This activity models how to deconstruct an argument in order to check its validity. Students will have an opportunity to examine the Bureau of Land Management’s (BLM) argument for wild horse/burro roundups (point by point) using scientific evidence from reputable resources and the Saving OUR Nation’s Wild Horses and Burros sub tab under the Animal advocacy tab on the PACTS4Change website. Students will then surmise for themselves, based on the evidence, whether BLM’s argument is scientifically justified.

Contents in order of use:

1. Activity 4 Pre-assessment

2. Activity 4 Science argumentation

3. Activity 4 My Science Argumentation Template Book for Students

4. Activity 4 My Science Argumentation Template Book Teacher Parent Information to Help Facilitate Accurate Knowledge Building

5. Activity 4 Post-assessment

6. Activity 4 Rating

Subject domains:

Reading (Phonics and Word Recognition): Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes.
Reading (Information Text): Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; quote accurately from a text when explaining what he text says explicitly and when drawing inferences from the text.
Writing (Text Types and Purposes): Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Speaking and Listening (Comprehension and Collaboration): Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3, 4, and 5 topics and texts, building on others' ideas and expressing their own clearly.
Speaking and Listening (Presentation of Knowledge and Ideas): Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Science (Disciplinary Core Idea Progression): Adaptation: For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all).
Science (Argumentation): Engage in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficiennt evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Skills:

Learning how to deconstruct an argument in order to check its validity.
Learning how to examine an argument point-by-point using scientific evidence from reputable resources.
Developing vocabulary concepts based on the context.
Researching a herd management area.
Understanding adaptation.
Understanding native versus non-native species.
Understanding that misinformation is NOT based on facts.
Understanding how to examine the validity of a claim (argument) and surmise whether it is based on factual evidence.
Understanding the difference between a myth and a fact.
Understanding how to cite a source.
Gathering information for creating an ongoing presentation (poster).

Activity 4 Science argumentation

$2.00