Activity 3.3 - Evidence-Based Arguments about Mealworms Eating (50 min)

Target Student Performance

Students (a) use data from their investigations to develop evidence-based arguments about how matter moves and changes and how energy changes when mealworms eat, move, and grow, and (b) identify unanswered questions about matter movement and matter change that the data are insufficient to address.

Resources You Provide

Resources Provided

Recurring Resources


Print one copy of 3.3 Evidence-Based Arguments Tool for Mealworms Eating for each student. Make sure that the 3.2 Mealworms Investigation Class Results 11 x 17 Poster (or 3.2 Mealworms Investigation Class Results Spreadsheet) from the previous activity is available. Prepare a computer with an overhead projector to display the 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT.


1. Use the instructional model to show students where they are in the course of the unit.


During the class discussion, listen for students making connections to the investigation and their arguments. Are they drawing on observations from the investigation, or from other sources of knowledge and experience? Use the 3.3 Assessing the Evidence-Based Arguments Tool for Mealworms Eating to assess your students’ thinking at this point in the unit. At this point they have concluded their “up the triangle” inquiry journey, and are headed “down the triangle” for the application sequence.


Have the students store their 3.3 Evidence-Based Arguments Tool for Mealworms Eating in the same place as their Expressing Ideas and Questions and Predictions and Planning Tools so they can be easily revisited.

  • Strategic grouping with strong speakers 
  • Provide sentence stems for discussion and filling in the Evidence-based Arguments (EBA) tool
  • Refer to previous EBA tool from Systems and Scale Unit, if applicable
  • Compare EBA tool to Predictions and Planning tool. Have students verbalize similarities and differences in groups before sharing with the class
Extending the Learning

Students can return to their discussion on mass discrepancies. How does what they have learned about mealworms eating affect their ideas and questions about those situations?