Is science debatable?
Is it important to teach science?
Argument Mini-Unit
DeJarnett/Carroll County Middle School
Lessons adapted from materials developed by Jean Wolph, Louisville Writing Project and
the National Writing Project i3 College Ready Writers Program, funded by the Department of
Education.
Mini-Unit Overview
Writing
Argument
MINI-UNIT
Emphasis
Reading
ARGUMENT SKILLS
PRODUCT
ELEMENTS OF ARGUMENT
CLOSE READING
STRATEGIES
RESPONSE TO READINGS
Close reading strategies
Writing & talking to develop
knowledge on topic or issue
Studying models to
improve our writing
Writing in response
to texts
Highlighting key
words and
definitions
Turn and Talk
TOPICS
# of Lessons
Draft, Feedback, Revise,
Reflect
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)
2
Product: Multiparagraph guided
draft
• Kernel Essay
• Revision
Claim
Evidence
Highlighting
sources of
information
SHOULD WE ACCEPT
SCIENCE OR IS
THERE ROOM FOR
DISCUSSION?
It Says/I Say notes
3 shared texts
(chart, video ,
article)
Writing 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 sources…and quote or paraphrase the data and
conclusions of others while avoiding plagiarism ….
Draw evidence from …informational texts ….
Write routinely over longer and…shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Mini-Unit Sequence
Day 1
Day 2
Day 3
Day 4
Days 5-6
Days 7-9
Day 10
Study chart .
Turn and Talk.
Write
• Explain
what the
chart says
• Tell what
you think
about it
Add to our
writing.
Take notes
from a video
text.
Write from I Say/
They Say chart
Read article
twice.
• Mark key
words
• Note
information that is
important
or that you
have a
reaction to
• Add to
writing
Reread writings
and notes.
Revise to
increase sense of
authority and
credibility
Review
student
model.
Revise to lift
the quality of
our responses.
•
•
Evidence
Attribution
Note: This
portion
later
becomes the
OVERVIEW
OF THE
PROBLEM.
•
I Say/
They Say
Review
possible
notes. Add to
lift the
quality of our
notes.
Use sentence stems
to attribute
information to the
source. Comment
on evidence.
Peer Feedback
Revision
Write what you are
thinking now.
Make a claim.
Write a kernel
essay.
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 with
What is science?
Write the words and phrases that come to your mind.
Writer’s Notebook (Day 1):
What does the cartoon say about science? What is a theory? What do you think
about this explanation?
http://www.fsteiger.com/theory.html
Sample 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!
Writer’s 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. It’s like
the student in the cartoon says, “Isn’t all science ‘just a theory’?” Unfortunately, the adult
decides that NO science should be taught then, since it’s “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. / HERE’S 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.
It’s like the student in the cartoon says, “Isn’t all science ‘just a theory’?”
Unfortunately, the adult decides that NO science should be taught then, since it’s “just
a theory.” A question some people raise is whether we should teach
science, if it’s “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
Some Key Points You Might Have Captured
It says:
• A theory isn’t just a guess, it’s an educated guess that’s 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 Mendeleev’s 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
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 Response
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. It’s like the student in the cartoon says, “Isn’t all science
‘just a theory’?” Unfortunately, the adult decides that NO science should be taught then, since it’s “just
a theory.” A question some people raise is whether we should teach science, if it’s “just a theory.”
A video by Jessica Brodsky and Alexis Shusterman of Brown University explains that in
science, a theory isn’t just a guess, it’s an educated guess that’s 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 Mendeleev’s 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.
Where 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 isn’t just a guess, it’s an educated guess that’s 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 Mendeleev’s 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 partner’s 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 [expert’s name] says, “
 “The video [title] explains …”
 “ According to …”
 “Although the video [title] says
…”
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.
Day 5: Researching: Two articles
ARTICLE 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. Belief
Adapted from Why I don’t believe in science…and
students shouldn’t either
by Adam Blankenbicker
September 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 it’s the evidence that supports or doesn’t 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 don’t believe in evolution – I accept
the evidence for evolution.” The believing isn’t what makes evolution true or not, it’s that there is
evidence that supports it.
Science vs. Belief, continued
There are plenty of other scientists out there that don’t 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
 evidence
 reevaluation
 Accept
 support
This 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 whole—the 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 Time
 What 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 Reading
RE-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
you’d like to comment on (you have a reaction to share).
[insert example]
[insert example]
.
[insert example]
Add your sticky notes to the notebook writing you
have completed so far
 Try to a find place that this information “fits” and stick your notes there.
OR
 Add it to the end of your notebook writing, if your sticky note is something
you haven’t talked about yet.
 Look back at your article highlighting. Add a line that tells where the
information came from.
Writer’s 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.: What’s your answer to the question? What
should we do HERE? Bring it home!
WRITE A CLAIM!
We’ll brainstorm claims about this issue (next slide). But first…
Good claims

Are debatable: There is more than one side; it’s not just your opinion. “I like science” isn’t a good claim because even though it shows your preference
or opinion, there’s 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 writer’s position on the issue
 We should or we should not …
 It would be better to ….

Are focused--so we’ll 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 shouldn’t study science because it’s 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?
Introducing Claims: Here’s What I’m Thinking
A cartoon published by Frank Steiger shows a student and an adult—perhaps a
principal—talking 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 it’s “just a theory.” A question some people raise is whether we
should teach science, if it’s “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 we’ve
read.
Introducing Claims: Here’s What I’m Thinking
ALTERNATE APPROACH:
Should we teach evolution? A cartoon by Frank Steiger raises this issue. When
the student in the cartoon says, “Isn’t all science ‘just a theory’?”, the adult
decides that NO science should be taught then, since it’s “just a theory.” That
shocking response has led me to decide that students should be exposed to
well-grounded theories—ones 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.
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?
Even though science is based on theory, it should be taught in
schools because it teaches us to be critical thinkers.
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: Here’s What I’m Thinking

Option 1, Kernel Essay (Bernabei)
Overview of
the
problem...
Some people
think...
Here's what
I'm
thinking...
In the
end, I
say...
Here’s What I’m Thinking
In this section, write your claim and then write a
paragraph or more explaining what needs to
happen.
Add evidence to support your claim
1. Remind your reader about any evidence that you’ve 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)..
Overview of
the
problem...
Some people
think...
Here's what
I'm
thinking...
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 Feedback
 Writing a strong claim
 Identifying the source of the evidence
 Accurately representing facts
 Selecting facts to support the claim
 Commenting on the facts (explaining how they apply to or support
the claim)