E a s t V a l l e y C e n t r a l S c h o o l D i s t r i c t

Science Professional DevelopmentKirk RobbinsTeachscience4all.org@science_4_all

Scientific Explanation and Argumentation:

A Handbook for Teaching NGSS Science & Engineering

Practices 6 and 7

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Comparing Explanation and Argumentation in the Next Generation Science Standards

Practice 6 Constructing Explanations The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. The Framework states the following about explanation:

“The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52)

An explanation includes a claim that relates how a variable or variables relate to another variable or a set of variables. A claim is often made in response to a question and in the process of answering the question, scientists often design investigations to generate data. This practice is described in the Framework as follows.

Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur.

Practice 7 Engaging in Argument from EvidenceThe 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)

Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community.

Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

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Writing Your Own Scientific Explanation1. Examine the data table below. 2. Write a scientific explanation stating whether fat and soap are the same substance or different substances.

Student Data Collection for Fat and SoapColor Hardness Solubility Melting Point Density

Fat Off-white or slightly yellow

Soft, squishy

Water- noOil- yes

37 degrees C 0.92 g/cm3

Soap Milky white Hard Water-yesOil- no

Hotter than 100 degrees C

0.84 g/cm3

Scientific Explanation

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Examining a Student Explanation Part 1Brandon’s First Explanation about Soap and Fat

What strengths do you see in this scientific explanation?

What feedback might you give to this student?

What do you think are some key features/components of a quality scientific explanation?

Fat and soap are both stuff but they are different substances. Fat is used for cooking and soap is used for washing. The are both things we use everyday. The data table is my evidence that they are different substances. Stuff can be different substances if you have the right data to show it.

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Examining a Student Explanation Part 2Brandon’s Second Explanation about Soap and Fat

What changes did Brandon make to his explanation?

In what ways did these changes make the explanation more clear?

If you were going to teach your students to write scientific explanations, how might you scaffold this for them?

Fat and soap are different substances.Fat is of white and soap is milky white.Fat is soft squishy and soap is hard.Fat is soluble in oil, but soap is not soluble in oil.Fat has a melting point of 37 degrees C and soap has a melting point above 100 degrees C. Fat has a density of 0.92 g/cm3 and soap has a density of 0.84g/cm3. These are all properties. Because fat and soap have different properties, I know they are different.

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Connect to Everyday Examples Part 1Watch the short Audi commercial.

Record the parts of the CER framework that the girl uses.

Claim

Evidence

Reasoning

A. With a partner- improve the reasoning to be more complete.

B. Make and defend an alternate Claim.

C.

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Writing Guide for Scientific Explanations & ArgumentsI Did It! I’m Close I Need Help Oops

Claim

Answers the question

My claim directly & clearly responds to the question.

My claim responds directly or clearly to the question.

My claim does not respond to the question.

No claim statement.

Stands-Alone (One sentence)

My claim stands alone as a complete statement.

My claim has a missing piece.

My claim is too vague or is missing pieces.

Evidence

This is the “right” evidence

My data is the right data to answer the question.

My data is mostly the right data to answer the question.

Most of my data is not the right data to answer the question.

No evidence cited.

There is enough evidence

I have just enough data but not so much that it is boring to read.

I have some evidence to support my claim but it doesn’t feel like enough.

I don’t have enough evidence to support my claim.

Reasoning

The reasoning is easy to spot

My reasoning statements are easy to find.

My reasoning statements are there but may be hard to find.

My reasoning just repeats the Claim, Question, or Evidence.

No reasoning

statements.

Why this evidence counts

I explain why my evidence counts.

I hint at why my evidence counts.

I don’t explain why my evidence counts.

Uses a science concept

I use a science concept to explain why the evidence supports the claim.

I use a science concept but it may not explain why the evidence supports the claim.

I barely mention any science concepts.

Notes:

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What Counts as Evidence?(for this claim)

Read the statements below.Can we use this as evidence to support the claim? (yes or no)Why should it count as evidence (or not)?

Evidence: _____ Adult butterflies have wings.

Reason: ___________________________________________________________________________________

Evidence: _____ Adult butterflies have abdomens.

Reason: ___________________________________________________________________________________

Evidence: _____ Adult butterflies have many different colors on their wings.

Reason: ___________________________________________________________________________________

Evidence: _____ Butterflies have legs.

Reason: ___________________________________________________________________________________

Evidence: _____ Butterflies drink from flowers.

Reason: ___________________________________________________________________________________

Evidence: _____ Butterflies have six legs.

Reason: ___________________________________________________________________________________

Evidence: _____ A butterfly develops from an egg, caterpillar, and chrysalis.

Reason: ___________________________________________________________________________________

Question: Are butterflies insects?

Claim: Yes, butterflies are insects

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CER Scaffold EXAMPLE AResultsBeak Marbles Pennies Popsicle

SticksRed Water

Chopsticks

Spoon

Tweezers

Straw

Question: Which bird beak is the best adaptation for this environment?

ClaimWrite a sentence stating which bird beak is the best adaptation for this environment

EvidenceProvide scientific data to support your claim. The evidence should include the amount of food (marbles, pennies, popsicle sticks, red water) that the bird with the assigned beak ate

ReasoningExplain why your evidence supports your claim. Describe what an adaptation is and why your evidence allowed you to determine which bird beak was the best adaptation .

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Is it a CLAIM?

A class was answering the following science question.

Question: Are soap and fat the same substance?

The teacher asked the class to answer the question using a Scientific Explanation. Below are some statements from their explanations.

Which of the following statements are CLAIMS? What feedback would you give each student to make the statement a claim or to improve the claim?

Is it a CLAIM? Yes or No

STATEMENT FEEDBACK

Yes they are.

I think soap and fat are different substances.

Fat and soap are the same thing.

No.

Soap is different.

Fat is not the same thing.

Fat is yellowish but soap is white.

What is your definition of a CLAIM? What do you notice about the statements that ARE claims? How are they different than the statements that are NOT claims?

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Is it a Scientific Explanation?

A group of students were talking about Scientific Explanations. They each had a different idea about the definition of a Scientific Explanation.Which student do you most agree with?

Katie: I think a scientific explanation is a summary that uses evidence from text.

Angel: I think a scientific explanation is a story about what you observed or did in an experiment.

Blake: I think a scientific explanation is a presentation, like a science fair project.

Jada: I think a scientific explanation is an answer to a question that has a claim, evidence, and reasoning.

Cori: I think a scientific explanation is when you write a procedure for how to conduct an investigation.

I agree with __________________________________. Explain why you picked this idea and why you did not pick the others.

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