Learning Design Group’s Middle School Curriculum

Christina Morales & Megan Goss

life science

year

earth science

year

physical science

yeat

middle school program 6 unitslaunch unit

life science

year

earth science

year

physical science

yeat

middle school program 6 unitslaunch unit

units are modular

each unit focuses on a component of argumentation

life science

year evidence reasoning reasoning evidence evidence reasoning

progress variableThe order in which

student build an increasingly deep

explanation of some phenomenon

Overview of our Approach

Includes a problem, question, and/or mission that students work to solve and explain

Sim investigation helps students solve problem/answer question. Sim exploration and investigation help explain all aspects of the progress variable

Authentic and engaging way to help students make sense of science ideas

argumentation

simulationproblem context

progress variableThe order in which

student build an increasingly deep

explanation of some phenomenon

argumentation

simulationproblem context

Based on our evidence, we think that the patient feels tired because ….

Why does the patient feel tired?

Challenges to implementing argumentation

• Science teachers not familiar with disciplinary literacy

Challenges to implementing argumentation

• Tendency for right answerso Goals of argumentation can be

achieved without arriving at a “right answer.” However, When arguments are divergent or open ended, even just for a short time, teachers may be concerned about hitting content goals.

Challenges to implementing argumentation

• Tendency towards an IRE teaching style

Goals for Argumentation in our Curriculum

• Develop skill with practice of scientific argumentation

• Support deep science content learning

• Capitalize on engagement and interest

• Support classroom culture and mindset of argumentation

How might we accomplish this?

• Provide teachers with Tools and Activities to engage students in independent problem solving through argumentation

Examples:

• Evidence Card Sorts

• Evidence Gradient Tool

• Reasoning Tool

• Consideration of Multiple Claims

• Science Seminar

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Claim

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The methane lake on Titan isn’t there anymore because it evaporated.

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The methane lake on Titan isn’t there anymore because it evaporated.

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The methane lake on Titan isn’t there anymore because it evaporated.

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Potential Student Argument

The methane lake on Titan isn’t there anymore because it evaporated. When the lake was first photographed in 2005, it was liquid. Later, in 2010 it wasn’t there. Something happened to make the lake disappear. In 2005, it was winter on Titan. It is colder in winter, and methane is a liquid when it is colder. The molecules are closer together. Later, in spring, it is warmer on Titan. The energy provided in spring caused the molecules to move farther apart and to become a gas. Over time, the lake completely disappeared because the molecules became a gas.

Some things we struggle with, with regard to this tool:

• If students are asked to work with this tool often, how might we set these activities up so that they continue to feel authentic and engaging?

• If we are promoting student independent thinking with tools like this, how do we help the teacher to manage thinking that is inaccurate?

• What do we do with evidence that is refutational?

• For how long would a tool like this be useful? Always? For a few units?