Scientific argumentation is an essential activity for the development and refinement of scientific knowledge. Additionally, fostering argumentation related to scientific concepts can help students engage in a variety of essential scientific practices and enhance their science content knowledge. With the increasing prevalence and emphasis on argumentation skills within the current standards movement, i.e. Common Core State Standards and Next Generation Science Standards, teachers need access to productive approaches for engaging their students in this essential practice of science in order to promote students' development toward science proficiency. This article provides teachers with one possible instructional model, Argument-Driven Inquiry, that will allow them to structure their laboratory activities to support students' engagement in scientific argumentation while also emphasizing the disciplinary core ideas and cross cutting concepts of science.