In this problem-based learning module, students will work together collaboratively to establish questions and develop these questions into claims after being presented with the problem “How are today’s living standards contributing to the drug resistance disease crisis and what needs to be done to begin to reverse the effects of the contributing factors?”  The students will then work collaboratively to continue researching and will use the research to create a collaborative electronic public service announcement to go along with an individually written letter which will be sent to either a state representative, the FDA, lead community personnel, etc. Both products, the PSA and the letter will include their well defined claim, supported with evidence and backed up with reasoning.Prior to beginning module, please note: Module can be completed in isolation, or can be completed in conjunction with modules "Antibiotic Resistance and Antibiotic Policy" (science) and/or Advancing Change through Public Awareness (social studies) as part of a full interdisciplinary unit between 8th grade social studies, language arts and science.  This would allow for students to have a wider array of questions to guide their claims and the students could build the PSA in social studies and write the letter in Language Arts.

How can we conduct scientific research so that we have evidence to support a claim?Students in this problem-based learning module are invited to design a testable question to guide Scientific Research, Evaluate the pH of various solutions, Identify Variables, Conduct a Scientific Investigation, and Analyze/Communicate results.    How can we conduct scientific research so that we have evidence to support a claim? Antacid tablets are a multi-billion dollar industry.  Claims are made regularly by certain brands that their extra strength tablets contain “DOUBLE the acid neutralizing power per tablet of regular strength antacids.”  How effective are antacids?  Are double-strength antacids twice as effective as regular strength antacids?  Have you ever noticed a parent/guardian/family member take an antacid tablet? Stomach chemistry is about acids and bases.  When the pH of a stomach is too acidic then it might make the person have a stomach ache.  In some cases “heartburn” or “acid reflux” are used as terms to describe the problems some people face.  Antacids are usually basic which, when taken, might help raise the pH level in a stomach thus making a person feel better.You are invited to design an investigation with a partner, or a team of 4 students, to test your own idea about the effectiveness of antacids.  The challenge?  Have a driving question, clear variable identification, and an analysis of your results.  Materials for your test will be provided to you by your teacher.  At the culmination of your investigation your design team will make a 30-second pitch on your phone to show at your family Thanksgiving meal to explain the benefits (or negatives) of using antacids, and how antacids work.

In this lesson students will read to uncover hidden truths about the many contributions of enslaved Africans to the development of the United States. They will express their understanding by writing a text-based claim supported by evidence to show how African Americans paved the way for other marginalized communities to fight oppression, so the principles of American democracy apply to all people in America.

Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.

THE PATTERNS APPROACH
The Patterns Approach to science instruction emphasizes the use of mathematical and phenomenological patterns to predict the future and understand the past. Students construct science knowledge by making an initial “wild-guess”, asking questions, planning and conducting experiments, collecting data, finding a mathematical model that fits their data, explaining the phenomenon based on that model, then finally making a data-informed prediction. Harnessing their own experiences, students compare and contrast low-evidence predictions (wild guesses) to their data-informed prediction to live the experience and learn the value of evidence-based reasoning. Additionally, students engage in several engineering projects in each course, where they must use the Patterns they discover in their designs to optimize their solutions. The Patterns Approach utilizes technology, student-constructed knowledge, frequent opportunities for student talk, and language supports to ensure the engagement and success of every student. By emphasizing, rather than removing, the mathematical connections to science, the Patterns Approach supports student conceptual understanding by connecting real-world inquiry experiences, graphical representations, and mathematical representations of science phenomena.

In this lesson, students will view a plant-based meat commercial that makes claims about being healthier for our planet.  Students will then find evidence from reliable sources that either supports or refutes those claims.  Does raising plants or cattle for meat make a healthier planet?  The students will then write a claim, evidence, and reasoning argument that supports their claim for this question.

In this problem-based, blended learning mondule, students will investigate what is the single - most defining trait that makes  us human? Is it our highly developed speech, our imagination, creativity, or our upright walking posture?  Humans have mastered fire, developed tools, art, music, recorded our history, and accomplished a countless number of other things. In this module, students will explore genetics concepts regarding inheritance, natural selection, biology of the human brain, and our hominid evolution over the last two hundred thousand years. Students will utilize guided research, and independent work to formulate an argumentative essay, and substantiating their claim with evidence from their research. When the argumentative essay is completed, students will create a project from a choice board that demonstrates their understanding of one of the concepts of our humanity.

Students learn about the amazing adaptations of the ptarmigan to the alpine tundra. They focus one adaptation, the feathered feet of the ptarmigan, and ask whether the feathers serve to only keep the feet warm or to also provide the bird with floatation capability. They create model ptarmigan feet, with and without feathers, and test the hypothesis on the function of the feathers. Ultimately, students make a claim about whether the feathers provide floatation and support this claim with their testing evidence.

This article summarizes and links to two Science and Children articles that modify the KWL chart to include literacy skills and evidence-based claims.

In this lesson Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.

Gene mutations occur naturally through the DNA replication process with some results being fatal and others being helpful.  This lesson will explore the types of mutations that occur, the effect they have on DNA, and examples of diseases or conditions caused by the specific type of mutation.  Students will participate in a gallery walk to learn more about the types of mutations. 

This performance assessment aligns with NGSS Performance Expectation 1.LS3.1 and is intended to be used as an interim assessment. These assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify next instructional steps.

This activity is a two-part (three week) lab in which students initially develop a claim (non-scientific) and learn how to use evidence to support a claim. They then are provided with a scientific research question for which they need to make a claim supported with evidence from their own models (river/stream tables). Based on their results, they then ask a new research question, design the model, carry out their tests and report their results.

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This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.

Use this tool to record your responses to a primary source. Sample questions are provided for guidance

Students may download or print completed analyses

Geospatial data analysis is a growing field in science with practical applications in government and industry.   This problem-based learning module guides learners through exploring the relationship between the amount of trash found relative to the location of waste receptacles in their community. Recording the location of identified items of trash/recyclables and placing them on a map allows students to identify if there is a correlation between the amount of trash and the distance away from waste receptacles.  While this module uses trash, almost any item can be tracked and plotted for analysis.  Some other ideas were: locations of Pokemon in Pokemon Go, animal migration, safety devices, various plant species, texting and driving are just a few examples.  

This activity can be used as an extension for unit over macromolecules or an application of the metabolism unit. The purpose behind this activitity is to really look at the foods and drinks we used to obtain energy and see of they do what they claim to do. The circle of viewpoints activity is built around generating a list of ideas/perspectives about a given topic and then using that information for a prompt to dive deeper into the topic.  This activity is built in in 3 parts Background reading and brainstormingQuestions and Reserch Socratic Circle

This is an extension activity after discussing cancer or lead into discussing about student choices. Essential QuestionsStudents will be able to to describe behaviors lead to skin cancer and how can it be prevented.Students will be able to explain the risk and reward behaviors.  

This unit provides Common-Core aligned lessons based for Math 3, English 10, and Biology (NGSS Standards). The subjects are linked by a text on climate change, and they hit the standards of argumentation for English, comparing functions in Math 3, and human effects on environment in Biology.

This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. Students will look at multiple points of view on an assigned Intolerable Act. After researching primary sources, student will create a newspaper using BEST evidence from their sources that answers the question, "Why would this event the colonists to revolt?"