Claim, Evidence, & Reasoning — Writing Scientific Conclusions Elizabeth Gordon, NBCT MYP & IB Biology Instructor

Me… & You… Middle School? High School? Biology? Chemistry? Physics? Life Science?

My Dad’s a Space Alien

The evidence doesn’t lie. I have evidence that proves my Dad’s a space alien. He speaks a weird language. He drinks green stuff. He says he’s from Albuquerque (I’m not buying it). I mean, just look at him. And one more thing. He has a space ship. The evidence doesn’t lie. My dad’s an alien.

What is a Scientific Explanation? Claim Evidence Reasoning www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

• A statement that answers your question What do you want to know? Claim: • A statement that answers your question Evidence for your claim: • Scientific data that support the claim • Data need to be appropriate • Data need to be sufficient (more data = strength!) Reasoning (how your evidence justifies your claim): • Based on scientific principles • Each piece of evidence may have a different justification for why it supports the claim • Usually several sentences; useful prompts include “if, then”, “therefore”, “because”, “since” Reasoning: The ideas that connect your claim to your evidence. In the case of a scientific example, this is often a scientific rule, theory or fact. Here is where you would explain why a graph or table shows a particular pattern. This is often several sentences long. Useful words and phrases when writing your reasoning include: If, then Therefore This supports my claim because… Adapted from : McNeill, K.L. and J.J. Krajcik. 2012. Supporting Grade 5–8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Chapter 2, p. 35.

CER- The Foundation https://www.nsta.org McNeill, K.L. and J.J. Krajcik. 2012. Supporting Grade 5–8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing.

CER- The Foundation “…In the debate classroom students do more than just memorize and spit back facts, they own and direct their learning…” http://budl.org/about/

The evidence doesn’t lie. I have evidence that proves my Dad’s a space alien. He speaks a weird language. He drinks green stuff. He says he’s from Albuquerque (I’m not buying it). I mean, just look at him. And one more thing. He has a space ship. The evidence doesn’t lie. My dad’s an alien.

Writing an Explanation Question: … Question: Claim: Evidence: Reasoning: … …

Writing an Explanation Question: Who is my Dad? Question: Claim: My Dad’s a space alien Evidence: He speaks a weird language He’s from Albuquerque He drinks green liquids He dresses funny He drives a spaceship Reasoning: The evidence doesn’t lie...

Writing an Explanation Question: Who is my Dad? Question: Claim: My Dad’s a space alien Evidence: Reasoning: He speaks a weird language He’s from Albuquerque He drinks green liquids He dresses funny He drives a spaceship Aliens are not from Earth so they have their own language Some people believe that aliens have landed in NM Which is why many aliens are seen with green skin Aliens wear space suits for protection Aliens use spaceships to travel

NGSS- Scientific & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematical and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

NGSS Practices relevant to C-E-R Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematical and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

NGSS Practices relevant to C-E-R Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematical and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

CER- First Try With 2-3 people sitting near you, construct an argument around the topic you are given You will have 10 mins total to write your argument You may use your cell phones to search for “data”; data must be numerical Remember to link your data to your claim with reasoning! Write out your argument using C-E-R with the materials provided

CER- My Students 1st Try

Using C-E-R in the Classroom Scaffold! Help your students build their skills Introduce C-E-R using a non-science example (most successful NFL Quarterback, musical artist, etc.) Include the C-E-R graphic organizer in lab analysis Have students work in pairs/groups Have students work independently

Using C-E-R in the Classroom Model Use “Think Aloud” to mentally review C-E-R Always ask students to articulate evidence and/or reasoning when they are answering questions Encourage students to challenge EACH OTHER in small groups

Using C-E-R in the Classroom Challenge Have students evaluate each other’s scientific arguments and provide feedback Allow students to revisit their original argument and modify/improve it Ask students to add rebuttal to further strengthen their argument students (C-E-R-R)

Using C-E-R in the Classroom Remember… C-E-R is not appropriate for every science learning task. It’s only appropriate when students make sense of data using scientific principles. “Write a scientific explanation about 3 everyday examples of chemical reactions” is NOT a good use of C-E-R

Using C-E-R in YOUR Classroom Take a moment and think about your current course and instructional activities. Where can you easily incorporate C-E-R? Think of a specific task/unit and a question that students can answer using C-E-R. In what ways could you modify other instructional tasks to incorporate C-E-R?

What kind of inheritance is this? C-E-R in My Classroom What kind of inheritance is this?

Which item is the healthier choice? C-E-R in My Classroom Which item is the healthier choice? Breakfast Item A Breakfast Item B

What kind of cell is this? C-E-R in My Classroom What kind of cell is this? 10 µm

Thoughts? Questions? eagordon@bcps.k12.md.us