This article examines the role of argument in the science classroom and how it can be used to help students develop science process skills (e.g., using evidence to defend a point of view) and literacy process skills (e.g., using language precisely to express a particular point of view and extending these understandings through the use of notebooks). The classroom application shared here describes an inquiry experience with fourth- through sixth-grade students, but the concept of using evidence and language to defend a point of view is an idea that can be adapted to any elementary grade level.