Because of the "Next Generation Science Standards" ("NGSS"), all of Emily Miller, Hedi Baxter Lauffer, and Paula Messina's students needed to learn the practice of scientific argumentation within the context of sense-making about core ideas in science. The goal, to meet the "NGSS," enabled them to simultaneously address language goals and content goals. This article discusses techniques to assist ELLs and non-ELLs face the same challenges: use language like a scientist does, and collaborate to support growth in scientific understanding. The lesson described in the article can be used as a template to create applications for language learning and to embed "NGSS" components using language.