1 of 27

Argumentation from Evidence

Secondary Session 3

Building Student Sense-Making Through Disciplinary Literacy

CA NGSS Statewide Implementation

2 of 27

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 # and Name (First & Last).

3 of 27

Accessing Session Resources, Activities, and Handouts

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

3

4 of 27

Session 2 Gots & Needs Summary

Needs...

Gots...

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

4

Posters

Revising claim based on your data

Breakout rooms / collaboration time
Student/Learner perspective

Difficulty in writing claims, designing an experiment

Supporting students in designing testable experiments
Meaning of Homeostasis / Marathon Runner

Main Room

Display slide S4 (Session 2 Gots and Needs Summary)

Presenters share trends of gots, needs, and commitments

Facilitator Notes: You will need share some of the Gots & Needs from the past session. - could add the top 2-3 onto the slide (things you will be changing in session 3-4 based on feedback)

Tell participants that their commitments should have been emailed back to them at the completion of the session. Invite a few participants to share their commitment from the last session.

Trainer Note:

Attach short URL to this slide and at the end of each “day,” so that participants can provide feedback. A form has been created so you can make a copy for each progessional learning.

Online Facilitation: Use Google form for gots and needs

View: https://docs.google.com/forms/d/e/1FAIpQLSeFM5cGOI8ScvRi3tkLZ-OjWqkvwEoYnaVitReWohviw3p6Dw/viewform

Make a copy: https://docs.google.com/forms/d/1z2rMdn2Z9_WYzsf_47FuUPeBt81B-tFdb04_hIawlnE/copy?ts=5ee58613

5 of 27

Session 3 Goals

Plan for phase 2 classroom implementation of scientific argumentation.
Experience protocols/strategies/instructional routines for strengthening argumentation.
Collaborate with a community of practice.

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

5

Main Room

Display slide S5 ( Session 3 Goals)

This is transition slide. Describe goals of this session with a focus on the goal of initial development of ideas and turning those ideas into claims compared to gathering and interpreting evidence earlier. You may see components of gathering and interpreting evidence, but now we are focused on turning that evidence into ideas.

Deepen understanding of 3 dimensional sensemaking.
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.
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.

6 of 27

Planning for Classroom Implementation:

Transfer to Practice

6

7 of 27

Classroom Planning -

Independent Think Time

Strategies and Tools

Equity/

Classroom Culture

CCC Sentence Stems

7

Identify strategies, tools, equity/classroom culture and CCC sentence stems to support the implementation of argumentation in your classroom.

5 Minutes

8 of 27

Sharing in Breakout Rooms

Share the following with your group:

Strategies to support developing initial ideas and making a claim.

8

12 Minutes

9 of 27

Argumentation Phase III

How can students strengthen argumentation?

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

9

Making Argumentation Visible

Strengthening Argumentation

Developing Initial Ideas and Making a Claim

Gathering and Interpreting Evidence

10 of 27

Sources of Scientific Evidence

Videos

Experimental data from students

Data from simulations

10

Case Studies

Primary data from research

Explore Activities

11 of 27

Interpreting Other Evidence

Simulations can provide other opportunities to investigate and gather evidence.

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

11

POST TO CHAT:�Please list other simulations that you have used in your own classes.

Display S11 (Interpreting Other Evidence)

Remind participants that there are other ways to gather evidence, besides live data collection.

Remind participants that data can also come from simulations. This has also happened more because of distance learning or could happen due to other constraints like limited time or lab equipment. Just like we have to critique our own data and evidence, we have to critique simulations.

These can also include demos and videos of labs where students can gather evidence based on what they can observe.

We are going to use the Waterfall Chat approach. Type in your response but don’t hit enter until we tell you to.

Trainer Note: Give people time to type, then count down 3-2-1 to post in the chat.

Some resources for simulations include Explore Learning Gizmos, Phets, Pivot.

The benefit of using simulations is that time-dependent experiments can be explored succinctly, i.e. ecological mechanisms, etc.

12 of 27

Case Studies

Case studies are another type of evidence where we can analyze individual examples from the past. We cannot manipulate these.

12

https://sciencecases.lib.buffalo.edu/

13 of 27

Primary Data Sources

Databases/datasets of raw data

Maps

Primary research articles

13

14 of 27

Sources of Scientific Evidence

Videos

Experimental data from students

Data from simulations

14

TEXT! (readings, articles, textbooks)

Case Studies

Primary data from research

Explore Activities

our next step Explain Activities

Zoom Chat

15 of 27

Gathering and interpreting evidence from texts

Identify a content area that will be the focus of your reading.

Life Science (LS)
Chemistry (C)
Physics (P)
Earth/Space Science (ESS)

Rename your Zoom with the content area of your choice (ie. LS-Nathan). If you do not have a preference, leave it blank.
We will put you in content-alike groups to discuss your disciplinary area readings.

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

15

S3H1

Main Room

POST TO CHATBOX�Link to Folder of Readings: https://drive.google.com/drive/folders/1bvt5TfolU0-eYlPwVPDKt2qAb3apvuK6

BREAKOUT

CREATE (but do not open) breakout rooms with groups of up to 4-7 people based on the content area listed in their names. You may have more than one group for a given content area. If there is no content area indicated put those individuals in any group (to round out the teams). Ideally you will makes group of 4 but we don’t want groups smaller than 3. Acceptable group sizes are 3, 4, 5, 6, 7 (if you have 8 people, 2 groups of 4).

