The Argumentation Toolkit
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    • Student Interaction
    • Competing Claims
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    • Advanced - Evidence and Reasoning >
      • Session 1
      • Session 2
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  • About

How does considering competing claims support
​students' use of evidence and reasoning? 


Session Goals:

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  • Teachers will develop an understanding of argumentation as a social process in which students build, question and critique claims using evidence and reasoning.
  • Teachers will be introduced to a Card Sort as an instructional activity that promotes students use of evidence to evaluate multiple claims.
  • Teachers will design a new lesson or revise an existing lesson to integrate argumentation into their science instruction.*
  • Teachers will identify areas of argumentation that are challenging for their students.*
​ 
*Note: These final two goals are only applicable if the module is implemented as multiple sessions

Agenda:

*Extension discussion - Try it with your students!
  1. Video: Using evidence to consider competing claims
  2. Activity: Mystery fossil card sort 2
  3. Video & Discussion: Arguing about competing claims
  4. Session takeaways
​*Extension - Try it with your students!

Materials:

  1. Detailed agenda for facilitator
  2. Card Sort 2
Presentation View

*Extension discussion - Try it with your students!

Share your experience:
  • Share the lesson you developed to focus on evidence, as well as any student artifacts you may have.

Discussion Questions:
  • What went well with the lesson? Why do you think it went well?
  • What was challenging with the lesson? Why do you think it was challenging?

1. Video: Using evidence to consider competing claims

Watch the video below, which describes how evidence can be used to evaluate multiple claims.

2. Activity: Mystery fossil card sort 2

The task:
   1.  Work in pairs or small groups to categorize evidence cards as             supporting either:​​​
            a)  The fossil tooth came from a prehistoric mountain lion. 
            b)  
The fossil tooth came from a prehistoric shark. 
            c)  Other

   
2.  Make sure to articulate why you sort cards as you do. 
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Setting up your cards:
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Discussion about card sort:
  • After sorting cards from Group #1:
    • Which claim do you feel is best supported given the existing evidence?

  • After sorting all the cards, including those from Group #2:
    • How were your discussions similar/different when you engaged in this card sort compared to when you sorted evidence cards for one claim?  
    • What did you talk about when you were discussing the evidence?
    • Did your conversations change once you received the cards from Group #2?​

3. Video & Discussion: Arguing about competing claims

Watch the video below, which describes engaging students in arguing about competing claims.
Discussion Questions:
  • What are the benefits to having your students engage in competing claims? 
  • What challenges do you think your students might have when engaged in this work?
  • What types of activities (e.g. card sort, evidence from text, science seminar) can you envision incorporating into your instruction? Why?

4. Session takeaways

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  • Often scientists develop competing claims about a particular phenomenon. They use evidence to decide which claim is stronger. 
  • As new evidence emerges, scientists re-evaluate the strength of claims.
  • Competing claims provide students with an authentic reason to argue.
  • Weighing multiple claims can encourage students to think about why the evidence supports the claim and refine their understanding of the science concepts. 


* Extension - Try it with your students!

The task:
  • Develop or revise a lesson to encourage students to include the consideration of competing claims. This lesson could be a card sort, making sense of data from an investigation, using evidence from text, a science seminar or another type of activity.
  • For the next meeting, bring the lesson you developed, as well as potentially student artifacts (such as writing) or a video clip of students engaged in this.
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This project was supported by National Science Foundation Grant DRL-1119584. Any opinion, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
All content and materials © 2015 The Regents of the University of California. All rights reserved.