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A challenge I found in reading Llewellyn Chapter 2 was that I think it is hard for teachers, especially newer ones, to commit the necessary time and effort into planning science lessons that bolster students to "develop practices such as "modeling, developing explanations, and engaging in critique and evaluation (Llewellyn, 2015, 48)." It seems like it would take a well-versed and veteran teacher to successfully transmit the intentional, scaffolded, and intended development of argumentation and critique into their science curriculum.
A reward I see is that science taught through the "Framework" provides an ideal mode for embedding language arts skills, such as writing, explaining and argumentation, oral presenta, etc. (Llewellyn, 2015, p. 43).

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The biggest challenge is critical thinking about some issues occurred between two different ideas due to cultures or politics. It's hard to put ourselves into other's position to give more understanding but they can take this opportunity to accept more thoughts from different people in different positions and also will be acceptable about the differences of the whole world

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The biggest challenge I see for myself when implementing scientific arguments would be to be finding a good way to hook on to their attention and make them stay provocative throughout the whole lesson. One reward I see would be for students to become logical and creative thinkers since they will be experimenting and using evidence for their claims.

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Using written reflection to conclude an in-class experiment or project is an excellent way to integrate literacy skills into science instruction. However, the tricky park is making sure that students understand the difference between evidence based scientific argumentation and other types of debate.

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Melinfa, Xinhua, Heri

Melinda: difficult to coach students not to just argue for the sake of arguing. It may work best with older students, early grades could find it challenging.
Xinhua: scientific arguments can help students get a better understanding of a topics. Younger grades will give up.

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Nick- it seems like it will be difficult to scaffold the argumentation element to students who might not have experience with the scientific argumentation. If-then-therefore is a simple enough mechanism for inquiry, but how do students that have limited experience grow upon that?
Rewards: Practice literacy skills and speaking skills in classroom by authentic inquiry. Students engage in natural argumentative and real conversation, which is a primary objective for DLI schools.
Lydia - Any level student might not have language levels to begin scientific discovery in a DLI classroom, so it seems difficult to apply this system to those students who don't have a base for language use.
Rewards: Make students interested and inspire curiosity, also students can listen to new ideas from classmates and become inspired. Improve critical thinking skills.

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Given that, the Framework and the NGSS identify eight essential practices to be integrated into the K-12 science curriculum that have a significant impact on inquiry and argumentation:
1.  Asking questions
2.  Developing and using models
3.  Planning and carrying out investigations
4.  Analyzing and interpreting data
5.  Using mathematics, information and computer technology, and computational thinking
6.  Constructing explanations
7.  Engaging in argument from evidence

8.  Obtaining, evaluating, and communicating information (NRC, 2012, p. 42).

According to the CCSSO and the NGA, the aim of the Common Core is to articulate the fundamental progression of learning across the grade bands, not to delineate a grade-by-grade directory of lessons and strategies. P. 31

1. demonstrate independence;
2. build strong content knowledge;
3. respond to the varying demands of audience, task, purpose, and discipline;
4. comprehend as well as critique;
5. value evidence;
6. use technology and digital media strategically and capably; and
7. come to understand other perspectives and cultures.

Giving students the opportunity to explore items hands-on allows them to get a better, more real-world understanding of what levers are and how they are used. The questions we are asking them allow them to dig deeper and create connections between all of the items that they have explored so that they can gain a deeper understanding.

Making a case for argumentation:

formulating claims based on evidence,

·   constructing an argument,

·   voicing their privately held conceptions,

·   forming decisions to justify a position taken,

·   improving their abilities to frame an argument,

·     having evidence-based discussions,

·      debriefing and reflecting on another's point of view,

providing counterclaims to another's position,

becoming more proficient in argumentation, and caimproving their speaking and listening skills.

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Changing mindsets from trying to prove something to thinking how or why things happen.
"Students too often experience their science classes as an assemblage of facts and information in a manner that is the antithesis of the essence of scientific inquiry and argumentation" (Llwellyn, 2015, pp. 49).

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One big challenge is providing reasoning in the target language due to complex language structures that may arise, for example using the conditional (if we do this, then that happens). This could also be a reward in that it is an opportunity or springboard to teach that language.

A reward would be using utilizing claims and evidence skills to teach critical thinking, skepticism, etc. which are important life skills.

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Reward:
Applying writing, reading, and listening standards in science is an effective way to improve academic achievements and build connection with cultures.

Challenge:
Engage all students in expressing ideas and science argumentation.

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Emma says implementing academic language is a challenge. Emma says engaging in argumentation allows for critical thinking skills and healthy set of skepticism...how do you reward students for this?
Maggie: How can you do this in the L2 without limiting students' imagination?
Nico talks about how science becomes abstract as students get older and harder to make practical (i.e. Science Fair Projects...what's my hypothesis/idea?). Keeping them engaged so that they can continue inquiry, instead of just not engaging if they lose interest.

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What rewards and challenges do you have about implementing scientific argumentation?(Utilizing claims, evidence and reasoning) 

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What rewards and challenges do you have about implementing scientific argumentation?(Utilizing claims, evidence and reasoning) 