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Engaging in Argument from Evidence

Webinar Series

CER as the Basis of Argumentation

February 7, 2019

https://bit.ly/2VRNPrn

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Introductions

MINK collaborative

Today’s Presentators

Session Leads: Tammy Askeland-Nagle, Jason Martin-Hiner, Kris Kilibarda
Elementary: Mason Kuhn and Mark McDermott
Middle School: Cheryl Ryan and Kim Jones
High School: Kaylee Salisbury and Amy Johannsen

Complete the polls to share your state and grade level/course.

https://bit.ly/2VRNPrn

Kris

This MINK collaborative began with conversations among the state science supervisors in MINK - Kristen McKinney, Sara Cooper, Lizette Burks, and myself Kris Kilibarda

Our dream was to provide a space for educators in our states to learn from and share ideas and resources with each other. We also wanted to ensure teachers had access to information and ideas when they wanted/needed it. From these conversations and some similar conversations happening in our Iowa science leadership team, the idea of a 4 state collaborative series of webinars was born and here we are today.

Today’s presenters are listed on this slide and their contact information can be found at the end of the slide deck. I might add that various presenters have different speaking voice volumes - you might have to adjust your speakers on your computer a bit as we transition from person to person.

Also on this slide and in the chat is a link to this slide deck.

Now, it is time for us to learn just a little bit about you - please complete the poll questions that should be showing up on your screen now. Please remember to hit submit.

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MINK Collaborative Series Outcomes

To share strategies aligned to the standards that can be immediately incorporated into practice�
To create a network of science educators to share ideas, resources implementation success stories

https://bit.ly/2VRNPrn

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Session One - CER as the Basis of Argumentation Overview

Learn

Engaging in Argument from Evidence

Appendix F
Grade band expectations

Share

Sharing experiences from the field on the strategy

Information/learning about an instructional strategy

Video
Steps/protocols of the instructional strategy
Student work examples

Reflect

Discussion, questions, reflection
Call to action

https://bit.ly/2VRNPrn

Kris

For this webinar topic - Engaging in Argument from Evidence - there will be 3 sessions - Feb. 7, 21, and 28. Each of these sessions will follow a learn, share, reflect breakdown.

For this first session as a basis for the development of scientific arguments, we will focus on ideas/strategies for students developing strong evidence-based claims. In later sessions, we will explore additional aspects of argumentation. In this session we will all (K-12) remain together to explore the arguing from evidence appendix and then will have Iowa educators provide some specific ideas for student development of strong claims. In our upcoming sessions, participants will have the opportunity to join break-out Zoom meetings where we will spend more time sharing and reflecting on grade-level examples.

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Learn

https://bit.ly/2VRNPrn

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What Scientific Argumentation is...and isn’t...

What do you expect to see from your students when they engage in the practice of Engaging in Argument from Evidence?

Add your ideas to our Padlet:

https://goo.gl/NstqVs

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Tammy

SNIP IS THE CONDENSED PRACTICES FROM NSTA

FULL Appendix F: Science & Engineering Practices

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)

Engaging in Argument from Evidence is 1 of 8 Science & Engineering Practices of the Next Generation Science Standards
Each Performance expectation has one SEP embedded within it; one of the three dimensions along with the Disciplinary Core Idea and Crosscutting Concept
Structure of the document

Top section provides an overview of the practice
Each practice has 4 columns that are broken into grade-band expectations (K-2, 3-5 8-6, 9-12)
In the NSTA condensed version you can see the progression of the skill across the row
Bullets are called “elements”. They are student actions/thinking/skills that students are expected to be able to do by the end of the associated grade band�

Focus your attention on the last 2 rows

What do you notice about the elements of the practice?
What do you wonder about the elements of the practice?

Add your thoughts to the Padlet

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I Notice, I Wonder

What do you notice about Engaging in Argument from Evidence?	What do you wonder about Engaging in Argument from Evidence?

Add your ideas to the Padlet:

goo.gl/NstqVs

Tammy

Two new columns have been added in the Padlet - “I Notice…” and “I Wonder…”

Looking at Appendix F

What do you notice?
What do you wonder?

