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Enhancing Thinking Skills in Science Context Lesson 7

Enhancing Thinking Skills in Science Context Lesson 7. Arguments in Science. Activity 1.

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Enhancing Thinking Skills in Science Context Lesson 7

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  1. Enhancing Thinking Skills in Science Context Lesson 7 Arguments in Science

  2. Activity 1 • Use the resource listed below to search evidence for and against ‘genetically modified (GM) food being safe for humans to eat’. Take your side according to the evidence drawn. You will be required to present your argument to your group. http://www.beep.ac.uk/content/392.0.html

  3. Activity 1 • Question: What kind of evidence can be used to support an argument?  • Answer: Data, survey result, research result, facts, truth, legal documents, professional knowledge, common sense recognised by public.

  4. Activity 1 • Question: Does all evidence support one point of view only?  • Answer: No. Evidence can be used to support any related arguments.

  5. Activity 1 • Question: Are your arguments easily overthrown by your group members?

  6. Activity 1 • Answer: It is because the problems in arguments are not in the evidence, but always in the proof of the evidence. In order to have a strong argument, the following points should be considered. • a. Is there enough evidence to support you? • b. Is the evidence credible or convincing? • c. Is the evidence valid or correct?

  7. Activity 1 • Question: What are the components of an argument? • Answers: ARGUMENT = CLAIM + EVIDENCE • Claim is a thesis in an argument. • Argument or claim should be supported by evidence.

  8. Activity 2 • You may work in pairs to identify each of the following claims in worksheet A as in favour or against GM crops. Label them as for or against respectively. • In addition, you should consider each of the following claims from the perspectives concerning with human health, environment or economics (label them as HH, ENT, ECON respectively).

  9. Activity 2 • Cut up worksheet A and B. Select evidence from worksheet B to support the relevant claim. There will be more than one piece of evidence for most of the arguments.

  10. Activity 3 • Scenario The class would be divided into 3 groups -supporters and opponents of GM crops as well as the adjudicators. The group in support of GM crops will present their claims and the corresponding evidences first. Then the opposition group may challenge the claims and the evidences. The supporter group can rebut. Then the whole process will go through once more with the opposition group. The adjudicators would comment on the performance of the supporter group and the opposition group, and finally decide whether they would be supporters or opponents of GM crops.

  11. Activity 3 • Instructions • Pick up your role (group of supporters, opponents and adjudicators) in debate. Discuss with your group members to produce an agreed list. You may find some evidence not shown in worksheet B. • Each group of supporters or opponents, will have 15 minutes to present their claims and 5 minutes to rebut.

  12. Activity 3 • Adjudicators rate debaters’ performance according to the following rubrics. You will have 15 minutes to explain your rating and state the decision at the end of the debate. Rate the evidence using a scale from 1 to 5.

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