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Argumentation from Evidence

Secondary Session 2

Building Student Sense-Making Through Disciplinary Literacy

CA NGSS Statewide Implementation

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ZOOM NORMS�

Put yourself on MUTE unless you are speaking.
Be respectful of others. Take turns speaking by “raising your hand” and waiting for the facilitator to call your name. Keep comments and sharing concise.
Use the “Chat” feature to ask questions.
Be present and stay engaged
Video on when possible. Kids and pets are always welcome to make guest appearances.
Group # - Name (First & Last).

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Accessing Session Resources, Activities, and Handouts

Padlet: See the chat for the URL
Electronic Hyperlinked Agenda & Notetaking Guide
Hyperlinks in Zoom Chat

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Session 1 Gots & Needs Summary

Needs...

Gots...

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Sentence Starters
Classroom Culture
How People Learn
When to start making a claim and argument

Culture
Time
Examples of arguments
Student hat and teacher hat

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Session 2 Goals

Plan for phase 1 classroom implementation of scientific argumentation.
Experience protocols/strategies/instructional routines for developing initial ideas and making a claim for a scientific argument about a phenomena by speaking, listening, reading, and writing.
Collaborate with a community of practice.

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Main Room

Display slide 5

This is transition slide. Describe goals of this session with a focus on gathering and interpreting evidence for scientific argumentation.

Deepen understanding of 3 dimensional sensemaking.
Experience protocols/strategies/instructional routines for gathering and interpreting evidence for a scientific argument about a phenomena by speaking, listening, reading, and writing.
Plan for classroom implementation of the four phases of scientific argumentation.
Collaborate with a community of practice.

Expanded Argumentation Session Outcomes:

Deepen understanding of the practice of scientific argumentation for student sense-making
Experience protocols/strategies/instructional routines for supporting the evaluation of data and other sources as evidence for a scientific argument about a phenomena
Understand a process for evaluating data and other sources as evidence for a scientific argument about phenomena
Communicate evidence-based conclusions
Collaborate with others and plan for how they might implement protocols/strategies/instructional routines for supporting students’ development of argumentation.

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Planning for Classroom Implementation:

Transfer to Practice

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Planning for Classroom Implementation: Transfer to Practice

Identify your next unit or lesson (Topic & PE).

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POST TO CHAT

Agenda & Notetaking Guide: https://docs.google.com/document/d/1kxZRNq7OR8e9JuGfNKNLgRVNtnEOCf1qoe-rm9lxT8Y/view

Display slide 7.

We want to provide you with time to plan for classroom implementation. The following steps will help you apply your experience to your next unit or lesson as we go through the a lesson sequence focused on argumentation. First, identify your next unit or lesson. Think about the following questions, “Where in your unit or lesson might engaging in argument from evidence be appropriate for the unit or lesson?” and “What strategy or strategies will you implement to help students improve in this practice?” Be prepared to share information about your unit or lesson and to participate in a consultancy protocol in session IV. In selecting your unit/PE prioritize what is going to be most beneficial to you for planning (ie. the next unit that you plan to implement or one that lends itself to argumentation that you want to revise/develop). WRITE your topic/PE in the space provided in your notetaking guide. If you are a TOSA/Administrators, consider selecting one of the PEs that includes argumentation. You can identify these PEs by going to the San Diego NGSS Resource Center (next slide).

If you have not selected a unit or lesson, we invite you to select a performance expectations that is aligned to the practice of argumentation identified by the CA NGSS. The next slide will provide you with a resource that can help you identify the performance expectations that are aligned to the practice of argumentation in your grade or grade-span.

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Personal Lesson/Unit/PE to Support Classroom Scientific Argumentation in Secondary

For which lesson/unit/PE do you want to better utilize argumentation strategies?

Performance expectations associated with engaging in argument using evidence

https://ngss.sdcoe.net/Dimensions-of-the-NGSS/Scientific-and-Engineering-Practices/SEP7-Engaging-in-Argument-from-Evidence

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Post link into Zoom Chat.

Performance Expectations With Argumentation

https://ngssqa.sdcoe.net/Dimensions-of-the-NGSS/Scientific-and-Engineering-Practices/SEP7-Engaging-in-Argument-from-Evidence

Display slide 8. The NGSS Resource Center located on the San Diego County Office of Education website identifies all of the performance expectations associated with the science and engineering practice of engaging in argument from evidence. Beginning with the performance expectations that are associated with this practice is a good place to start. Take a moment to identify one of the performance expectations listed in the table or on the website: https://ngssqa.sdcoe.net/Dimensions-of-the-NGSS/Scientific-and-Engineering-Practices/SEP7-Engaging-in-Argument-from-Evidence

GIVE PEOPLE 5 MINUTES TO WRITE DOWN ON PLANNING HANDOUT -- IDENTIFY A TOPIC OR PE THAT THEY WANT TO FOCUS THEIR PLANNING EFFORTS AROUND. Give a thumbs up when you have selected your unit/PE.