Notice-Connect-Wonder Strategy

Purpose:

a way to elicit participant/student observations
A way to elicit participant/student questions about a topic
provide the instructor with an understanding of the prior knowledge of participants and to connect components of the unit to student questions

Protocol

Display a phenomenon, image, graph, demonstration, etc for participants/students.
Individually

Have students record what they noticed and can observe on the left side of the table.
Have students record any connections or experiences that relate to the phenomenon in the middle section.
Have students record any questions or”wonderings” they have about the phenomenon.

As a small group, have students share
Report out to the large group

*Note: we did not use the “connect” portion today

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Theory to Practice

Throughout the remainder of the webinar, note when you see evidence of students engaging the elements of this practice.

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CER as the Basis of Argumentation

Claim: An answer to a question
Data: Information that comes to humans from their senses or an enhancement of their senses
Evidence: Data deemed relevant to support or refute a claim
Reasoning: Combining prior knowledge with interpretation of data to explain how the evidence supports or refutes a claim. Helps ensure the evidence is appropriate (defend the position) and sufficient (enough)

Tammy

NGSS: “In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientists to justify a claim about the world.” Next Generation Science Standards

Why are “arguments” important:

Support students’ understanding of disciplinary core ideas of science
Using evidence to construct and critique arguments is a 21^st c. skill that can be used across disciplines and outside the school setting
Promotes literacy development
Helps students build an understanding of the nature of science
Allows students to critically examine claims made in the media, by their friends, family, etc. (NSTA Web seminar)

From OpenSciEd

Evidence can have different roles:

To figure something out: use current evidence to help us figure something out about our overarching question or problem
Problematize our current thinking: consider current evidence to help us think about where to go next, identify future evidence we would like to collect to help us figure out those questions and wonderings.

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Share

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Elementary Examples

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Elementary Examples

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4th Grade Dialogic Feedback Example

Video Example

Science and Children Manuscript

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Middle School Example-CER as an Exit Ticket

MS exit ticket - Keystone Species Example

*3 artifacts to share today

*1st one is MS Example from a 7th grade ecology unit where CER was used as an exit ticket.

*1st, students viewed a portion of a video on the history of wolves in Yellowstone (not on the reintroduction of the wolves).

*Then they were then given lots of articles to read (picked by the teachers) about various topics, including the effects of changes to an ecosystem, keystone species in other ecosystems, trophic cascades, etc.

*This particular example is weak on citing sources, but I chose it because she has laid down a large foundation for understanding the C/E relationship and the impact a keystone species has on an ecosystem through her models (triangles→ applied thinking to another keystone species in Yellowstone).

*The next step for these teachers was to read through their students’ work and note any misconceptions, patterns in thinking, and points that may need to be raised to push student thinking.

*Knowing about these helped the teachers set up a potential class argument because they were armed with a list of items to prompt their classes with during the argumentation/negotiation process, if necessary.

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MS Team Planning CER in Their Phenomenon

*2nd artifact is from MS geology unit; one of the more difficult units to plan, according to teachers.

*In this unit, 7th graders were being asked to construct an explanation on how geoscience processes have changed the Earth’s surface at varying points in time and on spatial scales.

*What you see here is the beginning planning session between 2 teachers.

*They like to color code the 3-D components to match what NGSS has done and then do the same to the standard.

*This helps them shape their big idea, form the storyline, and clarify what elements their possible phenomena need to include.

*While forming the storyline on the right, there was a hurdle: how do we get students to think like scientists about something that happened before humans were on the planet?

*With no one to witness an event, how do scientists make sense out of all of the evidence left behind?

*These teachers chose to create an activity before the main phenomenon of the unit: Mr. Xavier (borrowed from SWH), which contains a plethora of clues about how Mr. Xavier may have died (example on the next slide).

*Teachers felt this would better prepare students for main phenomenon: Rock Layer CSI, where students will be analyzing and interpreting data about rock layers to try and explain what happened in a particular part of the world.

*In using this “pre-phenomenon approach,” teachers will be illustrating a very important point: sometimes the work of a scientist can be overwhelming because the evidence can lead them down many different paths.

*CER then becomes a critical partner of scientists and even people outside of the field of science as scientifically literate citizens.

