Engaging in Argument From Evidence

An Introduction

Icebreaker

Speed Dating…for science

Icebreaker

Speed Dating…for science Partner up across your table #1: 30 sec to discuss:

The chicken came first. #2: 30 sec to discuss:

The egg came first.

Icebreaker

Speed Dating…for science

MINGLE MINGLE!

SWAP positions #2: 30 sec to discuss:

The chicken came first.

#1: 30 sec to discuss:

The egg came first.

Engaging in Argument From Evidence

Focus Question:

How does creating a space for Argumentation From Evidence affect your ability to make an informed decision about the mystery bird?

Mystery Bird Spotted! 1/8/14:

“Birding today in the Bay Area, I saw a lone hawk that I didn’t immediately recognize. It was large in size, with a hooked beak, but not so large as to be an eagle. It soared it circles for a long time, with its wings outstretched, very seldom flapping. I saw it from below and it was very dark underneath, but with some lighter shading in parts of the wings and in the tail. I could only see dark and light coloration, I couldn’t make out any other color. Can somebody please help me identify this?”

Possible Birds

Rough Legged Hawk

Red Tailed Hawk

Swainson’s Hawk

Zone Tailed Hawk

Evidence Groups

Each table group will be given a set of evidence to examine.

Based upon that evidence, groups will have to decide and make an argument for which of the four birds they believe was sighted.

After 15 minutes, we will rearrange into jigsaw groups so we can share our arguments with other evidence groups.

Evidence CollectionRough Legged Hawk Swainson’s Hawk

Zone Tailed Hawk Red Tailed Hawk

Leave room at the bottom for evidence that doesn't’t fit neatly into just one box

Jigsaw Groups

Re-arrange yourselves so that all 3 evidence groups are represented at each table.

Share the evidence you gathered & make an argument about the bird you think it is. You may bring evidence with you if you would

like

TISS coach will act as recorder on big stickies for your group.

Sentence Starters for Engaging in Argument From Evidence :

I agree with…and would like to add that…

I disagree with …because….

I don’t understand your idea. Can you tell me more about…?

What do you think about this idea, …?

I have a question for …?

I think ….is ….because…. (i.e. I think the bird is  red-tailed hawk because…)

SPOT TransparencyIndicator

#2Focus of

Observation

3rd grade level

4th grade level

5th grade level

Compare and refine arguments based on the strengths and weaknesses of evidence presented

Student

Identify weak v. strong

evidence

Revise weak arguments

using evidence to construct a

strong argument

Use sentence frame to

compare and refine the argument

Teacher

Provide students

with evidence to

compare

Provide students with examples of arguments

with varying-strengthened

evidence

“At first I thought __, but now I think ____

because ___”

SPOT Transparency

FOSS/content link: “mystery object” lessons:

We used mystery birds because it was something we all had experienced together

We tried to adapt the lesson to create more room for argument to happen at multiple points

SPOT Transparency

The Goal of an argument can be simply shifting opinion based on others’ ideas & evidence

Sharing your argument with a group is a way to share your evidence

By limiting access to certain pieces of evidence, we all had a real reason to develop different arguments

SPOT Transparency

The Process of an argument should involve structure(s) to allow students to respectfully listen and respond to others’ ideas & evidence

The evidence collection tool (square) allowed everyone to both hear and see each others evidence

It also allowed everyone in the group to reference others’ evidence later on.

Engaging in Argument From Evidence

Focus Question Re-visit:

How does creating a space for Argumentation From Evidence affect your ability to make an informed decision about the mystery bird?

Big News: Summer Session 3!

Goal: To make apparent all the learning and growth you have accomplished over your time in TISS.

Important Info: One more summer with Cohort 4! June 16-18th

$300 stipend, plus meals and snacks. Need to know by February 14th

TISS Graduation is the evening of June 18th

Break

Planning Time

Where are there natural places in your upcoming lessons that students can engage in argument from evidence?

Where are there shifts you can make in your upcoming lessons to allow students to engage in argument from evidence?

Announcements

TISS Recruiting for Cohort 6!

You are our best spokespeople Brochures available tonight We want all kinds of teachers Application is online, due by March 15th

Announcements

PD Make Up Hours: Citizen science: Mt. Tam BioBlitz

Sat, April 26, 9:00-4:00 (7 hrs) Optional TISS Workshop: NGSS

Thurs, May 1, 4:00-7:00 (3 hrs) CAS Teacher Workshops

Look online for dates, times & registration

Feedback & Reflection

Exit Tickets