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Strategies and Tools Planning

Identify strategies for gathering and interpreting evidence that occured in the lesson and how you will transfer these ideas to your own lesson.

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Equity/Classroom Culture Planning

Collaboration Routines
Classroom Norms
Group and independent routines
Safe Space Practices
Discourse Routines
Scaffolding Tools
Consensus Routines

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Consider these routines, norms and tools to support an equitable classroom culture when planning your lesson/unit.

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Remember from Session 1: Crosscutting Concepts Connections

Guiding Question for Session: What factors contribute the most to the efficiency of the return to homeostasis?

What crosscutting concepts did you select to help answer the Guiding Question?

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Patterns
Cause and Effect
Scale, Proportion, and Quantity

Systems and System Models
Energy and Matter
Structure and Function
Stability and Change

Main Room:

Display Slide 11(Remember from Session 1: Crosscutting Concepts Connections)

In this slide, use the question to highlight how crosscutting concept prompts have been purposefully added here to help recognize the role that CCC’s can play in learner sensemaking.

Some potential answers for the first question may include: grouping everyone’s data, more precise measurements, readings from other organisms, data from other locations.

Some potential claims have been brought up previously and include cause and effect relationships.

The last question allows participants to share from before and leads into the next activity on evidence gathering. Some responses might be: comparing males and females, doing different forms of exercise, and being more qualitative and trying to test their ideas.

This links to the next learning segment where participants will gather evidence.

Facilitator Notes: LOOK AT THE CHAT BOX. Given some of the claims we just saw in the chat box, what are some of the variables that might influence each of the different claims or observations we made today?

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CCC Sentence Stems Planning

Review the Crosscutting Concepts Handout.
Apply this resource to help you identify appropriate crosscutting concept stems for your lesson/unit.

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POST TO CHAT

CCC Sentence Stems:

https://drive.google.com/file/d/1ihtK2zU13EyyYl8aAdbO3rRDykqKrgSp/view

Display S12 (CCC Sentence Stems) and ask participants to review the handout with a partner. Remind of the analogy that Dr. Quinn use of the Herni Poincare quote provided about a house is no more a pile of stones is no more a house than a pile of facts is a science.

With their partner, Ask them to discuss how the use of the CCC and stems can support scientific reasoning.
Ask for volunteers to share the thinking of their group. Listen for the participants to share ideas (see below) and reinforce the ideas:

students should support their responses with evidence
teacher prompts can support this kind of sense making
Cross cutting concepts can be another type of “glue” that helps with reasoning and dealing with multiple lines of evidence

H# crosscutting sentence stems,

writer: Dawn

Call out how CCCs are used to how you think

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CCC examples in practice (Upgrade Session 1) Example

Cause and Effect:

How do you know that breathing caused the color change?

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What caused the patterns you observed in the data presented yesterday?

Main Room

Display Slide 13 (CCC Examples in Practice)

In this slide, use the question to highlight how crosscutting concept prompts have been purposefully added here to help recognize the role that CCC’s can play in learner sensemaking.

Some potential answers for the first question may include: grouping everyone’s data, more precise measurements, readings from other organisms, data from other locations.

Some potential claims have been brought up previously and include cause and effect relationships.

The last question allows participants to share from before and leads into the next activity on evidence gathering. Some responses might be: comparing males and females, doing different forms of exercise, and being more qualitative and trying to test their ideas.

This links to the next learning segment where participants will gather evidence.

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Independent Think Time

Identify the context of your lesson and your current plan for implementing gathering and interpreting evidence strategies in your lesson plan.
Reflect on the strategies that you experienced in the session.
Write your explicit strategies that you plan to use in the form.
Be prepared to share in your breakout room.

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10 Minutes

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Sharing in Breakout Rooms

Share the following with your group:

Identify the context of your lesson in your breakout room.
Share your current plan for implementing gathering and interpreting evidence strategies in your lesson plan.

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12 Minutes

BREAKOUT ROOM�1. set up groups of 3-4 participants per room (same groups as session 1)

2. 12 minutes �At time = 3, 6 and 9 minutes broadcast to the breakout rooms:�Please switch to the next presenter.

