Lesson Plan based on Argumentation on a Socio-Scientific Issue

Socio-Scientific Issue: Use of Bovine Growth Hormone for increased Milk production in Livestock     

Grade: IX

Time: 2 days      

Activity Description

Day 1

On day 1, students will be first taught about the socio-scientific issues and argumentation. For that purpose, teacher will show them a video about socio-scientific issues (Link of the video: https://youtu.be/4X1xqWocsbQ ). Students will watch it and share the main points of the video. After that, teacher will consolidate the main points of the video. Then, she will tell them about the argumentation and later they will be given a handout about the “Components of an argument” (Link of the Reading Material:  http://writing2.richmond.edu/writing/wweb/toulmin.html). Students will read the handout and share the main points of the reading. After that, teacher will sum up the main points of the handout. Thus, students will come to know that what is an argument? Which are the key components of an argument? How can they make an argument? After that, teacher will give student a writing frame for writing their argument. For practice purpose, students will be given the topic of “Smoking” for writing the arguments using writing frame that they have been provided earlier. They can make an argument of their choice about the topic. Then, they will be asked to share their arguments with the whole class.

Day 2

On day 2, students will be acquainted with the socio-scientific issue, that is, Use of Bovine Growth Hormone for increased Milk production in Livestock. Teacher will make them aware of this topic by showing them a video related to it (Link of the Video: https://youtu.be/fxK8X3KMTDM). Students will watch it and share their understanding regarding video. Teacher will listen them and then sum up all of the points of the video. Then, they will be divided into two groups and will be asked to prepare their own arguments related to the topic. One group will support the topic and other will oppose it. Teacher will give them the instructions for the activity and then, they will be asked to start working on their arguments. They can use the writing frames to create their argument. They will also be allowed to search on the internet about the given topic in order to collect authentic and sufficient data for supporting their claims. After 20 minutes, they will be asked to give their arguments. One group will share the argument, the other group will counter-argue it. In this way, the activity will go on until teacher ask them to stop and conclude the session. Throughout the activity, teacher will manage the activity, so that, students listen to one another, respect and value one another’s viewpoints and argue by following the ethical guidelines. 

Purpose of the Activity

The purpose of this activity is not to focus on winning or losing of the groups but it will revolve around the quality of the arguments of students, their ability to create and support the argument and their learning from one another. The ultimate aim of this activity is to promote the culture of argumentation in the Biology classroom for in-depth learning of the concept. Students will learn to base their claim on reason and explanation. They will learn to develop a point of view on a concept or socio-scientific issue and prepare the explanation underpinning the point of view of the students. Students will be required to think logically, creatively and critically to have a viewpoint, support their viewpoint and counter-argue other’s viewpoint. Thus, it will improve their logical, creative and critical thinking skills.