This is an example of how Lesson #1 could be redesigned to better engage students in argumentation.
For example, there are not multiple potential claims for this lesson’s guiding question given that particular data set (Design Criteria #2). Instead:
- Give students materials (e.g. batteries, nails of different materials, wire of different materials, electric tape, and paper clips) and task them with constructing the strongest electromagnet (i.e. able to pick up the most paper clips).
- Encourage students to consider design features such as wire material, nail material, number of wire turns around the nail, number of batteries, and arrangement of batteries.
- Afterwards, have students engage in argumentation around the question – Which design features result in the strongest electromagnet?