Reflection: Rigor Day 2- Physical vs Chemical Changes - Section 2: Explain

 

Engaging in Argument from Evidence

Today, I worked with my students on properly engaging in argument using evidence from our investigation, which supports the NGSS science and engineering practice #7.  This is on ongoing practice that helps students build scientific knowledge and develop a deeper understanding of the content. Engaging in this practice needs to take place on a regular basis as it is not a one-time activity; it’s an ongoing practice that requires students to use relevant evidence from their investigation to explain a result or phenomenon.   The overall process includes a multitude of skills including listening, speaking, comparing, justifying, and evaluating evidence being used to support claims.

I decided to spend time on this because my students need ongoing practice in this type of discourse.  I begin modeling the expectation of this practice at the start of the school year and continue doing so throughout the year. I do this by setting the expectation of how to engage in academic discourse with one another in a respectful, yet meaningful way. In this lesson, I focused on coaching the students in defending their claims of the types of changes: physical or chemical changes that took place during their investigation. I selected two students to model for the class their argument while letting me coach them. I did it this way to have my students see my explanation in action.  After having the rest of the class observe students using evidence to engage in argument, I had them practice it. I paired up students who had two different claims about the type of change that took place during the investigation. As I circulated the room, I checked and gave them suggestions on how to use their evidence to justify their claim.  Overall, it is a practice that needs continuous modeling and practice. The more students use and practice it, the more comfortable and confident they will be when engaging in it.  Like any new practice, students need many opportunities to construct an argument that defends their outcome and support their thinking. 

  Engaging in Argument Using Evidence
  Rigor: Engaging in Argument Using Evidence
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Day 2- Physical vs Chemical Changes

Unit 2: Structure, Function, and Properties of Matter
Lesson 15 of 19

Objective: SWBAT write evidence based explanations to distinguish physical and chemical changes.

Big Idea: Students will construct scientific explanations that demonstrate their understanding of physical and chemical changes.

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