Even for the lower level (2nd grade) this tool would be extremely helpful in getting "chat" started for Language Arts, Science, and Social Studies. I really support that this tool will definitely cause a higher order of thinking in your students and will be both sides of the fence for YEAHs and NAYs and it is designed in such a way the teacher can control the outcomes without letting the children know you are controling the outcomes. You can also avoid the "heated" discussions.
For the showing evidence tool I am going to have the students tell if water in any form is good or bad for us. The students will have to support their evidence. I would have the students work in a group in order to complete this activity. This will ensure that there is a variety of answers and give the students a way to bounce ideas off of each other.
I think that this tool promotes higher level thinking because the students have to come up with evidence then they have to support that evidence with factual information. This tool has students apply the knowledge that they have aquired and will give them a chance to communicate with their group members and share their information and thoughts with others.
I would like my students to first, identify any laws they are familiar with. Second, they need to research additional laws and consequences for not obeying laws. I think my students will use higher-order thinking skills by brainstorming with peers and by researching items unknown to them. I believe this topic will create a great discussion topic.
I have decided to use the showing evidence tool have students discuss if it is possible to have an endangered species regain its population to stable/ normal. Students will be given the list of all endangered species, and they will use 6 different species, ensuring that all kingdoms are represented.
The Showing Evidence Tool will cause the students to begin to think about an issue. They will search for evidence to support their claims. The students will tell which inventions have improved life and which ones have not.
In addition to the unit for Science I have prepared i nthis class this tool would work great to have the students support their claim for or against slavery, which side was correct in the Civil War, etc.
I wonder if our students would reply "quickly" like Doug was talking about; and then all our work would be "wasted?" For instance, on the slavery issue, "yeah, slavery is bad." Okay......???? Would we have to pull and pull to get them to really dig into some research? I think if we used this quite often and the students know what we expect, maybe the showing evidence tool would work???