Give students a meaningful start to class with this ready-to-use argument analysis warm-up. Students examine four scientific arguments about energy transfer on a teeterboard and evaluate the quality of each one — not whether the answer is right, but how well the evidence and reasoning support the claim.

Built around ADI's Claim–Evidence–Justification framework, this activity sharpens the critical thinking skills students need to write and defend their own scientific arguments.

What's included:

• 4 printable argument cards (PDF)
• Teacher lesson plan with facilitation steps, discussion prompts, and answer key with strengths and weaknesses for each card

How to use it: Display a card on your Smartboard or print and distribute. Students analyze and rank arguments, then discuss as a class. The full set runs about 40 minutes — use all four cards or pull individual cards for a quick 10-minute warm-up.

Best for: Grades 8–10 Physical Science, IPC Key concepts: Conservation of energy, GPE = mgh, scientific argumentation

TEKS Alignment:

• IPC 2B — Analyze and interpret data to develop evidence-based arguments
• IPC 3C — Engage in scientific argumentation using applied scientific explanations and evidence
• IPC 6C — Provide evidence that energy is conserved within a closed system

NGSS Alignment:

• MS-PS3-2 — Develop a model to describe stored potential energy in a system
• MS-PS3-5 — Construct, use, and present arguments supporting the claim that energy is transferred when kinetic energy changes
• HS-PS3-1 — Create a computational model to calculate energy change in a system (conservation of energy)
• HS-PS3-2 — Develop and use models illustrating that macroscopic energy combines kinetic and potential energy
• SEP 7: Engaging in Argument from Evidence (Grades 6–12)