In this Activity, students will learn how to dismantle an argument step-by-step.  Specifically, they will use their template books from previous activities (Calling ALL Scientisits and others) to examine a BLM argument.  Students will use FACTS as evidence to debunk BLM's claims.  After this activity, students will come to realize that BLM's argument does not hold water!  
 
Contents in order of use: 
1. Activity 5 Pre-assessment
2. Activity 5 Science argumentation 
3. Activity 5 My Science Argumentation Template Book Part I Student
4. Activity 5 My Science Argumentation Template Book Part II Student
5. Activity 5 My Science Argumentation Templatae Book Part II Teacher Parent Information to Help Facilitate Accurate Knowledge Building 
6. Activity 5 Post-assessment
7. Activity 5 Rating
 
Subject domains: 
Reading (Information Text): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; and trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Speaking and Listening (Comprehension and Collaboration): Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6th-8th topics, texts, and issues, building on others' ideas and expressing their own clearly.
Writing (Text Types and Purposes): Write arguments to support claims with clear reasons and relevant evidence; and draw evidence from literary or informational texts to support analysis, reflection, and research.
Science (Ecosystems: Interactions, Energy, and Dynamics): Analyzing data in 6th-8th builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis; construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem (MS-LS2-4); and science disciplines share common rules of obtaining and evaluating empirical evidence (MS-LS2-4).
 
Skills: 
As we all know, today's news climate is inundated with misinformation. This activity provides students with an opportunity to learn tools to shed light on whether an argument is based on facts of false information. In other words, this activity teaches students how to examine the validity of a claim (argument) and surmise for themselves whether it holds any water.
Students will learn how to analyze a claim (using scientific evidence from Activity 4) to determine if the claim is a myth or fact (Part I).
For example, students will go the the Bureau of Land Management (BLM) website and in the search box, type (Wild Horse and Burro Myths and Facts). From there, they will choose one myth (according to BLM) to analyze.
To model how to do this, students will use the Activity 5 Science Argumentation Template Book Part I Student as a scaffold.
Students will learn how to dismantle an argument, claim by claim (using scientific evidence) to determine whether the argument is based on verifiable scientific evidence of not, i.e., whether the argument holds water (is based on factual information) (Part II).
To model how to do this, students will use the Activity 5 Science Argumentation Template Book Part II Student as a scaffold. 
Students will read about real-life case studies about wild horse and burro roundups on the Saving OUR Nation's Wild Horses and Burros website: go to www.pacts4change.com, then under the Animal advocacy tab, click on the sub-tab: Saving OUR Nation's Wild Horses & Burros. 
Students will learn how to use a table to keep track of their notes in order to create counterclaims. 
Students will learn how to write paragraphs using their counterclaims as evidence for dismantling BLM's false claims (arguments). 
Students will provide constructive feedback to each other and make necessary changes to their writing.  
Note: This activity will prepare students for the last activity: Activity 7 TAKE ACTION (Digital Brigade).