Display slide 15 (Sharing in Breakout Rooms)

Ask participants to introduce themselves (Name and District) before sharing their lesson context and gathering and interpreting evidence strategies. Instruct participants that they will have an opportunity to share how they will incorporate the different gathering and interpreting evidence strategies into their lesson sequence. In your breakout rooms, focus your conversations on the specific strategies for gathering and interpreting evidence: observations through common exploratory experiences and observations sentence starters.

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Argumentation Phase II

How can students develop initial ideas and make a claim?

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Making Argumentation Visible

Strengthening Argumentation

Developing Initial Ideas and Making a Claim

Gathering and Interpreting Evidence

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Reflection

Where are we in the learning for the student?

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Main Room

POST TO CHAT

What types of evidence did we collect in our homeostasis investigations?

Display slide 17 (Reflection)

To help us set the stage for the next phase of argumentation, we will reflect on your homeostasis lesson sequence experience. The strategies and tools that were presented in the homeostasis lesson sequence to support gathering and interpreting evidence is listed on the left-hand column of the graphic organizer. What was the specific example or evidence from the homeostasis lesson sequence experience. Be specific by elaborating on the context or details from your experience. For example, the evidence from the “building from prior knowledge”, record, “We designed our own experiment and collected additional data. These observations led to an initial claim.”

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Resting Heart Rate (Live Experience)

What is your resting heart rate? (include units)
How did you decide to measure your resting heart rate?
Did you notice anything about your heart rate?
Any factors that you think contribute to your resting heart rate?

Baseline Heart Rate Investigation

4 Minutes

Measure your resting heart rate.

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Did everyone collect your resting heart rate the same?

How might this effect the validity of your evidence and claim?

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Resting Heart Rate (Live Experience)

Measure your resting heart rate.

What is your resting heart rate? (include units)
How did you decide to measure your resting heart rate?
Did you notice anything about your heart rate?
Any factors that you think contribute to your resting heart rate?

Baseline Heart Rate Investigation

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What other evidence can we gather?

Materials at home, you might use to collect your evidence:

Phone/Watch Timer
Thermometers
Paper bags
Pulse oximeter
Blood pressure cuffs
Stethoscope
Anything else you have - get creative!

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Develop initial ideas and make a claim

Driving Question: What factors contribute the most to the efficiency of the return to homeostasis?

Write an initial claim that would be supported by additional evidence that you might collect during this session.

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Display Slide 21 (Develop initial ideas and make a claim)

Facilitator provides context for this investigation around homeostasis by starting with a driving question that was introduced earlier. Have the participants write an initial claim in their notebook to guide evidence gathering. This should be based on the experience they have had so far in this learning sequence, additional evidence that they can collect during this session or from personal/prior experience.

Ask participants to put their participant button to “yes” after they have an initial claim so that we know you are ready to move on.

Trainer Note:

The context of this is develop, test, and revise claims based on evidence that participants can gather. Participants may write a claim that they may or may not be able to support with evidence. Be ready to ask probing questions in follow up if participants may need to write new claims or hold new claims.

Claim example: The more rigorous the exercise the longer it might take to return to homeostasis Guiding question, “How long does it take for you body to return to homeostasis after vigorous exercise?” “What variations exist in recovery?”

“Why does your conductivity increase after exercise?”

“The amount of CO2 will go up (increase) after you exercise”

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Breakout Room Discussion

Share your claims in your breakout room and possible methods for collecting your evidence.

Share your initial claim.

Discuss: What existing and new evidence can we gather related to your claim(s) and the driving question?

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7 Minutes

POST TO CHAT�Directions: In your breakout room, share your claim, then discuss what existing and new evidence can be gathered to support your claim.

BREAKOUT:

same groups of 3-4
close rooms at 7 minutes

Display slide 22 (Breakout Room Discussion)

Have participants share their initial claims in break out room.
Ask participants what type of evidence we might gather to answer our driving question and to support our initial claim.
Circulate in the break out rooms.

Lead a whole group discussion debriefing what types of evidence can be gathered around which to develop an argument. This may include things like heart rate, age of participants. You may want to point how some evidence may be easier to gather than others.�Tell participants that the results from this thinking serve as a way to identify what evidence we would need to be collected, therefore what experiment(s) they should perform.

[Trainer Note: the ideas maybe many from participants. Keep in mind they will explore and have access to materials to measure various data. They should keep all their ideas, but this session only has the capacity to test some things. They should keep those ideas for possible explorations in their classrooms]

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Plan a Lab Investigation -

Gather Evidence

Use handout to guide your experiment design to gather evidence. You do not need to fill out the form (this is a resource for your students).

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Driving Question: What factors contribute the most to the efficiency of the return to homeostasis?
Collect new evidence (data) for our driving question.

