We present the analysis of argumentations offered by students of the sixth-grade in elementary education in a public school from Bogota city, Colombia, and the teacher’s skill to promote it. For that, was designed and applied a teaching sequence, from a socio-scientific question, related to natural and artificial foods and, their components. The main objective was to promote argumentation exercise, to produce interest, motivation, participation in science class and guide students to the construction of explanations from activities proposed in the teaching sequence.