Responding to Arguments with Evidence (Day 1)

7 teachers like this lesson
Print Lesson


SWBAT plan a response to an argument using scientific evidence.

Big Idea

What evidence do we have that the earth is always changing?


15 minutes

I began by passing out the Earth is Constant Writing Prompt, and read it aloud.  Students were, thankfully, incredulous, and so I asked them to talk at their tables about some things than Mr. Henderson made that they might not agree with.

I asked them what Mr. Henderson's claim was, the main thing he said was true, and a student identified the idea that the earth is never changing.  Then I asked them to identify his main evidence to support his claim.  As they shared each idea, I recorded their response on the Prewriting Organizer.  By taking his argument, and placing the ideas into the organizer, it helps students make the connection to planning their own response.  Mr. Henderson's Argument Organizer is a completed response.


40 minutes

I passed out prewriting organizers to each student.  I asked my class what claims Mr. Henderson made that they disagree with.  I had them write those ideas in their science notebooks. 

I would then give them time to conduct some research online to gather evidence to support their claims.  I shared some links with them using my PortaPortal as a place to start, but reminded them to be critical readers; .edu's and .gov's are trusted, .org's depends on the organization, but museums are generally good, and .com's are generally businesses trying to make money, not share information.  When I saw students off track (Googling "All About the Grand Canyon"), I kept bring them back to the focus question; "What evidence do we have that the earth is always changing?"

At the end of the period, I explained that our next step would be planning ideas, and that if they needed more time for research, that would need to be completed during their Read to Self period.