Scientific Practices: What Does
Argumentation Look Like in an
Elementary Classroom?
Fall 2014 NSTA
10:00 a.m. – 11:15 a.m.
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Explore the ways FOSS provides a rich context
for developing skills and understandings that
meet the vision of Argumentation in the
Common Core State Standards for English
Language Arts and Next Generation Science
Standards
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• Model a FOSS investigation from
Motion and Matter
• Debrief and make connections to
CCELA/Science Framework
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Full Option Science System
FOSS is a complete, modular, research-based
curriculum developed at the Lawrence Hall of Science
with support from the National Science Foundation.
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All FOSS 2012 Complete Kits Include:
• 1 Teacher Toolkit
• 32 FOSS Science Resources books
• 1 FOSS Science Resources big book (K-2)
• Equipment kit for 32 students; 2 class uses
•
Measurement tools
included in kits!
• Access code for
FOSSweb content
•
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Teacher Prep Videos
on FOSSweb only
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The study of science and engineering should
produce a sense of the process of argument
necessary for advancing and defending a new
idea or an explanation of a phenomenon and
the norms for conducting such arguments. In
that spirit, students should argue for the
explanations they construct, defend their
interpretations of the associated data, and
advocate for the designs they propose.
(NRC Framework,
2012,
p. 73)
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of the University
of California.
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•
•
Students use a
composition book to
record their science
learning.
Components
include:
• Focus Question
• Observations
• Making Sense of
•
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Data
Next Steps
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• Write a claim (only a claim) to answer
the focus question.
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I claim that ______.
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• Which data can be used to support your
claim?
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Add to your claim. Include your evidence
and provide a reason why this is happening.
My evidence is ______.
I think this is happening because _______.
(sentence stem examples)
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Read pages 4 and 5.
Look for evidence to
support your answer to
the focus question.
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• Draw a line under your focus question
summary.
• Add any information that will strengthen
your claim.
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As a third grade student…what do you
agree with? Disagree with?
• I claim that the size of the magnetic
field increases when you add more
magnets.
• My evidence is that when you added
more magnets the distance the paper
clip was attracted got bigger.
• I think this happens because the more
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magnets the larger the distance.
• Kindergarten
• Is it made from wood?
• Grades 1-2
• What happens when water is left out under
•
different conditions?
Is toothpaste a solid or liquid?
• Grade 3
• What causes condensation?
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• Grades 4-5
• What is the identity of a mystery substance?
• What types of erosion happen in their area?
• Grades 6-8
• Is it living or nonliving?
• How did our solar system form?
• Are the craters on the moon from asteroid
impact or volcanoes?
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1. Emphasizing
Informational
Text
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2. Literacy
Standards for
all Content
Areas
3. Text
Complexity
4. Special Place
of
Argumentation
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• An argument is a reasoned, logical way
of demonstrating that the writer’s
position, belief, or conclusion is valid.
CCSS-ELA Appendix A
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• In science, students make claims in the form of
statements or conclusions that answer questions or
address problems. Using data in a scientifically
acceptable form, students marshal evidence and draw on
their understanding of scientific concepts to argue in
support of their claims. Although young children are not
able to produce fully developed logical arguments, they
develop a variety of methods to extend and elaborate
their work by providing examples, offering reasons for
their assertions, and explaining cause and effect. These
kinds of expository structures are steps on the road to
argument. In grades K–5, the term “opinion” is used to
refer to this developing form of argument.
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CCSS-ELA Appendix A
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“…research has demonstrated that
teaching students to reason, argue, and
think critically will enhance students’
conceptual learning. This will only
happen, however, if students are provided
structured opportunities to engage in
deliberative exploration of ideas,
evidence, and argument…”
Jonathan Osborne
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• Arguing to Learn in Science: The Role of
Collaborative, Critical Discourse
• Science Vol 328 April 2010
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• What are ways you can engage students
in argumentation using FOSS?
Class debate after answering the focus
question.
Provide a critical competitor or counterargument.
Science Talk
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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
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information
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• Arguing to Learn in Science: The Role
ofCollaborative, Critical Discourse
• Science Vol 328 April 2010
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© Copyright The Regents of the University of California.
Not for use without permission.
• Brian Campbell
brcampbell@berkeley.edu
• Erica Beck Spencer
Ebspencer@berkeley.edu
• Joanna Totino
jtotino@berkeley.edu
http://www.fossweb.com
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Not for use without permission.