkers.

Does the writer take a position on the issue, pro or con? Is there evidence to support it? Will others care?Does the writer narrow the topic?Can we see what direction the writer plans to go?Create a class list of Claims. Check each one!Does the writer take a position on the issue, pro or con?Does the writer narrow the topic? How?Can we see what direction the writer plans to go? How?

Choose one that interests you.

Day 8: Completing a Draft: Heres What Im Thinking

Option 1, Kernel Essay (Bernabei) In your notebook, youve done much of this already. Find each part. Rewrite on a new sheet.Heres What Im Thinking

In this section, write your claim and then write a paragraph or more explaining what needs to happen.

Add evidence to support your claim1. Remind your reader about any evidence that youve written about so far. Explain how it supports your claim.

2. Review the chart, notes, and article for any other support that will help you convince your readers.

3. Use a starter to introduce each piece of evidence (fact). Explain how and why it helps you prove your claim.Day 9: Completing a Draft:

Finally, write a conclusion (IN THE END, I SAY)..

Day 9, continued: Revision.

Read what you have written so far.

What Key Words or Phrases might you want to provide definitions of for your reader? These will give your writing authority.

Who says? Go back to the highlighting of the article and add any names of people or programs that you need. These will give your writing credibility.Teacher FeedbackWriting a strong claimIdentifying the source of the evidenceAccurately representing factsSelecting facts to support the claimCommenting on the facts (explaining how they apply to or support the claim)