Are you looking to “up” your science and engineering practice (SEP) game involving engaging in argument from evidence in your middle school science classroom? With this SEP, students engage in argumentation to explain and justify their explanation as solutions.
When in comes to SEPs in the classroom, this has GOT to be your students favorite, right? Middle school students love to argue. Can I get an amen?
It’s a great way to bring the WOW Factor to your classroom!
What Does This SEP Look Like in Real-Life?
Scientists
So, in the real world, scientists practice this “arguing” to identify the strengths and weaknesses in their study. They should be able to defend their claims with strong evidence. If not, other scientists can pretty much shut them down, and nobody wants that.
They also have to make sure their evidence to support their claims is built on a solid foundation, otherwise, that can be shut down too.
Engineers
For engineers, engaging in argument from evidence is crucial to come up with the best solutions possible to solve a problem. Working together with other engineers, they can critique designs to ultimately make things better.
Students
Students engage in the same practice as those in their real-world careers, just on a smaller scale. They still should collect “legit” evidence to support their claims when they are learning a new topic or working to create a solution. They must understand the importance of evidence in arguments.
Engaging in Argument from Evidence in Middle School
In regard to engaging in argument from evidence, NSTA states that “argumentation is the process by which evidence-based conclusions and solutions are reached…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.”
What does this look like in middle school? Well, students should be exposed to and participate in engaging in arguments from evidence in elementary school. They refine arguments based on evidence, receive critiques from their peers, construct their own arguments with evidence, and make a claim to support their solutions.
In middle school, they take all these things to the next step. Let’s explore this! Here are the 5 ways that you can master engaging in argument from evidence in your classroom! Let’s rock this SEP! Of course, I share engaging in argument from evidence examples!
Increase Complexity
In elementary school, students compare arguments, refine their own arguments, and even distinguish between various information.
In middle school, you can take it up to the next level, and students can construct their own arguments that support (or refute) their claims or other students’ claims, explanations, or solutions.
Students will rely on a deeper understanding of evidence and use scientific reasoning.
- For example: When learning about climate change, students can collect arguments from different perspectives looking at the human impact on climate change. They can look at evidence from scientific studies, historical data, different climate models, and more. They will be able to use the data and scientific reasoning to form their own conclusions. Not all scientists believe the same thing. Talk about a complex topic!
Critiques
In elementary school, students are involved in receiving critiques as well as providing critiques for others. In middle school, this is bumped up to compare and critique two arguments on the same topic. This requires more analytical thinking.
- For example, say you are talking about the conservation of biodiversity. Students can participate in a debate critiquing two arguments (different perspectives) on the importance of biodiversity conservation and how to achieve it. Students can present two different viewpoints and then formulate their own perspective. Classes can pick a side to debate!
Oral and Written Arguments
In middle school, there is more of a focus on creating written arguments as well as oral arguments based on empirical evidence and scientific reasoning. They should be able to effectively support their claims.
- For example, fossil fuels are in huge debate. Students can look at the evidence for the use of fossil fuels versus renewable energy. They can construct either an oral argument to present in class or even a written argument to present to lawmakers. They should present their viewpoints (based on empirical evidence) and reasoning. They should be able to respond to counterarguments as well.
Evaluation of Technological Solutions
In middle school, students are introduced to the evaluation of technological solutions. Students should be able to make arguments (based on evidence) to whether or not a technological solution meets the relevant criteria and constraints.
- For example, let’s say you are working on your water quality unit, and your students work to create a water filter system as a STEM project. They can, of course, do this by trial and error, but doing the research beforehand can be beneficial. They can look at things that are already used as contaminant removal, look at sustainability, and more. They will have criteria and constraints given by you, the teacher.
Depth of Understanding
Just in general, students are learning deeper concepts as they move up through the grade levels. They should be able to better understand scientific concepts, critical thinking skills, real-world problems, scientific reasoning, and more.
- For example, you may have your students participate in a long-term study in your classroom as opposed to a “day-long” lab. When learning about ecosystems, students could study a nearby pond. If you cannot go to the pond as a class, you could always collect data for them. Over time, your students can collect data on species diversity, environmental factors, water quality, and more. They can collect both quantitative and qualitative data. Students will create a deeper understanding of ecosystems by conducting such an in-depth study.
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