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POST TO CHAT:

Experimental Design Proposal: https://docs.google.com/document/d/10o9a2nwbgfQTKXeZawcBIkMJe1E51i7ERI5KL0uSmao/copy

Display slide __ (Plan a Lab Investigation- Gather Evidence)

Now that participants have brainstormed a list of potential ways to gather evidence, propose that participants break into groups to gather evidence to address the guiding question.
Provide handout and walk participants through the major features, such as filing out the driving question and writing down an initial claim. Remind participants about experimental design and how that may affect the strength of their evidence. �

Tell participants that the results from this thinking serve as a way to identify what evidence we would need to be collected, therefore what experiment(s) they should perform.

There maybe some smaller investigations that are part of this larger driving question. We will use this driving question

[Trainer Note: The ideas maybe many from participants. Keep in mind they will explore and have access to materials to measure various data. They should keep all their ideas, but this session only has the capacity to test some things. They should keep those ideas for possible explorations in their classrooms.

As a facilitator, you want to keep ideas open with the only limit being materials and time.]

The participants will be able to write their own procedures and use the instruments to test their initial claims. They will need to think about ways to collect and organize the results that they get. Groups of 3-4 individuals can work together to gather evidence. This can be the existing table groups or you could group by common interests.

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Gathering Evidence to Develop an Argument

Materials at home, you might use to collect your evidence:

Phone/Watch Timer
Thermometers
Paper bags
Pulse oximeter
Blood pressure cuffs
Stethoscope
Anything else you have - get creative!

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30 minutes

BREAKOUT:

1.Create groups of 3-4 people (same teams).

Time: 30 minutes.

Send broadcast when 5 minutes left.

Display Slide __ (Gathering Evidence to Develop an Argument)

Refer to the list of materials that an individual may have at home to gather data. Give participants about 30 minutes to collect data.

Walk around and facilitate inquiry and evidence collection referring back to the claim.

Trainer Note: Respond to inquiries with questions and facilitate discussions between groups on how to answer the guiding question. Model how an instructor can provide support but empowers students. Participants may change their claims or modify based on materials. If a group gets stuck, refer back to their claim and how they might gather evidence to support that claim. Examples of experimental design include exercising and measuring rate, varying intensity of exercise, environmental factors, comparing age, gender, athletic ability, etc. Not all members need to be experimented on, but all members should contribute.

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Sample Data

Example Data Sets for analysis in the posters

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Displaying Your Evidence (Data) and Analysis to Support Your Claim

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CODAP Example

I²

Example

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CODAP as a Tool to Organize Data

Common Online DATA analysis Protocol (CODAP)

“CODAP is free educational software for data analysis. This web-based data science tool is designed as a platform for developers and as an application for students in grades 6-14”

https://codap.concord.org

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Visualizing Data with CODAP

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You will have a chance to use CODAP later.

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Main Room

POST TO CHAT:

CODAP: https://codap.concord.org

CODAP Instructions: https://docs.google.com/document/d/1WMtI7RGIRULf2OGHppFPyjg7YYUCwxbSNze2cm7Y2gA/edit

CODAP Video How-to: https://drive.google.com/file/d/1LWxXyjQkef03urrBdvUo3xHJhKP0Z2mS/view

Display Slide ____ (VIsualizing Data with CODAP)

[Trainer Note: Sample data to play and explore with can be found here: Sample CODAP Datasets]

Display Slide_ (CODAP as Tool to Organize Data)

Makes a webpage, drag and drop data and you choose to make graphs from it. It is like google sheets or excel, but more powerful.

Starting to use this tool is as simple as 1, 2, 3. The website offers many resources and learning opportunities. It even has Data Games to play in class to get students comfortable with Data Analysis.

Here are some tools to help show to begin using. First, go to the CODAP and open a new CODAP document. Then you can copy over a CSV file. This file can be made from data students recorded from an Experiment, etc. This data was taken from a Google Survey (Forms). Forms allow data to be downloaded as a CSV file. This is great because variable already get labeled and organized. This also forces students to be thoughtful and purposeful with the data collection process.

Once data is uploaded from the CSV, CODAP organizes and data can simply be dragged to the areas for analysis. To start, insert a graph by clicking the icon. Once variables are dragged into the “x” or “y” axis, then analysis of relationships can begin.

[Trainer Note: Sample data to play and explore with can be found here: Sample CODAP Datasets]

Show a premade file. I thought we were going to show an example of data for homeostasis in order to encourage the participants to use it for their own data. I don’t think showing examples/demos give me confidence that someone new to CODAP will use it.

