Discipline: Science

Grade Level: 6th

Course: Science

©Literacy Design Collaborative. September 2011

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Should helmets be required?
  • Student Work Samples
    • Within the Literacy Design Collaborative (LDC) framework, student work samples answer the critical question, "What Results?" The inclusion of student work within the module design provides teachers insight into how to improve the quality of the teaching task and the feedback they give on student strengths and challenges.

      Include two student work samples that received scores at each level on the rubric. 

  • LDC Argumentation Classroom Assessment Rubric
    • Meets Expectations


      Addresses the prompt and stays on task; provides a generally convincing response.


      Demonstrates generally effective use of reading material to develop an argument.

      Controlling Idea

      Establishes a credible claim, and supports an argument that is logical and generally convincing.

      (L2) Acknowledges competing arguments while defending the claim.


      Develops reasoning to support claim; provides evidence from text in the form of examples or explanations relevant to the argument.

      (L3) Makes a relevant connection(s) that supports argument.


      Applies an appropriate text structure to address specific requirements of the prompt.


      Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

      Not Yet


      Attempts to address prompt but lacks focus or is off- task.


      Demonstrates weak use of reading material to develop argument.

      Controlling Idea

      Establishes a claim and attempts to support an argument but is not convincing.

      (L2) Attempts to acknowledge competing arguments.


      Reasoning is not clear; examples or explanations are weak or irrelevant.

      (L3) Connection is weak or not relevant.


      Provides an ineffective structure; composition does not address requirements of the prompt.


      Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.

  • Teacher Work Section
    • Here are added thoughts about teaching this module:

      Teacher thoughts. Provide thoughts and ideas after teaching the module to different students in different classes. 

      This module was taught to students with diverse abilities and cultures. Because of the variety of learning levels, I used a lot of modeling and a paraprofessional to guide students toward success. Strategies such as assigning differentiated levels of the task, small group reading, and step-by-step note taking proved beneficial for reaching all learners. Student work was checked regularly to ensure task completion and understanding. 

      I found this module to run smoothly. The students seemed to be interested in the task and enjoyed writing a letter to someone that has a little bit of power. Although the majority of students said that helmets should be required, they were nervous that the law could actually be changed because of their letters. I found this a little bit funny. Even though the science says yes, the students do not want to wear helmets. 

      If I were to redo this module, I would include a notecard for the conclusion. The notecard system of organizing seemed to go very well and was easy for the students. Some of them got stuck when it came to writing their conclusion because they did not have a card with their thoughts.

      Possible variations. Add ideas for spin-offs or extensions to the module.

      Invite the state representative in to discuss the law making process with the students. He/she could also explain the benefit of being able to write a letter.

      Invite someone in to speak to the students about the long-term health effects of Traumatic Brain Injury and other injuries that could be prevented with helmets and safety precautions.

  • Appendix
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