Presentation on theme: "Claims, Evidence, Reasoning. The Cl-Ev-R Poster Take a moment to examine the handout: –Cl-Ev-R Explanation (side 1) –Analysis Template (side 2)"— Presentation transcript:
Claims, Evidence, Reasoning
The Cl-Ev-R Poster Take a moment to examine the handout: –Cl-Ev-R Explanation (side 1) –Analysis Template (side 2)
The Cl-Ev-R Analysis Template
Cl-Ev-R & Formative Probes
Cl-Ev-R Formative Probe Complete Sections 1 & 2 of the SWH template: 1.My Question: 1.My Beginning Understanding:
Making a Probe CONCRETE Activity: Use the materials at your table to conduct an experiment. Record your procedure and test results.
Making a Probe CONCRETE Activity (cont’d): Reference Handout #1 to Write a claim regarding the effect of holes on floating. Provide an explanation to support your claim with evidence and reasoning.
Sharing and Comparing Results 2 Stay and the Rest Stray Activity: 1.Two members of your team stay at your table to review “external sources”. 2.The rest of the team moves to collaborate with other class members “internal sources”. 3.Record your findings in Section 7 of the SWH template. 4.Return to your table and share your findings with your group and recording their findings.
What is SWH Science Writing Heuristic Guided inquiry Writing to learn strategy Used to promote collaboration, learning, critical thinking skills, communication, & problem solving
Why SWH? NRC says: Students need to investigate Students need to gain evidence for their claims Students need to compare their findings to those of peers, others Students need to communicate and defend their findings
What students DO when using SWH … Design and carry out labs based on their questions Make claims based on evidence Share what they learned with peers Compare their findings to those of the scientific community Reflect on their experiences Apply new ways of understanding
Cl-Ev-R & Science Essential Standards How can Cl-Ev-R be used to teach the North Carolina Science Essential Standards?
NC Professional Teaching Standards (NCPTS) How does the Cl-Ev-R model help educators address the NCPTS?
How does the Cl-Ev-R model help educators use Home Base more effectively?
PLCs How does the Cl-Ev-R model help educators answer the 4 critical questions?