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
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
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