Constructing Explanations
in Science
Koury Convention Center – Cedar B
March 22, 2016
8:00-11:15am
Presenters: Debra Hall and Jami Inman
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Welcome and Introductions
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Session Objectives
•  Analyze the process of Argument-Driven
Inquiry (ADI)
•  Understand how explanations are built
through examining and analyzing data and
models
•  Evaluate resources using model
simulation websites
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http://scnces.ncdpi.wikispaces.net
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Vertical
Articulation
3-5
Interdependence
of Life Strand Map
K-2
2/1/16
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Vertical
Articulation
Biology
Interdependence
of Life Strand Map
6-8
Instructional Model
Argument-Driven Inquiry (ADI)
•  Consists of 8 Stages
•  Incorporates Science Practices during
lab investigations
•  Aligned to Crosscutting Concepts
•  Models feedback and explicit guidance
•  Improves science proficiency over time
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Population Growth Example Lesson
•  Background information
•  ADI Stage 1 Identify:
Student Task: Explain how the size of a rabbit
population is affected by changes in the
ecosystem.
Guiding Question: How do changes in ____
affect the size of a rabbit population?
•  Materials: virtual simulations
•  Safety Precautions
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Population Growth Example Lesson
•  Simulation: Rabbits and Wolves
www.shodor.org/interactivate/activities/
RabbitsAndWolves
•  Question: How do changes in an
ecosystem influence population growth
over time?
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ADI Stage 2:
Design a method and collect data
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Investigation
Proposal
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le(s)'
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Dependent'Va
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• Measurem
ents'or'Observ
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ations'to'be'R
ecorded'
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Example Investigation Proposal
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ADI Stage 3:
Data Analysis & Development of a Tentative Argument
•  Students make
sense of the data
collected and
observations they
made.
•  Claim answers the
guiding question.
•  Justification of
evidence includes
scientific principles,
theories or laws.
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ADI Stage 4: Argumentation Session
(Whiteboard Presentations)
•  “1 Stay, the Rest Stray”
–  Listen to and critique the arguments developed by classmates.
–  Evaluate the content of the claim, the quality of the evidence
used to support the claim, and the strength of the justification of
the evidence.
•  Go back to your group and discuss what
was learned from other groups.
•  Revise your tentative argument if needed.
You may need to collect additional data.
ADI Stage 5: Explicit and Reflective
Discussion
•  Teacher leads a whole-group discussion
beginning with students sharing what they
learned during the investigation.
•  Highlight important concepts brought out in group
justifications.
•  Reflect on strengths and weaknesses of
investigations.
•  Make connections to crosscutting concepts and
the nature of science.
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Table Talk
•  How does this kind of activity address
literacy standards including:
–  reading, writing, speaking, listening;
–  informational text;
–  vocabulary development?
•  How would it impact summative
assessments such as EOG, EOC, Final
Exams and Explore-Plan-ACT tests?
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ADI Stage 6: Individual Lab Report
–  Three sections
•  What question were you trying to answer and why?
•  What did you do during your investigation and why did you
conduct your investigation in this way?
•  What is your argument – claim, evidence, and justification
of the evidence (reasoning)?
–  Science Disciplinary Literacy
•  Using tables and graphs to organize data
•  Emphasizes writing in science
•  Requires scaffolding
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•  ADI Stage 7: Double Blind Group Peer
Review
– ADI Rubric
•  ADI Stage 8: Revision and Submission
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Reflection on the Peer Review
Process
•  What are the
benefits of the
peer review
process?
•  What are the
trade-offs?
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Workshop Your Way
•  Websites with simulations:
–  http://phet.colorado.edu
–  http://www.shodor.org/interactivate/
–  https://itsi.portal.concord.org/itsi#high-school-biology
–  http://www.learner.org/interactives/?d[]=SCI
–  http://ccl.northwestern.edu/netlogo/models/index.cgi
•  NAEP Interactive Computer Tasks
http://www.nationsreportcard.gov/science_2009/
ict_tasks.asp
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Our Contact Information
Debra Hall, K-5 Science Consultant
Debra.hall@dpi.nc.gov
Jami Inman, 9-12 Science Consultant
Jami.inman@dpi.nc.gov