©2015!California!State!University!East!Bay!All!Rights!Reserved.!!Any!unauthorized!reprint!or!use!of!this!document!is!prohibited!under!federal!law.!!!"#$%&'()%*'(+%,(-./0!was!
supported!by!a!grant!to!the!California!State!University!East!Bay!by!the!National!Science!Foundation!Discovery!Research!K12,!Award!No.!DRL-1418440.!PI:!
michele.korb@csueastbay.edu!or!contact!corinne.lardy@csus.edu,!michelle.sinapuelas@csueastbay.e d u !!
Last!Updated!8/26/2020!
ASET!Science!&!Engineering!Practices!(SEP)!Tool:!Engaging!in!Argumentation!from!Evidence!
Name!or!ID:!
Lesson/Unit!Title:! Intended!grade:!
SEP 7
Engaging in Argument from Evidence: Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and
engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a
design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods. Scientists and engineers engage
in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building models, and evaluating
claims.
Components of SEP
In this lesson/unit plan, it is clear that
students
have a structured opportunity to:!
Mark with “x”
if present in
lesson!
What teacher actions were taken
to facilitate this component for
students? !
What are the students doing?!
1) Compare,!and!critique!two!argum ents
based!on!the!supporting!evidence
2) Engage!in!discourse!around!a!scientific
argument!with!peers
3) Construct!and/or!refine!an!argument
using!evidence!and!reasoning!to!support!a
claim
4) !"#$%#&&'%# $(!Make,!defend,!and/or
evaluate!a!claim!about!the!effectiveness/
merit!of!an!object!or!design!solution!using
evidence
Notes on Context/Special Considerations (part of school year, differentiation, student developmental considerations, etc.):
! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !
©2015!California!State!University!East!Bay!All!Rights!Reserved.!!Any!unauthorized!reprint!or!use!of!this!document!is!prohibited!under!federal!law.!!!"#$%&'()%*'(+%,(-./0!was!
supported!by!a!grant!to!the!California!State!University!East!Bay!by!the!National!Science!Foundation!Discovery!Research!K12,!Award!No.!DRL-1418440.!PI:!
michele.korb@csueastbay.edu!or!contact!corinne.lardy@csus.edu,!michelle.sinapuelas@csueastbay.e d u !!
Last!Updated!8/26/2020!
ASET!Grade!Band!Criteria!1+"23%(42,35(6789!
!
Science!&!Engineering!Practices!
SEP 7: Engaging in Argument from Evidence: Engaging in argument from evidence in 68 builds on K5 experiences and progresses to
constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed
world(s).
!
By the end of the grade band students will have had a structured opportunity to develop an understanding of each of these. Individual
lessons or units should include opportunities for stud ents to practice one or more of the following components ……
!
1)!Compare,!and!critique!two!
arguments!based!on!the!
supporting!evidence!!
!
!
Using!two!arguments!on!the!same!topic!developed!by!students!or!presented!by!the!instructor:!
a. Identify!claims!m ad e!in!eac h!ar gu m en t!
b. Distinguish!among!facts!(based!on!research!findings)!and!speculation!or!opinion!(not!supported!by !objective!
informat ion ) !us ed !to !su p p o rt !ea ch !cl aim!
c. Compare!and!critique!claims!made!by!these!two!arguments!on!the!same!topic:!
i. by!identifying!if!they!emph asize!sim ilar!or!different!ev idenc e. !
ii. and/or!by!comparing!the!interpretation!of!evidence.!!
iii. and/or!by!considering!the!ethical!issues!of!each!
2)!Engage!in!discourse!around!
a!scientific!argument!with!
peers*
!
!
Respectfully!provide!and!receive!critiques!*+,-'+.)/&&'0!about!one’s!explanations,!procedures,!models!and!questions!123!
a. Citing!relevant!scientific!evidence!and!
b. Posing!and!responding!to!0/&4%-%4!questions!that!elicit!pertinent!elaboration!and!detail.!
3)!Construct!and/or!refine!an!
argument!using!evidence!
and!reasoning!to!support!a!
claim!!
!
a. Construct,!use,!and/or!present!an!oral!and!written!argument,!to!support!or!refute!an!explanation!or!a!model!for!a!
phenomenon!(science),!or!a!solution!to!a!problem!(engineering),!that!is!supported!by:!
i. A!claim!or!set!of!claims!
ii. 5&6&78#*!empirical!evidence!(e.g.,!observations,!data,!and/or!a!model)!to!support!the!claim!and,!!
iii. Scientific!reasoning!(9#4+'/+'8*&)04%&#*%-%4)/'%#4 %/6&0:)*;&+ '%&0:)8# <,+ ')%<&8 0=!to !supp ort!evid enc e!linked !to!claim !
!
b. Refine!claim!or!set!of!claims!based!on!an!evaluation!of!the!evidence!presented!
!
4)!!"#$%#&&'%#$(!Make,!defend,!
and/or!evaluate!a!claim!
about!the!effectiveness/!
merit!of!an!object!or!design!
solution!using!evidence
!
!
a. Make!and!defend!a!claim!(or!set!of!claims)!related!to!a!design!solution!that:!
i. supports!or!refutes!the!adve rtised!pe rform an ce!of!a!dev ice,!process ,!or!system ,!!
ii. are!based!on!empirical!evidence!about!the!effectiveness!of!a!design!solution!(whether!or!not!the!technology!meets!
relevant!criteria!and!constraints)!!
iii. reflects!scientific!knowledge,!and!student- generated!evidence.!
!
b. Evaluate!competing!design!solutions!based!on!jointly!developed!and!agreed-upon!design!criteria!
!
*!Teaching!methods!instructors!should!consider!use!of!discourse!scaffolds!or!sentence!frames!to!help!guide!this!!
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