1. Claims, Evidence, and Reasoning
Using the Scientific Method to Teach CER
Harts & Ratchford

2. NORMS Silence electronic devices Actively engage in the collaboration
Please limit sidebars
Implement what’s learned
Place questions on the parking lot

3. Guiding Question Objective
How can we support students in developing evidence based arguments in science and across the curriculum?
Objective
Integration of state curriculum standards through claims, evidence, and reasoning.

4. Getting Started Use your resources: Science notebook
First think about:
What is a possible claim?
Where can you find your evidence (data)?
Where can you find science and other words to help you write?
What science words will you want to include?
Use your resources:
Science notebook
Observations from hands-on activities and videos
Reading passages
Your textbook
Classroom charts, word walls and bulletin boards
Ask students how they think they should get started.
Ask what is a possible claim? I use my senses to learn about properties of objects.
Ask students what resources they have that will help them? If necessary, point out the anchor charts, word walls, and notes / activities in their science notebooks.
Say let’s see how a textbook page can help. See next slide.
Division of Academics - Department of Science

5. CLAIM
In writing, a claim is a statement about the solution to a problem or question.
CLAIM: Leaves are green.
Ask students how they think they should get started.
Go to next slide: Getting started.

6. EVIDENCE
In writing, evidence is a specific fact that supports a claim.
In science, the fact is often referred to as data.
EVIDENCE: Leaves have chlorophyll in their chloroplasts.
We must effectively communicate to students that evidence is not an opinion.
Ask students how they think they should get started.
Go to next slide: Getting started.

7. REASONING
In writing, reasoning explains why evidence supports your claim.
In science, this usually includes the scientific principle involved.
REASONING: Chlorophyll is a pigment that reflects green light giving plants their green color.

8. In Other Words

9. Writing Scaffolds “Uncertainty” words: usually, generally,
Sentence Starters:
My evidence to support my claim is…
The data…
According to the text…
On page ___, it said …
For instance…
From the reading, I know that…
The graphic showed…
For example…
My evidence supports my claim because..
Writing Words:
“Uncertainty” words:
usually, generally,
suggests, indicates
Sequencing words:
first, second, third,
next, last
Therefore
Because
If… Then…
However
Division of Academics - Department of Science

10. EXPLANATION
The explanation puts the claim, evidence, and reasons together in paragraph format.
EXPLANATION: From the reading I know leaves are green because leaves have chlorophyll in their chloroplasts. My evidence supports my claim because chlorophyll is a pigment that reflects green light giving plants their green color.

11. When can CER be used? For structured argumentation.
To explain a scientific concept.
To analyze experimental outcomes.
Why a hypothesis was proven correct or not.
To justify an answer choice.
Choice B is incorrect because…
To discuss media claims.
Commercials, documentaries, news reports…

12. LOOKING AHEAD: Culminating Activity
In grade level teams, you will collaborate to create a quarter 1 CER activity.
As you participate in the Bigfoot lesson, jot down ideas you can incorporate in your own lessons.

13. Is Bigfoot Real?

14. Bellwork Write the steps of the scientific method.
Compare and share your thoughts with group members.
Be prepared to discuss with the whole group.

15. The Scientific Method
We will view three different models of the scientific method and answer questions based on these models.

19. Consider the Three Models
How are they different and how are they the same?
What is the author’s purpose (other than showing the method)?
Is one more correct, accurate, or precise than others? Give your reasoning.
Which one is the most powerful and why? (Which one do you relate to the most and why?)

20. Science Relies on Proof
What is PROOF?
Answer the following questions with your group:
How does proof differ from belief or opinion?
Is proof the same thing as evidence? Explain.
What is bias?
Can bias affect a person’s reasoning when trying to connect evidence to a claim?

21. Today’s Objective
I can use evidence and reasoning to support my claim about Big Foot’s existence.

22. Connecting Prior Knowledge
What do you already know about Bigfoot?
Think – Pair – Share (1 minute)
Share out

23. Pre-work: Make a T-Chart to record your evidence and reasoning.1.

24. Decide: Is Big Foot real or fake?
It doesn’t matter which claim you make.
As you watch the video, record evidence to support your claim.
Remember to look for evidence, not opinion.
To cite evidence, tell WHO said WHAT.

25. Claim, Evidence, Reasoning after Viewing a Video, News Report or a Documentary
What key points did you learn from this video?
What is the scientific explanation?
What vocabulary words are connected to the lesson?
What is the claim the reporter is making?
What evidence does he or she cite in the report that supports that claim?

26. Other Big Foot Resources
Visit: hartslearninglink.weebly.com
Click on the professional development link.
Select from any of the Big Foot resources.

27. EVIDENCE
REASONING 1.

28. Put It Together
Take your evidence and reasons and construct a paragraph that explains your claim.
Use your sentence starters and transition words.

29. Questions?

30. Culminating Activity
In grade level teams, collaborate to create a quarter 1 CER activity.

31. THANKS FOR ATTENDING!
Remember to implement!