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Content Created by
Tell students that Activity 1 (Constructing an Argument) of the lesson Will There be Enough Fresh Water? introduces the structure of the scientific argumentation they will be asked to do for the rest of the lesson. Tell students that Activity 1 will give them practice with analyzing a data set and making a good scientific argument from the evidence. Encourage students to review the questions and example best answers provided in Activity 1 before starting on the current activity.
Subjects & Disciplines
- Earth Science
Learning Objectives
Students will:
- create a good scientific argument in the context of freshwater availability
Teaching Approach
- Learning-for-use
Teaching Methods
- Self-directed learning
- Self-paced learning
- Writing
Skills Summary
This activity targets the following skills:
-
Critical Thinking Skills
- Creating
What You’ll Need
Materials You Provide
- Computers with Internet connection
Required Technology
- Internet Access: Required
Background Information
Prior Knowledge
- None
Recommended Prior Activities
- None
Vocabulary
to state as the truth.
structure built across a river or other waterway to control the flow of water.
to eject or get rid of.
to break up or disintegrate.
data that can be measured, observed, examined, and analyzed to support a conclusion.
water that is not salty.
saltiness.
Funder
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1220756. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Partner
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Constructing an Argument: Climate
Students will learn how to create a good scientific argument in the context of climate. They will continuously encounter questions that ask them to make a claim, explain their answer, rate their certainty with their answer, and explain that rating.
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Constructing an Argument: Energy
Students will learn how to create a good scientific argument in the context of energy. They will continuously encounter questions that ask them to make a claim, explain their answer, rate their certainty with their answer, and explain that rating.
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Constructing an Argument: Space
Students will learn how to create a good scientific argument in the context of space. They will continuously encounter questions that ask them to make a claim, explain their answer, rate their certainty with their answer, and explain that rating.
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Constructing an Argument: Climate
Students will learn how to create a good scientific argument in the context of climate. They will continuously encounter questions that ask them to make a claim, explain their answer, rate their certainty with their answer, and explain that rating.
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Constructing an Argument: Energy
Students will learn how to create a good scientific argument in the context of energy. They will continuously encounter questions that ask them to make a claim, explain their answer, rate their certainty with their answer, and explain that rating.
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Constructing an Argument: Space
Students will learn how to create a good scientific argument in the context of space. They will continuously encounter questions that ask them to make a claim, explain their answer, rate their certainty with their answer, and explain that rating.