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Argument from Evidence in Chemistry

Explore literacy strategies in chemistry education focusing on evidence-based argumentation to connect observations with chemical equations. Learn through engaging experiences, productive dialogues, and meaningful writing activities. Discover effective reading, dialogue, and writing strategies to deepen understanding and uncover student thinking. Embrace science experiences, dialogue principles, and writing techniques to enhance learning outcomes.

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Argument from Evidence in Chemistry

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  1. Argument from Evidence in Chemistry Noyce Annual Conference June 18-20, 2014 Washington, DC Rebecca Sansom, Einstein Fellow sansom.becca@gmail.com

  2. What is evidence? • Our goal is to help students connect what they observe in the lab to the symbolic notation of chemical equations in order to craft coherent statements that explain scientific phenomena. • Key understandings students need to be successful: • Macroscopic—what’s happening in the beaker? • Symbolic—what chemical equation can be used? • Particulate—what are the individual atoms and molecules doing?

  3. Science Literacy framework Engaging Science Experience Purposeful Reading Productive Dialogue Meaningful Writing

  4. Purposeful reading STRATEGY: OUTSIDE-INSIDE • Read the excerpt about limiting reactants independently and use 3-5 post-it notes to write down the passage’s most important points. • Place your notes around the outside edge of your group table. • Discuss with your group, and choose one post-it from each person to put in the middle of the table—these are the key ideas from the reading. • Share with the class.

  5. Engaging Science experience 3 CuCl2 (aq) 2 Al (s) + 2 AlCl3 (aq) + 3 Cu (s) 

  6. Productive Dialogue STRATEGY: PAIRED VERBAL FLUENCY • In pairs – I will show you a prompt and I will give you a minute to read and think about the prompt. • Partner A then has 15 seconds to talk about the prompt while Partner B listens silently. • Partner B then has 15 seconds to talk while Partner A listens. • After a 15 second pause, each partner will be given 30 seconds to respond.

  7. Productive dialogue PROMPT Looking at the image of the reaction mixture, what was the limiting reactant? Support your argument with as many observations as you can. Try to link your observations to the chemical equation. 3 CuCl2 (aq) 2 Al (s) + 2 AlCl3 (aq) + 3 Cu (s) 

  8. Meaningful Writing STRATEGY: FRAMED PROOF PARAGRAPH • As individuals – Respond to the following writing prompt in the framed paragraph format provided. Identify the limiting reactant and justify your choice. Your claim must be supported by three pieces of evidence (observations) and the conclusion that you were able to draw from each observation. Conclude your paragraph with two important facts about limiting reactants.

  9. Summary • Literacy strategies centered around an engaging science experience increase student participation in learning. • The order of the literacy framework can be manipulated. • Multiple strategies are available to address each part of the literacy framework. • Using a literacy framework deepens student understandings, uncovers student thinking and misconceptions, and facilitates connections between macroscopic, symbolic and particulate representations.

  10. Reading Strategies • Outside-Inside • Common Text Patterns • Paired Reading • Summary Protocol • Really Reading • I read, I thought • Guided Reading • Vocabulary Mnemonic Device • K-W-L • Reciprocal Teaching Find descriptions of each strategy at http://sasp.ucdavis.edu/resources-and-links

  11. SCIENCE EXPERIENCES • Interact with data • Hands-on • Lab Activity • Constructing Explanations • Constructing, Revising or Applying Mental Models • Problematizing the concept • Anticipatory set • Inquirizinglabs • Demonstrations Find descriptions of each strategy at http://sasp.ucdavis.edu/resources-and-links

  12. Dialogue Strategies • Principles for Participation • Give One, Get One • Quiz, Quiz, Trade • Walkabout Review • A-Z Review • Sign-In Graph • Lines of Communication • Seasonal Partners • Clock Partners • Say Something • Final Word • Talking Sticks • Think-Pair-Share • Dialogue Dots • Paraphrase Passport • Paired Verbal Fluency • Philosophical Chairs • Key Concepts/Key Ideas • 3-2-1 • Four Corners • Dialogue Stems Find descriptions of each strategy at http://sasp.ucdavis.edu/resources-and-links

  13. Writing Strategies • Communication Triangle (RAFT) • Proof Paragraph • Proof Essay • Graphic Organizers • Rubrics • Cornell Notes • K-W-L • Challenge Statements • Text Mining Find descriptions of each strategy at http://sasp.ucdavis.edu/resources-and-links

  14. Images • http://www.lehighminerals.com/Z4auction288oct30.htm (spongy copper) • http://chempaths.chemeddl.org/services/chempaths/?q=book/General%20Chemistry%20Textbook/Metals/1930/transitional-metal-ions-aqueous-solutions (copper ion solution) • http://earth911.com/recycling/aluminum-foil/ (aluminum) • http://www.sulit.com.ph/index.php/view+classifieds/id/1868667/Aluminum+Chloride+60ml+for+only+90.00 (aluminum chloride solution) • https://wildeboer-fitch.wikispaces.com/Media-+Chemical+Rx (reaction sequence) • http://svhschem26.blogspot.com/2010/11/aluminum-foil.html (aluminum limiting) • http://hcper71011.blogspot.com/2010/11/wild-wild-world-of-limiting-reactants.html (flask)

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