Display S15 (Gathering and Interpreting evidence from texts)

Now, we will engage in the opportunity to make connections with text to your claim. This may be new evidence, supporting evidence, or evidence that does not relate.

Pass out readings by content area or refer to digital handouts.

16 of 27

Science Text Finding Breakout Room Activity

Go to your breakout room
Select which article each person is going to read.
Take the next 20 minutes to read and annotate your article and take a break.

16

Display slide S16 (Science Text Finding Breakout Room Activity)

You are giving instructions first and walking through the steps.

Tell participants that they will now go to their breakout group. They will have 20 minutes to independently read and annotate an article, identifying the claim, evidence and science concept. �Your group will then share their findings with each other for 15 minutes. As a group you will complete a google slide version of the Science Text Findings for sharing out with the whole group.

�FACILITATOR NOTE -- check the google slides at 30 minutes to be sure that groups have started to post. If they haven’t you may want to join their Breakout Room to see if they need help. GOOGLE SLIDES: https://docs.google.com/presentation/d/1FKSdsvUjxF_jDzcW9U7PeXsrEYbNyDrgGYl0Ywuzns0/edit#slide=id.p

17 of 27

Gathering and interpreting evidence from Texts

Physics

Life Science

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

17

Chemistry

Earth Science

18 of 27

Read & annotate your article

Each person in your breakout room needs to read a different article in your content folder.
When reading independently, annotate the text.
Circle the claim
Underline the evidence.
Star description/ key phrases that support the reasoning.

you have 20 minutes to read the article and take a break.

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

20 Minutes

19 of 27

Science Text Finding Breakout Room Activity - Part 1

Share your findings from the readings and discuss the following questions:

How does this evidence align or not align with what we already have? Is there a pattern?�How does this relate back to the driving question (about efficiently returning to homeostasis)?

Monitor your time so that you share findings from all the different articles read.

Approximately 3 -4 Minutes/ Person (Article)

12 Minutes

20 of 27

Science Text Finding Breakout Room Activity - Part 2

As a breakout group, you will create an initial claim that aligns to the driving question (most efficient return to homeostasis). Using the strongest evidence you have from the readings, create a google slide to share your evidence and science concepts. Be ready to share when we return.

20

20 Minutes

Claim:
Evidence:	Science Concepts:

POST TO CHAT

Link to Science Text Findings: https://docs.google.com/presentation/d/1FKSdsvUjxF_jDzcW9U7PeXsrEYbNyDrgGYl0Ywuzns0/edit?usp=sharing

Share your findings from the reading and discuss the following questions:�How does this evidence align or not align with what we already have? Is there a pattern?�How does this relate back to the driving question (about efficiently returning to homeostasis)?

BREAKOUT ROOM

Same groups (by content area)
Time 35 minutes but facilitator will monitor work [no timer]

Display slide S20 (Science Text finding breakout Room Activity)

Tell participants that they will now go to their breakout group. They will have 15 minutes to independently read and annotate an article, identifying the claim, evidence and science concept. �Your group will then share their findings with each other for 15 minutes. As a group you will complete a google slide version of the Science Text Findings for sharing out with the whole group.

�FACILITATOR NOTE -- check the google slides at 30 minutes to be sure that groups have started to post. If they haven’t you may want to join their Breakout Room to see if they need help. GOOGLE SLIDES: https://docs.google.com/presentation/d/1FKSdsvUjxF_jDzcW9U7PeXsrEYbNyDrgGYl0Ywuzns0/edit#slide=id.p

21 of 27

Whole Group Share

21

Claim:
Evidence:	Science Concepts:

22 of 27

Synthesizing Sources of Evidence

Compare and contrast the evidence from real life analysis vs. text analysis.

How does this evidence align or not align with what we already have? Is there a pattern?

What are the boundaries of the systems?

How might different components interact?

How does this relate back to the initial phenomena?

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

22

23 of 27

Organizing Evidence to Make Claim(s) using a Graphic Organizer

Use Engaging in Argument from Evidence Graphic Organizer to organize your ideas.

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

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

23

5 Minutes

S3H1

POST TO CHAT.

Notetaking Guide: https://docs.google.com/document/d/1LM65BV8NVve7rNgIyrw-3lrzk7dNHbH26xvXWlwFs-I/view

Display slide S23 (Organizing Evidence to Make Claims using a Graphic Organizer)

Display slide and refer to engaging in argument from evidence graphic organizer.

So we have seen a bunch of evidence so far and now you might be able to attempt to answer the driving question.
Ask participants to use the Engaging in Argument from Evidence Graphic Organizer to create an initial individual writing piece.
Give participants time (about 5 minutes) to create a writing piece using the graphic organizer as a scaffold for their ideas.
They can share their ideas with a partner if time permits.

Trainer Note: This will help participants later when they have to make a consensus explanation in small groups.

24 of 27

Reflection

24

25 of 27

Strengthening Argumentation

Reflect on the activities and identify the different strategies for strengthening argumentation 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 strengthening argumentation.

25

S3H1

Main Room

Display slide S25 (Strengthening Argumentation)

Take out handout S3H1 . 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.

Trainer Note: If there is time, as a whole group ask individuals to share out their responses for each of the strategies.

26 of 27

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...

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

26

27 of 27

End of Session III

27