Relationship between the NGSS Practices of
Modeling, Argumentation and Explanation
(adapted from the State NGSS Roll Out #2)
Alvord Unified School District
October 21, 20215
Yamileth Shimojyo,
Riverside County Office of Education
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Who is in the room?
Raise your hand… and describe a
success story with the implementation
of NGSS in the classroom.
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Goals of This Session
 Experience phenomena that highlight the NGSS
practices of modeling, argumentation and
explanation.
 Reflect on these experiences to understand the
integration of the NGSS Science and Engineering
Practices.
 Explore instructional strategies that support the
development of the NGSS Science and Engineering
Practices.
 Provide specific feedback regarding the UPO’s
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What do you know about…
The NGSS Practices on
 Developing and Using Models
 Engaging in Argument from Evidence
 Constructing Explanations
 Quick-write on your own – place on
corresponding Chart
 Discuss in your table groups
 Share
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Activate Prior Knowledge
Look at the following
picture:
 Based on your
experience, what
cause-effect
phenomena can be
explored?
• Quick write
• Discuss in your groups
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Model Development #1
Candle Burning Observation
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Make a Prediction!
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Lets Review - Developing a Scientific
Model and Engaging in Argument
 The model is a simplified representation of a system or
phenomenon
 Central features are made explicit and visible (including
those that are not observable with eyes)
 Appropriate labels are included to clarify the model’s
components
 The model allows opportunities to explain what we
think is happening
 Discussion of models or parts of the model allows for
engagement in argument with evidence.
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Model Development #1
Candle Burning Experiment
 Draw and label observations at the beginning, during,
and after a few minutes.
 Generate a question about what you observed.
 Why does the water rise in the jar ________?
 Generate your preliminary answer to your question.
 I think _________ because _________
 Share ideas with your table group. Do you all have the
same ideas? Discuss.
 Be ready to debrief with whole group.
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Model Development #2
Burning Candle Investigation
 What happens when you place a jar over a
burning candle in 100 ml of water? Why?
Consider the Variables that can be explored.
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Model Development #2
Burning Candle Investigation
 What happens when you place a jar over a
burning candle in 100 ml of water? Why?
Consider Variables that can be explored.
 Write a prediction in your space:
I predict ___ because___.
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Model Development #2
Conduct the investigation, considering all variables
 Observe what happens/ Data Collection
 Draw and record your observations using the “before, during
and after” time frame
 Generate a question about what you observed.
 Generate your preliminary answer (explanation).
 Share your ideas at your table (see next slide for
sentence frames)
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Sense Making: Group Talk
I think___, because___ .
I claim___. My evidence is ___ .
I think the cause of ______ is _____ .
I agree/ disagree with ___ .
What I’m hearing is . . .
Why do you think that?
Can you say more about that?
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Develop a Scientific Model
 Based on your conversations and
experiments develop a scientific model
that explains the rise of the water.
Include:
 Observable and unobservable features.
 Making the invisible visible using symbols to
represent the invisible.
 Connection to concepts .
 Add new understandings that explain the
answer to the question.
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Claim and Evidence
 Let’s formalize your initial explanation by
writing a claim and supporting your claim with
evidence.
I think___, because___ .
or
I claim___. My evidence is ___ .
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Further Investigations
 How confident are you in your claim?
 Strengthen your claim by collecting research.
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Inquiry into the Text
Reading the text with a purpose:
What information in the text helps you explain
the phenomenon in the investigation?
 * = Mark information that helps to answer the
question & why
 ! = Note interesting ideas & why
 ? = Write questions you have
 Circle= unfamiliar words
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Sharing Ideas from the Text
 Make silent eye contact with someone across
the room who you haven’t shared with today.
 Take your article and share with them
questions you have and information in the text
that helps explain the phenomenon.
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Making a Group Model
1. In your table group, share your individual models.
2. Discuss what the group model might look like for the
phenomenon by comparing and contrasting each
other ideas.
3. Together come to a consensus on what your group
model should include/exclude.
4. Develop your consensus model on chart paper.
5. Write a preliminary consensus explanation
describing the phenomenon using evidence from
your experiments and reasoning from your research
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Make Your Model Public
1. Exchange models with another group
2. Discuss the other group model at your table
3. Give feedback to the other group using sticky
notes feedback protocol
4. Return the other group model and review the
feedback you received on your group model.
5. What would you change/add?
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Feedback Protocol
Yellow – ask for clarification of ideas
• What do you mean _____ ?
• Can you elaborate on how the ______
supports the model?
• I respectfully disagree with ___ because___.
Blue – build on and add ideas
 I want to add to your idea_____.
Orange – agree and praise ideas
• I agree with your thinking on _________.
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Revise your Group Model
 Modify your model based on:
 Feedback from other group
 Discussion
 Reading
 Revise your explanation based on the
modification(s) to your model
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Arguing for your Model
 Share your revised model and explanation with
your collaborating group.
 Address the modifications and the response to
feedback.
 We added _________ because_______.
 We changed ________ because______.
 We used to think _________ now we think____.
 We agree/disagree with ___________ because ________.
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Debriefing the Process
Observing
Phenomena
How does this
image represent
the process we
engaged in?
Ask
questions
Argumentation
Evaluation
Critique
Plan/conduct
investigations
and gather
information
Develop/ref
ine model
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Explanation
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Debrief #1
Progression of the Disciplinary Core Idea
 Read the PS3 (energy) progression.
 Discuss how the idea of thermal energy
transfer is developed throughout the grade
levels.
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Debrief #2
Analysis of the Practices
1. At your table, each person chooses one NGSS
practice (models, argumentation, explanation).
2. Look at the progression for your practice and
write on sticky notes when and how during the
investigation you experienced components of the
practices.
3. Share with the whole group.
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Characteristics of Scientific Models
1. Represents a system or a phenomenon
2. Context rich and specific
3. Pictorial (drawings and pictures) and
written (text, equations, etc.)
4. Observable and unobservable features
5. Revisable over time
6. Public
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Sources:
Mark Windschitl and Jessica Thompson
•Ambitious Science Teaching website
•The Modeling Toolkit (NSTA, 2013)
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Component #1
Represents a phenomenon
for which we have questions
Does not represent a thing
•What causes the seasons?
•Why do planets and moons
maintain the orbits they have?
•Why are solar eclipses so rare?
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Component #2
Context-rich:
Specific to time, place,
conditions
Not generic
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Component #3
Pictorial and written
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Component #4
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Component #5
Revisable
over time
based on
evidence
and ability
to predict
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Component #6
Needs to be public!
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Classroom Strategies for Modeling
and Engaging in Argumentation
1. Starting points: small group
and individual work
Sources:
Mark Windschitl and Jessica Thompson
•Ambitious Science Teaching website
•The Modeling Toolkit (NSTA, 2013)
2. Before-During-After drawings
3. Whole class consensus model
4. Peer feedback via sticky notes
5. Language scaffolds with
sentence frames
6. Content checklists
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Fostering Argumentation in
the Science Classroom
 Establish classroom norms for productive interactions
between students
 Create a culture of accountable talk
 Make sure all students have equitable access to the conversation
 Create a need for students to argue
 Engage students in phenomenon that might elicit multiple responses
 Make sure students consider alternative ideas
 Encourage students to use criteria to evaluate the
processes, context and explanations of science
 Encourage students to make their thinking visible
 Make sure students have access to relevant data or evidence
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Now what do you think you
know about…
 NGSS Practices
 Developing and Using Modeling
 Engaging in Argument from Evidence
 Constructing Explanations
 Discuss in your groups your revised ideas
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Thank you!
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