Look for: the mass of the bath bomb and water did not c…

2.B Construct and present an oral and written argument supported by empirical evidence and scientific reasoning to support the claim that gas is not trapped in the bath bomb to start with but must come from some change to the matter that was already in the system to begin with.

Look for the use of key model ideas, for example that gas is matter so it has mass and takes up space. Look for the use of observations as evidence, such as:

the mass of the bath bomb and water did not change in the closed system,

the mass did not change before and after crushing, and

the bag did not inflate after crushing.

Making connections between the evidence and relevant key model ideas is the challenging part of providing coherent reasoning, so look for that logic as well. For example, “The gas must come from something that is already there--it is not new matter. We know that it came from something already there because…” Sample Student Response for Written Argument is also available for your reference.

Collect the written arguments and identify where students are using evidence (underline it) and key model ideas (highlight them). Students will benefit from seeing multiple examples of where this support is being used in their own writing or in the writing of their peers.

Direct students to work individually to write an answer to the lesson question in the form of a well-supported argument.✱ Have them use a new page of looseleaf notebook paper so you can collect their work as a formative assessment. They will make a claim, support their claim with evidence, and provide reasoning to connect their claim with any relevant key model ideas to show why their evidence supports their claim.✱ Allow students the rest of the class time to write their arguments, and complete the exit ticket that follows (on slide Y).

EXIT TICKET

Since this is students' first chance this year to write a strong and convincing argument, take a moment to ask them how confident they feel about this practice. Use slide Y to present the question, On a scale of 4 (totally independent) to 1 (need lots of help with this), how are you feeling right now about writing a well-supported argument? Briefly explain what makes you feel that way and what help you could use as you develop this practice. Direct students to respond on the bottom or back of the page where they wrote their argument. Students will have another chance to reflect on their confidence with argumentation in Lesson 5 so you and they can consider their progress with this practice.

HOME LEARNING OPPORTUNITY

• If more time is needed, you may choose to have students complete their written arguments and/or the exit ticket reflection as home learning.
• Close today’s lesson. As students turn in their written arguments, thank them for their work today and remind them that we will continue figuring out these bath bombs next time.

Additional Lesson 2 Teacher Guidance

SUPPORTING STUDENTS IN MAKING CONNECTIONS IN ELA

CCSS.ELA-LITERACY.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

In this lesson, students write an argument based on evidence and supported by reasoning with key model ideas. At this point in their development, this written argument was scaffolded by class discussion and resources in the room, but as the unit and school year progress, students will develop more independence with this skill.

• CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.SL.7.1: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

In this lesson, students are expected to gather data by observing whole-class demonstrations and then by working with a small group. Those data serve as evidence to support claims students discuss with partners and the whole class at the conclusion of the lesson. Students are expected to participate fully in these discussions, referencing the evidence they’ve gathered, listening to their classmates, and working together to build strong arguments.

Universal Design for Learning:

If you would like to offer sentence starters to support your students as they engage in writing, here are some examples, which are also provided on optional slide X.

Sentence starters for referencing specific data could include:

• When we did the investigation ____(name or description)______, we found that the data showed that _(description of the data)__.
• We saw _(description of the data)__ in our investigation.

For using key model ideas, you could offer

This means __________ because we know ___(key model idea)____.