Presentation on theme: "Three Parts to a Logical Response CLAIM A statement about the solution to a problem A response to a question An answer to a problem EVIDENCE Relevant data."— Presentation transcript:
Three Parts to a Logical Response CLAIM A statement about the solution to a problem A response to a question An answer to a problem EVIDENCE Relevant data or facts that supports the claim Observations that support the claim REASONING Explains how the evidence is linked to the claim Justifies why the data, facts, or observations support the claim Includes appropriate content concepts or principles
What do you claim happened? What evidence supports your claim? What reasons do you have for connecting that specific evidence to your claim? My dog ran away. There ’ s a loose plank and a hole under the fence. My dog ’ s chain is broken. My dog is not on his chain where I left him. The hole under the fence is big enough for him to go through.
CLAIM The Claim is a statement that answers the original question.
Rubric for Claim 2 – Makes an accurate and complete claim 1 – Makes an accurate but incomplete claim 0 – Does not make a claim, or makes an inaccurate claim
Evidence Sufficient and appropriate scientific data (include NUMBERS) that supports the claim.
Rubric for Evidence 2 – Provides appropriate and sufficient evidence to support claim 1 – Provides appropriate, but insufficient evidence to support claim. May include some inappropriate data 0 – Does not provide evidence, or only provides inappropriate evidence (does not support claim).
Reasoning Justification that links the claim to the evidence. It shows why the data counts as evidence by using appropriate and sufficient principles. NOT a place to restate your evidence
Rubric for Reasoning 2 – Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles 1 – Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some scientific principles, not sufficient. 0 – Does not provide reasoning, or only provides reasoning that does not link evidence to claim.
ContainerTemperature Air28.2 Celsius Carbon Dioxide32.4 Celsius Carbon Dioxide contributes to global warming. The container with the air has a lower temperature than the container with carbon dioxide. So, you can see that it does contribute. Does carbon dioxide contribute to global warming? Claim = 2Evidence = 1Reasoning = 0
Does carbon dioxide contribute to global warming? ContainerTemperature Air28.2 Celsius Carbon Dioxide32.4 Celsius Yes, it does. You can see in my data table that the temperatures are different. Claim = 0Evidence = 0 Reasoning = 0
Does Carbon Dioxide contribute to global warming? ContainerTemperature Air28.2 Celsius Carbon Dioxide32.4 Celsius Carbon dioxide does contribute to global warming. The temperature in the container with air is 28.2 degrees Celsius and the temperature in the container with Carbon Dioxide is 32.4 degrees Celsius. The container with Carbon Dioxide is 4.2 degrees higher than air. When the heat from the sun hits the earth, it is reflected back into the atmosphere. Carbon Dioxide traps this heat from escaping into space, therefore increasing the temperature of Earth. Claim = 2Evidence = 2Reasoning = 2
Examples Question: is the foot an accurate unit of measurement? Claim: I do not believe the foot is an accurate unit of measurement. Evidence: When I compared my foot with my neighbor's they were not the same. Reasoning: Since feet are all different sizes, they cannot be used to make accurate measurements. I do believe that the foot is an accurate unit of measurement. Even though feet are all different sizes, the foot that we use is standardized. Since a foot is always measured as 12 inches, it can be used to make accurate measurements.
Examples Question: How can i blow the biggest bubble? Hypothesis: I can blow the biggest bubble by tying two pipe cleaners together. I blew the biggest bubble by blowing into the straw and causing multiple bubbles to grow together. This resulted in multiple small bubbles that combined to form one large bubble that overflowed the tray. Therefore, in my opinion the way to blow the biggest bubble is by blowing through a straw. I was unable to blow a large bubble by blowing through the straw as I predicted. When I blew through the straw it resulted in bubbles the size of a pea. Since my bubbles were very small my procedure was not the best way to blow the biggest bubble.
Examples Question: Why do we need the metric system? Claim: We need the metric system because it’s system of using 10s makes measuring and converting easier. Evidence: When I measured my table, it was 1 penny, or 1/6 pencil high. Reasoning: Had I been using the system where one pencil equals 10 pennies I would have spent less time measuring and would have been able to calculate the number of pennies wide my table was by only measuring with pencils.
For Our Lab Claim: What was our question? How should we answer it based on our data? Evidence: What data do we have? Reasoning: Why did this happen? What do we know about plants that reinforces what we observed?