1. Dust Bowl Day One Do Now: Objective
Cutting down trees leads to erosion.
Explain how this statement affects you. Give an example of when you have seen an example of this situation.
Objective
First look at ecology and the dust bowl

2. Get into your 3:00 Clock Groups
Discus, in your groups, what you said for the do now question.
Question 2:
How do things that aren't alive impact living things?
Write on the board
Should we talk about ecology in biology?

3. Introduction to Scientific Writing: C E R Format
A CER (Claim, Evidence, Reasoning) is a format for writing about science. It allows you to think about your data in an organized, thorough manner.
Claim: a conclusion about a problem
Evidence: scientific data that is appropriate and sufficient to support the claim
Reasoning: a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles.

4. Make sure to write down the answers
Video one
On May 9th, 19__
How height?
_______
How many inches of rain fell on the high plains?
What held down the top soil for thousands of years?
How many millions of pounds of soil “rained down” on the city?
Did the dust cloud make it all the way to New York?
(1500 miles)

5. This almost destroyed our nation
Videos
Saudi Arabia
Arizona
Can you list any differences in the storms?
* class talk *

6. What question are you trying to answer?
What have you concluded based on evidence?
Same as Reasoning
DATA=NUMBERS

7. CERR Model
A CER (Claim, Evidence, Reasoning) is a format for writing about science. It allows you to think about your data in an organized, thorough manner. See below for a sample and the grading rubric.
Claim: a conclusion about a problem (use a blue highlighter)
Evidence: scientific data that is appropriate and sufficient to support the claim (green highlighter)
Reasoning: a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles (yellow highlighter)
Example

10. Claims Claims are statements that answer your original question.
The claim is usually one sentence in length.
It must be accurate, specific, and completely answer the question.

11. Evidence
The evidence is all of the scientific data that supports your claim.
Your evidence must be related to your claim. Not all data is considered evidence!
Evidence can be specific data from the lab. This can come from your own group or another group in the class.

12. Evidence
The evidence is all of the scientific data that supports your claim.
It can also come from other sources such as: computer simulations, websites, textbook, class notes, personal experience, etc.
It is important to have numerous pieces of evidence in order to prove your claim!

13. Reasoning
Reasoning is the explanation that connects your claim to the evidence that supports it.
It shows why the data you chose counts as evidence.
This explanation acts as a “conclusion” of your experiment.

14. Reasoning
Reasoning is the explanation that connects your claim to the evidence that supports it.
It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary.
The reasoning should usually be at least a few sentences in length.

15. Real-World Claims People make claims all of the time.
Friends, parents, and just about every commerical on TV is making a claim about something.
Discuss some claims you have heard recently at your table.

16. Assignment 1. Use one of the sentence starters below to make a claim.
A) The greatest (choose one) football / hockey / baseball / basketball player is ________________________.
B) The best movie is ____________________________.
C) The greatest musical artist (solo or group) is ___________.

17. Assignment
2. Write down at least 3 pieces of evidence that support your claim.
This data must be accurate!
3. Provide reasoning that explains why you used the evidence you did to determine the "best".

18. Activity
1. You will sit with all other students who chose the same category. (example: best movie)
2. Share your claim, evidence, and reasoning with the other students.
3. Have a debate.

19. What question are you trying to answer?
What have you concluded based on evidence?
Same as Reasoning
DATA=NUMBERS

20. Get into your 3:00 Clock Groups
Materials:
3 different colored Highlighters
1 Reading
1 Blank C E R Form
Instructions:
Have one person in your group re aloud the reading
As a group decide what are the important parts of the reading and start looking for the Claim, Evidence, and Reasoning
Highlight the claim in PINK
Highlight the data that supports the evidence in GREEN
Highlight only the parts that justify why the evidence counts in BLUE
Ex. why does it matter that we looked at temperature?
Don’t highlight the entire paragraph!!