1. Writing and Argumentation in Elementary Science: Day 1
November 6, 2013
Writing and Argumentation in Elementary Science: Day 1

2. Welcome!

3. Hopes and Fears?

4. What does argument mean in our everyday language?

5. 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)

6. A new model for the practice of science

7. Why is argument important?
“Traditional science laboratory activities are structured around the laboratory report format. Students are expected to engage in a format that outlines the hypothesis, procedures, observations, results, and discussion. Unfortunately, scientists use this format not in the laboratory but primarily to report their work in journals for publication. In the lab, they pose questions, make claims, gather evidence, debate with each other, compare their answers with others in the field, and attempt to look for patterns across their results. Scientists are engaged in argumentation – at the very core of science activity is scientific argument. Having completed this process of argument, scientists then prepare their written reports for publication.”
~Hand, Norton-Meier, Staker, and Bintz

8. Orchestra students are musicians; students on the basketball team are athletes; what opportunities do our science students have to be scientists?
In other words, if orchestra students are musicians, and students on the basketball team are athletes, are our science students scientists?
Pause the video as you consider this question with your group.

9. Developing a Scientific Argument
How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

10. We need to make sure that student writing and discourse involve all of these components – not just descriptions of an activity.

11. Time to embrace your inner child….

12. As we consider the CCSS in ELA…
How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

13. Next Generation Science Standards

14. Next Generation Science Standards (NGSS)

15. Architecture of the NGSS: Performance Expectations
These describe what a student should be able to do at the end of a unit
They are not meant to be lesson sequences or required activities

16. Architecture of the NGSS
Disciplinary Core Ideas
Science and Engineering Practices
Crosscutting Concepts

17. Architecture of the NGSS: Connections
Connections to:
Other content/grade-bands within the NGSS
Common Core State Standards for ELA/Literacy and Mathematics

18. NGSS Resources

19. From thinking that one scientific method fits all
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
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

20. From thinking that “hands-on” science is ESSENTIAL
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

21. A new model for the practice of science

22. Shifting our practice…
From… How am I going to teach this? To… How are students going to learn about this?
Next Generation Science Standards
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

23. As we consider the NGSS Science and Engineering Practices…
How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

24. What’s common? Math CCSS NGSS ELA CCSS ALL the standards —
Math CCSS, ELA CCSS and NGSS —
require that teachers focus more attention on disciplinary practices.
ELA CCSS

25. An Examination of Practices

26. An Examination of Practices

27. Instead of practices, the ELA CCSS identify the capacities of a literate individual

28. http://learningcenter. nsta

29. http://learningcenter. nsta

30. Scientific Argument
Student Discourse
Writing

31. ~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
As you consider this quote, what are the implications for our classrooms?

32. We need to change our thinking with respect to experimentation!

33. Experimentation Conventional
Then spend the rest of the year learning content through text resources or telling.
Separate Unit on the Scientific Method

34. ? Experimentation Conventional
Students then observe the cloud in a jar that confirms what they already “know.”
Students read the text to learn vocabulary and background information about clouds.

35. Shifts in Practice for NGSS
Experimentation
Shifts in Practice for NGSS ?
Students ask questions about cloud formation and do some investigating on their own.
Students search for answers to their questions as they read the text.

36. Scientific Argument
Student Discourse
Writing

37. How might we put it all together?

38. 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.

39. Engage Explore Explain Elaborate Evaluate 5E Learning Cycle

40. Scientific Argument
Student Discourse
Writing

41. Student Discourse

42. Why is talk important in the science classroom?
Talk Science Primer, Pages 4 – 6

43. AS we consider the importance of talk in the science classroom…
How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

44. Goals for Productive Discussion
Talk Science Primer, Page 9

45. How does student talk fit into the 5E learning cycle?
Engage
Explore
Explain
Elaborate
Evaluate

46. Planning for student Discourse

47. Before we meet again…