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The session targets the science practice of Constructing Arguments from Evidence, emphasizing gathering and analyzing evidence from phenomena, developing clear defensible claims, and using structured argumentation routines. 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All professional learning supported by funds  \nthrough the Illinois State Board of Education.  \nIL SCIENCE STEERING COMMITTEE  \nMeagan Budke, ISBE  \nAnji Garza, PD & Ed Service Director, ROE 47 (Tech, Chat) Heather Galbreath, 6th Grade Science Teacher Galesburg, IL Brian Gibbs, Educator, Bradley School District 61  \nSarah Meador, Director of ROE Services, ROE 8  \nDawn Novak, Professional Learning Designer, Northwestern University Nate Nugent, High School Science Teacher, Streator, IL  \nKristin Rademaker, Professional Learning Specialist, NSTA  \nMisty Richmond, Middle School Science Teacher, CPS  \nRichard Stokes, University of Illinois-Springfield  \nNicole Vick, Science Education Consultant  \nYou! Breakout Participant, Speaker  \nPurpose &  \nDesired Outcome  \nPurpose  \nTo deepen your understanding of the Illinois Science Standards, build your capacity to teach science, and support greater student success.  \nDesired Outcome   \nBy the end of this meeting we will have:  \n● Experience the science practice of Constructing Arguments from Evidence from a student perspective.  \n● Gather and analyze evidence from phenomena to develop clear, defensible claims.  \n● Engage in structured argumentation routines that support justification and reasoning.  \n● Deepen their understanding of how evidence-based explanations progress across grade levels.  \n● Identify scaffolds and instructional supports that strengthen students’ reasoning and discourse.  \n● Leave with CER tools, argumentation routines, and classroom-ready strategies to elevate student argumentation.  \nCameras on if possible  \nParticipate though chat, hands up feature, and breakout sessions  \nResist the temptation ● Take care of your own  \nto multitask needs  \nParticipant Guidelines  \nPlease rename yourself and include your grade level. e.g. 2nd Grade, Anji Garza .  \nWhat do we mean by Argumentation from Evidence?  \nStop & Jot  \nWhat does argumentation from evidence mean to you?  \nWhat does this look and/or feel like in the classroom?  \nWhat do we mean by Argumentation from Evidence?  \nArgumentation is a process for  reaching agreements about explanationsand design solutions.  \nIn science:  \n● identify strengths and weakness around a line of reasoning  \n● evidence is formulated from a solid foundation of data  \n● re-examine own understanding after reviewing other’s evidence and feedback  \n● collaboration with peers to come to consensus to develop the best (working) explanation of a phenomenon  \nNational Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies  \nPress. [https://doi.org/10.17226/13165](https://doi.org/10.17226/13165)  \nWhat do we mean by Argumentation from Evidence?  \nArgumentation is a process for  reaching agreements about explanationsand design solutions.  \nIn engineering:  \n● peer collaboration to select most promising solution  \n● use systematic methods to compare alternatives including:  \n○ formulating evidence from testing data;  \n○ arguing from that evidence to defend a conclusion;  \n○ critically evaluate other’s ideas; and,  \n○ revise the design to achieve the best solution.  \nNational Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies  \nPress. [https://doi.org/10.17226/13165](https://doi.org/10.17226/13165)  \nWhat does this look like ina classroom?  \nElements of Argumentation  \n1. Evidence  \n2. Reasoning  \n3. Student Interaction  \n4. Competing Claims   \nEvidence Reasoning  \nThis is what students need to support a claim  \n● Can include data, readingsand obs","cbCaiqSfP6DeTjgN","https://ap.wps.com/l/cbCaiqSfP6DeTjgN","pdf",4259114,33,"English","# Context, Introductions, and Roles\n# Purpose & Desired Outcome\n# Participant Guidelines\n# What do we mean by Argumentation from Evidence?\n## Argumentation in Science\n## Argumentation in Engineering\n# What does this look like in a classroom?\n# Elements of Argumentation","[{\"question\":\"What is the purpose of Science Educators Session 6?\",\"answer\":\"To deepen understanding of the Illinois Science Standards, build capacity to teach science, and support greater student success through evidence-based argumentation.\"},{\"question\":\"What learning outcomes are expected by the end of the meeting?\",\"answer\":\"Educators will practice Constructing Arguments from Evidence, learn to gather and analyze evidence to develop defensible claims, and use structured argumentation routines and CER tools and strategies.\"},{\"question\":\"What does “argumentation from evidence” mean in science and engineering?\",\"answer\":\"In science, it involves reaching agreements about explanations using evidence grounded in data and reasoning supported by scientific ideas. In engineering, it includes peer collaboration, comparing alternatives using testing evidence, defending conclusions, evaluating others’ ideas, and revising designs.\"}]","SCIENCE EDUCATORS SESSION 6 - Evidence in Action - Supporting Students in Making Science Claims That Stand | PDF",1791602690,83]