Science Practice: Obtaining, Evaluating, and Communicating information

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science.

Summary

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science.
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

Links

NextGenerationScience.org
Strategic Shifts: Small Moves Leading to Meaninful Change
// Thursday, July 31, 2025 • E Posthuma
Welcome to the second installment of our (Re)Bootcamp series! In this post, three teachers share entry points into their larger pedagogical frameworks.  If you have wanted to try new approaches to teaching your content but feel overwhelmed by the idea of overhauling your entire curriculum, check out these "sample-size" activities! 
March Madness Element Bracket preview image with outline of periodic table
March Madness Element Bracket
// Sunday, March 31, 2024 • Melissa Hemling
March Madness isn't just for basketball fans! With a little twist, Chemistry teachers can bring the excitement of this tournament into their classrooms. In this blog post, I'll outline our annual engaging March Madness-inspired project where students create persuasive presentations on the deadliest chemical elements.
"Quick Lab on Mass vs Moles" preview image includes 3 test tubes in rack with title
Quick Lab on Mass vs Moles
// Tuesday, March 5, 2024 • Nora Walsh
This year, I tried something different with my course progression - instead of doing chemical quantities first and teaching students to convert from grams to mole and then move into stoichiometry, I began with mole to mole stoichiometry and BCA tables.
Drinking Dinosaur Pee?! title on preview image with dinosaur head in a flask.
Drinking Dinosaur Pee?!
// Monday, November 27, 2023 • Tom Kuntzleman
Many have asserted that the water we drink is exactly the same water that has been eliminated from the bodies of humans and animals from the past. The argument goes that water excreted from our bodies by exhalation or urine ultimately ends up back in the water cycle.
text: "Making Natural Acid Base Indicators" in the center of images of preparation from post
Making Natural Acid Base Indicators
// Wednesday, April 5, 2023 • Ariel Serkin
I remember one of my closest friends in college telling the story of her mother and cabbage soup. When her parents were first married, her mom made a recipe for cabbage soup which they loved. She wanted to make it again, but couldn’t find green cabbage so she made it with red. To their surprise, it turned out bright blue.
text: A Student-Led Lab: The Carbonate Project over 3 samples glass bottles of unknown white powder
A Student-Led Lab: The Carbonate Project
// Wednesday, March 22, 2023 • Erin Woulfe
Can high school students truly drive their own lab experience? I’d say after enough time and exposure, they can. This is what led me to develop a version of the Carbonate Project to have students perform after the AP Exam. This experience requires students to do some research, execute previously performed lab techniques, and identify an u