Achieve excellence in the new common core standards by increasing your students' ability to read, research, cite sources, and write efficiently with references using reflective (or argument) writing assignments. In addition to that, help your student's become critical thinkers by having students not only analyze a topic, but also what different authors are saying about it, and how this affects their understanding and learning. The reflective writing assignment can very easily be modified into an argument writing assignment (or even a classroom debate) by choosing a topic with more than one side and asking students to pick as side and use the evidence they gather to not only explain the topic and their learning, but to also support their view. And the best part is, with good student instructions and expectations, a thorough rubric, and my student score cards, grading is fast and easy!

This bundle comes with 4 Sample Activities.
1) The "DNA for Identification Purposes" activity allows students to investigate and argue the use of DNA for identification purposes. Topics include DNA testing for forensics, family connections, and disease identification, with a over-arching question of, "is the use of DNA for identification purposes helping society advance by solving cold cases, reuniting families, and helping people get faster more accurate diagnoses? Or are we becoming over reliant on DNA testing and allowing it to lead to faulty convictions, invasion of privacy and people dealing with information they are not mentally ready for?".
2) The "Food Lab" activity allows students to use their lab skills to first identify mystery organic substances (glucose, starch, protein- albumin and lipid- oil), and then research and argue the use of these substances for the needs of different athletes. The final product of this activity is an argument writing assignment disguised as a professional letter. The majority of my students have found this activity and paper very enjoyable to do!
3) The "GMO" activity allows students to investigate and argue the use of GMOS in our food supply. Students will read arguments on both sides of this debate, and the proposition in California that did not pass (by a very narrow margin) to label GMOs. Students will write an argument writing assignment to support or refute the use of GMOs, citing the articles as sources.
4) The "Hominid Evolution" reflective writing assignment allows students to investigate and write a reflection on the Theory of Evolution, using articles that show new possibilities in the lineage of hominid evolution. I have also included some tips on introducing this topic, as sometimes it can be a sensitive one, so that students understand that they are entitled and encourage to have their own beliefs, and that learning about a topic does not mean ones beliefs need to change or are being challenged.

The general reflective/argument writing instructions and ancillaries in this package, as well as each of these activities with general reflective/argument writing instructions and ancillaries, are available as a separate package on TPT as well.

This is designed for 9-12th grade science students.

Included:
Teacher notes(6): General instructions and notes for teaching and using reflective writing assignments, teacher notes and instructions for the "DNA for Identification" activity and debate, an outline for the timing of the debate, teacher notes and instructions for the "Food Lab" activity and argument writing assignment (professional letter), teacher notes and instructions for the "GMO" activity and argument writing, and teacher notes and instructions for the "Hominid Evolution" reflective writing assignment.
Student ancillaries (12): Student instructions for writing a reflective or argument paper, 2 different Claim-Evidence-Reasoning-Rebuttal worksheets modified for these types of assignments, student instructions for the "DNA for Identification" activity and debate, a Claim-Evidence-Reasoning-Rebuttal worksheet altered to meet the needs of the "DNA for Identification" activity and debate, a student note-page for use during the "Socratic Seminar" of the "DNA for Identification activity and debate, a student note-page for use before and during the debate portion of the "DNA for Identification" activity and debate, student instructions for the "Food lab" purposes activity and debate- including a Claim-Evidence-Reasoning-Rebuttal worksheet altered to meet the needs of the "Food Lab" activity, student instructions for the "GMO" activity and argument writing, Claim-Evidence-Reasoning-Rebuttal worksheet altered to meet the needs of the "GMO" activity and argument writing, student instructions for the "Hominid Evolution" reflective writing assignment, and a Claim-Evidence-Reasoning-Rebuttal worksheet altered to meet the needs of the "Hominid Evolution" reflective writing assignment.
Rubrics and student score cards (4): , a rubric for grading reflective or argument papers, student score cards for easy grading of reflective or argument papers, a rubric written specifically for grading the "Food Lab" activity argument writing assignment (letter), and student score cards for easy grading of the "Food Lab" activity argument writing assignment (letter).
Power Points (1): Academic honesty power point