providing feedback to each other. Materials: Reasoning Rubric Direct teachers to work in small groups to evaluate written student Activity: 15 min. arguments using the rubric. Using the Reasoning Provide content and contextual background to teachers to help them Rubric to evaluate the arguments. Evaluate Student Content: igneous=volcanic rock; sedimentary= formed by the Arguments deposition and cementation of material; metamorphic= previously formed rock changed by heat and pressure Classroom: In this classroom activity, each student was assigned a different rock found near the Grand Canyon. Students observed rock samples in class and read scientific articles. They needed to write a scientific argument about the type of rock they were assigned. Claim: The Dox Sandstone is a sedimentary rock. Evidence: My first piece of evidence is that the Dox sandstone had many lines in it. The excerpt from of the “Geologic History Grand that the Grand Canyon was covered by Canyon” said sea. The sea must have taken sediment from other places and deposited it in layers. After it hardened, the different layers would be visible. The sample of the rock we saw had many visible lines. My second piece of evidence is that it has many different colors and rock sizes. The sea what can’t choose type of rock it will deposit, so many different types could have been used to make one rock. Many different colors and textures is a characteristic of sedimentary rock. I also don’t think it is Metamorphic, because then the stripes would probably be wavier. Our sample had (This straight lines.” student offers clear reasoning and science ideas to explain how her evidence relates to the claim. A teacher might encourage this student to make her argument even stronger by including more explanation for why wavier lines would indicate that the rock is metamorphic.) claim is the Zoroaster Granite is an igneous rock. And “My my evidence is that it has luster and shiny and it looks a it’s lot like the rocks were melted into one. My reasoning is that it was deep in a canyon so it could have been heated by some lava just below the surface, but it may no longer be there
providing feedback to each other. Materials: Reasoning Rubric Activity: Using the Reasoning Rubric to Evaluate Student Arguments Direct teachers to work in small groups to evaluate written student arguments using the rubric. Provide content and contextual background to teachers to help them evaluate the arguments. Content: igneous=volcanic rock; sedimentary= formed by the deposition and cementation of material; metamorphic= previously formed rock changed by heat and pressure Classroom: In this classroom activity, each student was assigned a different rock found near the Grand Canyon. Students observed rock samples in class and read scientific articles. They needed to write a scientific argument about the type of rock they were assigned. Claim: The Dox Sandstone is a sedimentary rock. Evidence: My first piece of evidence is that the Dox sandstone had many lines in it. The excerpt from “Geologic History of the Grand Canyon” said that the Grand Canyon was covered by sea. The sea must have taken sediment from other places and deposited it in layers. After it hardened, the different layers would be visible. The sample of the rock we saw had many visible lines. My second piece of evidence is that it has many different colors and rock sizes. The sea can’t choose what type of rock it will deposit, so many different types could have been used to make one rock. Many different colors and textures is a characteristic of sedimentary rock. I also don’t think it is Metamorphic, because then the stripes would probably be wavier. Our sample had straight lines.” (This student offers clear reasoning and science ideas to explain how her evidence relates to the claim. A teacher might encourage this student to make her argument even stronger by including more explanation for why wavier lines would indicate that the rock is metamorphic.) “My claim is the Zoroaster Granite is an igneous rock. And my evidence is that it has luster and it’s shiny and it looks a lot like the rocks were melted into one. My reasoning is that it was deep in a canyon so it could have been heated by some lava just below the surface, but it may no longer be there 15 min.
advanced_module_evidence_and_reasoning_outline.docx