This is a Collaborative Learning Community (CLC) assignment.
Argumentation in science, health, and engineering is necessary for advancing and defending a new idea or an explanation of a phenomenon. Scientific argumentation should happen for the explanations that are constructed, to defend interpretations of the associated data, and to advocate for the proposed designs (NRC Framework, 2012, p. 73). Scientific argumentation involves evidence and reasoning to support a claim.
Over the years there has been a shift in how teachers work. The shift has moved teachers from working alone in their classrooms to an expectation of working collaboratively with content/grade level groups or cross-curricular groups. The development of this CLC is meant to replicate that work.
Your instructor will put you into the collaborative group you will work in to complete the assignment.
Part 1: Group Collaboration
Imagine your grade-level or content area team/PLC has been asked to create a digital resource to help teachers plan and integrate scientific argumentation in their classrooms. It has been requested that the information be presented in a 12-15 slide digital presentation and video.
Read the following classroom details and choose one as the focus for this assignment:
Scenario 1: Second Grade
The students in Mr. Lope’s second-grade class have been learning about phenomena aligned to the following standard located in topic Resources:
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Scenario 2: Middle School
The students in Ms. Canyon’s sixth/seventh grade science/health class have been learning about phenomena aligned to the following standard located in topic Resources:
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
As a CLC, discuss and include the following in the integration plan and presentation:
- An explanation of scientific argumentation as aligned to the “Science and Engineering Practices” and 2-3 benefits of engaging students in argumentation during science/health and engineering class.
- A description of at least three instructional strategies, tools, and technology teachers could use when implementing scientific argumentation to encourage students to creatively identify, question, and analyze ideas from diverse perspectives. At least one of the strategies should be used to support academic language and vocabulary development during argumentation.
- One possible collaborative group activity that engages students in scientific argumentation.
- Strategies to support the learning of each diverse group: students with exceptionalities (both special education and gifted), English learners (ELs), and early finishers. Include at least one strategy for each group listed.
- Two possible argumentation examples using the Claim, Evidence, Reasoning format.
- A sample script of possible classroom dialogue (whole class discussion). The script should include the following: (1) evidence of each of the three instructional strategies, tools, and technology for implementing scientific argumentation that you previously described, (2) student-to-student dialogue as well as teacher-to-student dialogue, (3) teacher questioning strategies to support the facilitation of scientific argumentation, and (4) at least two teacher questions that promote critical thinking and/or problem-solving.
Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning, and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.
*We Selected Scenario 1: Second Grade*
Support your presentation with a minimum of two scholarly resources.
Group Members: Myralia Rose, Shayla Muro, Ariana Torres
How to Create a Collaborative Presentation on Scientific Argumentation for Second Grade
Presentation Overview
Slide 1: Introduction to Scientific Argumentation
Explain scientific argumentation.
Define claims, evidence, and reasoning.
Introduce the NGSS Science and Engineering Practices.
Explain why argumentation is essential in elementary science.
Presenter Notes
Slide 2: NGSS Standard Alignment
Introduce Standard 2-PS1-4.
Explain how the standard connects to scientific argumentation.
Discuss reversible and irreversible changes caused by heating and cooling.
Presenter Notes
Slide 3: Science and Engineering Practices
Explain the Science and Engineering Practice of Engaging in Argument from Evidence.
Describe how students construct explanations using observations and investigations.
Discuss how scientific reasoning supports learning.
Presenter Notes
Slide 4: Benefits of Scientific Argumentation
Discuss at least three benefits, including:
Improved critical thinking.
Development of scientific reasoning.
Enhanced communication and collaboration.
Greater student engagement.
Deeper conceptual understanding.
Presenter Notes
Slide 5: Instructional Strategy 1
Describe the first instructional strategy for scientific argumentation.
Explain implementation procedures.
Discuss how the strategy promotes critical thinking.
Describe any instructional technology used.
Presenter Notes
Slide 6: Instructional Strategy 2
Describe the second instructional strategy.
Explain how it supports scientific inquiry.
Discuss how students analyze evidence.
Describe supporting instructional technology.
Presenter Notes
Slide 7: Instructional Strategy 3: Academic Language Development
Describe a strategy specifically supporting academic language and vocabulary.
Explain vocabulary instruction.
Discuss sentence stems.
Discuss scientific discussion supports.
Explain technology integration.
Presenter Notes
Slide 8: Collaborative Scientific Argumentation Activity
Describe one collaborative classroom investigation.
Explain student roles.
Describe data collection.
Explain Claim-Evidence-Reasoning discussion.
Describe expected learning outcomes.
Presenter Notes
Slide 9: Differentiation for Diverse Learners
Discuss instructional supports for:
Students with disabilities.
Gifted learners.
English Learners.
Early finishers.
Provide at least one strategy for each learner group.
Presenter Notes
Slide 10: Claim-Evidence-Reasoning Example 1
Present one complete CER example related to reversible changes.
Explain:
Claim.
Evidence.
Reasoning.
Presenter Notes
Slide 11: Claim-Evidence-Reasoning Example 2
Present one complete CER example related to irreversible changes.
Explain:
Claim.
Evidence.
Reasoning.
Presenter Notes
Slide 12: Classroom Dialogue Script
Develop a sample whole-class discussion.
Include teacher-to-student dialogue.
Include student-to-student dialogue.
Demonstrate all three instructional strategies.
Include technology integration.
Include academic vocabulary support.
Include questioning techniques.
Include at least two higher-order thinking questions.
Presenter Notes
Slide 13: Summary and Teacher Takeaways
Summarize:
Scientific argumentation.
CER framework.
NGSS alignment.
Instructional strategies.
Differentiation.
Technology integration.
Recommendations for classroom implementation.
Presenter Notes
References Slide
APA-formatted references in alphabetical order.
Include a minimum of two scholarly sources, along with any required NGSS or curriculum resources.
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