Design-based research is uniquely positioned to adapt instructional resources quickly to meet the needs of teachers and students. This paper explores revisions to an educative support that scaffolds (a) scientific argumentation and (b) student task models, in the context of two middle-school science curricula in Chicago. Iterations were informed by: teacher feedback, student work, classroom observations, and teacher and student surveys. Changes supported student task models, NGSS storyline routines, student argumentation, and online instruction.