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MS Activity to Support Phenomenon

This example shows a situation where the detective is overloaded with information. The clues point to a wide number of possible scenarios.

This detective circled a string of clue suggestions that she felt were connected and then wrote her claim to reflect her evidence and reasoning.

Xavier Evidence Example

*3rd artifact is an example of a student who recorded her data on Mr. Xavier accurately in the left-hand column while she wrestled with the facts and how relevant she felt they were to the case.

*In the right-hand column, she displayed some reasoning about what those facts could suggest happened to Mr. Xavier.

*Then she picked the scenario she thought most likely happened because she had the most evidence and reasoning to support it.

*While talking it through, she began to circle the pieces that she felt went together and told me why they solidified the picture in her mind.

*One thing worth pointing out about this example is that the CER framework isn’t in CER form. It’s in ERC form. And that is totally okay!

*Scientists rarely do things in lock-step order, rather they do them in a way that fits the situation and assists them in moving forward toward an answer to their question.

*The teachers noted that their students were all over the place with their claims, which was exactly what they were hoping for!

*Because the claims were so varied, the students used this form the following day to engage in a whole-class argument where they laid out their cases on how Mr. Xavier must have met his fate.

*They will be engaging in this same process with the standard next week when they become rock layer CSI agents!

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High School Chemistry Examples

“It would have less ionization energy than F [Fluorine] because F has a higher attractive force than I [Iodine] because it has less energy levels and if it has a lesser attractive force than F it would be easier to take electrons away which is ionization. So I [Iodine] has less ionization energy than F.”

This student was asked how the ionization energy of Iodine (I) compares to Fluorine (F).

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High School Examples

First Attempt

“The ionization energy of sulfur would be less than oxygen because ionization energy goes up the higher you are on the periodic table”

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New Prompt for Revisions

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High School Examples

After Revisions

“Claim:The ionization energy of sulfur is less than the ionization of oxygen.

Evidence: Ionization energy goes up the higher you are on the periodic table.

Reasoning: The attractive force is greater as you move up because there is less energy levels and the electron is closer to the nucleus. Ionization energy would be more with a stronger attraction because it would take more energy to remove an electron.”

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9th Grade ESS Examples

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Student Rubric and Sentence Stems

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9th Grade ESS Examples

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Student Rubric and Sentence Stems

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9th Grade ESS Examples

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Reflect

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Participants’ Reflections and Questions

What were your takeaways from the grade level examples?
How have you done something similar? Different?
What are you excited to try?
How has your state done something similar? Different?
Do you have any “wonderings” from the Padlet that have now been answered? Do you have any new “wonderings”?

Padlet: https://goo.gl/NstqVs

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Call To Action

For February 21st

Try one of the templates or ideas you heard today to have students develop claims supported with evidence.
Be ready to share your lesson in the chat.

For February 28th

Have students use their claims to develop oral or written arguments.
Bring samples of student work that can be shared with the whole group.
If available, bring whole class achievement data.

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Feedback & Reflection

Please provide feedback on the session by completing this short Google form.

https://tinyurl.com/yaqkcbzw

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Referenced Articles and Resources

*All referenced and additional supporting resources can be found on the� Engage in Argument from Evidence Resource Hub

Elementary	Middle School	High School
K-2 ASSIST website UIowa ASSIST Website UI ASSIST Planning Tools	MS exit ticket - Keystone Species Example Xavier Evidence Example	Big Bang Packet

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Session Presenter Contact Information

Kris Kilibarda at kris.kilibarda@iowa.gov

Jason Martin-Hiner at jmartin-hiner@aea1.k12.ia.us

Tammy Askeland-Nagle at taskeland-nagle@mbaea.org

Mason Kuhn at mason.kuhn@uni.edu

Mark McDermott at mark-a-mcdermott@uiowa.edu

Kim Jones at kjones@lewiscentral.org

Cheryl Ryan at cryan@lewiscentral.org

Amy Johannsen at amy.johannsen@southeastpolk.org

Kaylee Salisbury at kaylee.salisbury@southeastpolk.org

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Thank you!

See you February 21 for Session 2

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