Osborne, Donovan, Henderson, MacPherson, Wild. Arguing From Evidence in Middle School Science. by Jonathan Osborne & Brian M. Donovan & J. Bryan Henderson & Anna C. MacPherson & Andrew Wild

Author:Jonathan Osborne & Brian M. Donovan & J. Bryan Henderson & Anna C. MacPherson & Andrew Wild
Language: eng
Format: epub
Published: 2016-09-02T05:07:47.770958+00:00

(10 min) Groups of students summarize their own and/or class data in data displays (see student activity sheet) on chart paper. Below data displays, groups construct an argument that answers the question, “Is there a difference in the amount of dissolution of pteropod shells between preindustrial times and the present?”

(5 min) Gallery walk: Students walk around and view other groups’ work. They use one sticky to indicate something they learned from a poster and one sticky to offer critical feedback on a graph or an argument.

(5+ min) Class debrief:

How did different groups choose to display their data?

Were some data displays more or less effective at showing the difference?

What made an argument more or less convincing?

If you had to provide a rebuttal to the argument that ocean acidification is causing pteropod shell dissolution, what would you say? [One idea: since we cannot be sure of what preindustrial pteropods looked like—although we have a pretty good idea based on fossils and simulation experiments—we cannot be absolutely positive that shell dissolution was not occurring prior to the more acidic ocean.]

Going beyond the activity: How might we design an experiment to show that the lower pH is causing pteropod shells to dissolve?

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