1. Diana Natividad Longfellow MS SAISD

2. Quick Poll: How do you use a claims and evidence approach in your classroom? a) I’m still learning about it. b) I talk about it in the context of how science works. c) Students have to write claims and support them with evidence for some or all labs. d) We have class discussion and writing activities that revolve around making claims and supporting them with evidence.

3. What is an argument in science? An answer to a scientific question that uses data!

4.  A way to improve both learning & engagement in science  Argumentation as scientific practice is connected to standards:  A framework for K-12 science education

5.  Writing helps students learn  It forces them to organize their thoughts and find the relationships between ideas  Writing holds ideas in place long enough for students to think about them  Writing gets all students to participate  Writing helps you (as the teacher) spot misconceptions

6.  C-E-R is a framework that provides scaffolding for students so that they can successfully participate in the argumentation process.  Components  Make a claim about the problem.  Provide evidence for the claim.  Provide reasoning that links the evidence to the claim.

7.  Explanations are rarely a part of classroom practice  Students have difficulty using appropriate evidence and including the backing for why they chose the evidence in their written explanation  Students typically discount data if the data contradicts their current theory  During classroom discourse, discussions tend to be dominated by claims with little backing to support their claims McNeill, Lizotte, Krajcik, & Marx, (in press)

8.  Circle claim, underline evidence, and box reasoning.  Make a claim about the problem  Provide evidence for the claim  Provide reasoning for your thinking

10.  Discuss answers with your group  Come to a consensus  Share out group’s findings

11. ComponentLevel 1Level 2Level 3 Claim- A conclusion that answers the original question. Does not make a claim, or makes an inaccurate claim. Makes an accurate but incomplete claim. Makes an accurate and complete claim. Evidence- Analysis of scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Does not provide analysis of scientific data, or only provides inappropriate analysis of scientific data. Provides appropriate, but insufficient analysis of scientific data. Provides appropriate and sufficient analysis of scientific data. Reasoning- Justification that links the claim and evidence. It shows why the data counts as evidence by using appropriate and sufficient scientific principles. Does not provide reasoning, or only provides reasoning that does not link evidence to claim. Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some scientific principles, but is not sufficient. Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles.

15. Where can CER be implemented in your class?

16. Dnatividad@saisd.net Part of VBTA’s mission is to jumpstart a working network of teachers for teachers… so let me know how I can help you