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Other Tools for Visualizing Data

Desmos

Googlesheets

Excel

Graphing Calculator

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Zoom Chat

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Strategies to Analyze Evidence

Identify and Interpret (I²) Strategy

Also known as “What does it show? What does it mean? (WIS/WIM)”

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Strategies to Analyze Evidence

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Strategies to Interpret and Analyze Evidence

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Fishbowl Example of Implementing I²

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Main Room

Display Slide_ (Fishbowl of Implementing I^2)

Modeling how to use I^2 with student data. You can do it with another facilitator or with a participant. Focus on using the I^2 prompts to use as sentence starters for what they see and what that means or their interpretation.

This resource is mock data on heart rate and breathing rate.

Walk through data using leading questions for the facilitator or participant.

[Trainer Note: You may ask people to turn off their cameras to have the fish bowl participants more visible]

What do I see?

I see a graph where the breathing rate increases and then it decreases after time 8. The same is true of the heart rate. I see that they go up at similar rates.

Okay, what does that mean?

It means that there is a return to homeostasis after 2 minutes. It suggests that something happened rom 0-8 minutes causing the heart rate and breathing rate to increase.

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Debriefing the Fishbowl Example

I² Strategy:

Step 1: Identify (“What I See” comments)
Step 2: Interpret (“What it means” comments”)

How does this strategy support equity and classroom culture?

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What did you notice about the academic discourse you just observed?

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Group Poster of Evidence (Data) and Analysis

Use:

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Identify an empty slide and add your names to the slide.
Make a Group Poster of your data and analysis.

CODAP

Desmos

Googlesheets

Excel

Graphing Calculator

I²

30

Minutes

POST TO CHAT

Data/Evidence - Analysis: https://docs.google.com/presentation/d/15LcEKAYgqaUm85XkZvH7BJlsyDsI-kgmlB9M3-bX89Q/edit

BREAKOUT

same groups of 3-4
time = 30 minutes

BROADCAST when 5 minutes are left.

Display slide_ (Group Poster of Evidence and Analysis)

Display Slide

After a set amount of time, have each group make a poster about their procedures and data / evidence collected. Your posters will be shared with others.

Online facilitation: Share a common slide deck where each group can work on a slide and then members can scroll through the slide deck as a whole.

Show a poster template that participants will use. Remind participants that you only need one per group.

A paper copy will provided to each group.

Digitally available to make a copy at:

Refer to the common slidedeck

https://docs.google.com/presentation/d/12Zeqkwh2Rc-SCKpXjfFSB8N-nPxYE0rDwoNiSMLuUg0/edit

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Review the MiniPosters Individually and with your Group. Use the following questions to help facilitate your thinking.

What did you notice about the evidence?
Was the data qualitative or quantitative?
Are there any patterns or trends?
Can we use this to make predictions?
What claims does the evidence support?
What do the multiple lines of evidence suggest?
What can we agree upon? If anything?
Is some evidence more important or more relevant than others?
Can we synthesize all this into one meaningful claim?
Where does the evidence point?

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4

Minutes

4

Minutes

Individually analyze as many of the MiniPosters as possible.

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Reflection

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Reflecting on the Developing Initial Ideas and Making a Claim phase

Reflect on the activities and identify the different strategies for developing initial ideas and making a claim from the learning experience. Record your reflections in the notetaking guide.

Did you observe or experience any additional strategies that might be useful to students for supporting developing initial ideas and making a claim.

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main room

Display Slide 38 (Reflecting on the: Developing Initial Ideas and Making a Claim Phase)

Pass out handout ____. This handout is a graphic organizer to help us explicitly identify the strategies, resources, tools or processes that were planned for in this lesson sequence. The other side of this graphic organizer will be used to apply the strategies experienced or others shared during the session to your own personal lesson/unit.

First, write the Rollout Lesson Sequence Topic, Homeostasis, and the identified performance expectation (HS LS1-3) in the graphic organizer. Reflect on your homeostasis lesson sequence experience. The strategies and tools that were presented in the homeostasis lesson sequence to support gathering and interpreting evidence is listed on the left-hand column of the graphic organizer. What was the specific example or evidence from the homeostasis lesson sequence experience. Be specific by elaborating on the context or details from your experience. For example, the evidence from the “Observations through common exploratory experience”, record, “We measured resting heart rate, carbon dioxide production using BTB/Cabbage Juice Station and human conductivity to help us make observations. These observations led to some initial ideas for claims.

As a whole group, ask individuals to share his or her specific example from the learning experience.

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Gots & Needs

What are 2 - 3 takeaways for you from today (Gots)?

What do you still need (Needs)?

What are 1 or 2 strategies you want to try?

Gots…

Needs...

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End of Session 2

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