Constructing Explanations in Science using the Claim Evidence

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Constructing Explanations in Science using the Claim, Evidence, Reasoning (CER) Framework July 2018

Constructing Explanations in Science using the Claim, Evidence, Reasoning (CER) Framework July 2018

Workshop Goals • Develop an understanding of the claim, evidence and reasoning (CER) framework

Workshop Goals • Develop an understanding of the claim, evidence and reasoning (CER) framework • Become familiar with and be able to identify common student difficulties in justifying claims • Design CER learning tasks for current science curriculum • Develop an understanding of different instructional strategies that can be used to support students in CER

Agenda • Introductions • Activity- “Slip or Trip” • Components of the CER Framework

Agenda • Introductions • Activity- “Slip or Trip” • Components of the CER Framework • Activities – Are Fat and Soap the Same Substance? Seed Dispersal – Engineering Design Challenge Modeling Diffusion and Osmosis CER Biodiversity Activity Worktime – Designing Lessons using the CER Framework Share-Out and Feedback

Slip or Trip?

Slip or Trip?

Scientific Argumentation • Scientific Argument – a statement that is supported by multiple pieces

Scientific Argumentation • Scientific Argument – a statement that is supported by multiple pieces of measured or observed evidence and links it all together with science facts and knowledge • Ideas or opinions are different from arguments. Opinions are not arguments because they lack three critical components: claim, evidence, and reasoning.

What is CER? • A framework for shaping a scientific explanation •  Claim: a

What is CER? • A framework for shaping a scientific explanation •  Claim: a statement that answers a question •  Evidence: quantitative or qualitative data/ observations; must support the claim • Reasoning: scientific concept or explanation that links the evidence to the claim • Rebuttal: describes alternative explanations and provides counter evidence and reasoning for why the alternative is not appropriate. Krajik and Mc. Neill, 2012

Supporting Claims with Evidence • https: //www. teachingchannel. org/videos/support-claims-withevidence-getty • Questions to consider: •

Supporting Claims with Evidence • https: //www. teachingchannel. org/videos/support-claims-withevidence-getty • Questions to consider: • Why is it important to support claims with both evidence and reasoning? • How does Ms. Pippin support students to explain their reasoning?

Characteristics of Strong…. . Claims Answers the question asked Stands alone by rephrasing the

Characteristics of Strong…. . Claims Answers the question asked Stands alone by rephrasing the question in a complete sentence Explains a cause and effect (“My claim is _____ because ______. ) Evidence Reasoning Includes trends or patterns found in data analysis (Pattern-based) Includes appropriate science vocabulary or terms Multiple trials/observations are reported analyzed (Reliable) Completely explains the science facts (big idea) that connect the evidence and claim Evidence is scientifically correct and appropriate to the question (Accurate) There are enough, more than one, pieces of appropriate evidence (Sufficient) Answers why and/or how the patterns of evidence occurred and support the claim

Evidence starters to facilitate CER Framework • We ran ___trials and found the following

Evidence starters to facilitate CER Framework • We ran ___trials and found the following trends_____” • “In ___repeated identical investigations we found on average that ______” • “In our investigation we found that after analyzing five trials, a pattern emerged showing ____ • "In our experiment/investigation we found____” • “My evidence is that____

Reasoning starters to facilitate CER Framework • "Because in Science…" • “We have learned

Reasoning starters to facilitate CER Framework • "Because in Science…" • “We have learned in science that _____” • “Science shows us that______ • https: //www. youtube. com/watch? v=zrz. Mh. U_4 m-g

Scientific Explanations and Arguments • Examine the data table below. • Write a scientific

Scientific Explanations and Arguments • Examine the data table below. • Write a scientific explanation stating whether fat and soap are the same substance or different substances. Student Data Collection for Fat and Soap Color Hardness Solubility Melting Point Fat Off-white Soft, or squishy slightly yellow Milky Hard white Water- no Oil- yes 37 0. 92 degrees g/cm 3 C Wateryes Oil- no Hotter 0. 84 than 100 g/cm 3 degrees C Soap Density

Brandon’s First Explanation about Soap and Fat • “Fat and soap are both stuff

Brandon’s First Explanation about Soap and Fat • “Fat and soap are both stuff but they are different substances. Fat is used for cooking and soap is used for washing. The are both things we use everyday. The data table is my evidence that they are different substances. Stuff can be different substances if you have the right data to show it. ” • What strengths do you see in this scientific explanation? • What feedback might you give to this student?

Brandon’s second explanation about soap and fat. • “Fat and soap are different substances.

Brandon’s second explanation about soap and fat. • “Fat and soap are different substances. (Claim) Fat is of white and soap is milky white. Fat is soft squishy and soap is hard. Fat is soluble in oil, but soap is not soluble in oil. Fat has a melting point of 37 degrees C and soap has a melting point above 100 degrees C. Fat has a density of 0. 92 g/cm 3 and soap has a density of 0. 84 g/cm 3. (Evidence) These are all properties. Because fat and soap have different properties, I know they are different. ” (Reasoning) • What changes did Brandon make to his explanation? In what ways did these changes make the explanation more clear? • If you were going to teach your students to write scientific explanations, how might you scaffold this for them?

Seed Dispersal – CER Engineering Design Challenge • In this challenge, you will design

Seed Dispersal – CER Engineering Design Challenge • In this challenge, you will design a fruit that uses wind to disperse far from its parent. The fruit that is blown the farthest from the fan is the winner! https: //www. scientificamerican. com/article/gone-with-the-windplant-seed-dispersal/

Diffusion and Osmosis – CER Framework and Scientific Modeling • Hypothesize: What do you

Diffusion and Osmosis – CER Framework and Scientific Modeling • Hypothesize: What do you think will happen to a gummy bear when placed in tap water? What do you think will happen to a gummy bear when placed in salt water?

 • Demonstration: Food Coloring in water • Lab activity: Starch Cell in Aqueous

• Demonstration: Food Coloring in water • Lab activity: Starch Cell in Aqueous Iodine Solution • Real-Life Application - https: //www. insideedition. com/investigative/3347 -inside-editioninvestigates-detox-foot-baths

 • Divide your paper in half. Label one half “Water” and the other

• Divide your paper in half. Label one half “Water” and the other half “Salt Water. ” • Write a scientific explanation for what you observe in the two cups. • For each cup, draw a model of the scientific phenomena • To recap: In diffusion molecule move from areas where they are highly concentrated to where they are less concentrated • Osmosis is the diffusion of water • Smaller molecules can move more easily across a membrane • Most membranes are semi-permeable • Larger molecules and charged particles are less likely to move across a membrane through passive transport (diffusion).

Model Based Claims, Evidence, and Reasoning • https: //www. teachingchannel. org/videos/model-based-cer-nsf • Questions to

Model Based Claims, Evidence, and Reasoning • https: //www. teachingchannel. org/videos/model-based-cer-nsf • Questions to Consider: • How do students use modeling and argumentation together? • How does Ms. Vaa encourage students to use each of the tools? • How does this practice differ from traditional CER?

Saving Species Activity • You and your team work for a conservation organization. You

Saving Species Activity • You and your team work for a conservation organization. You have recently applied for a grant to help save four endangered species around the world. Unfortunately, the grant only gave you enough money to put toward one of these species. As a group, you must decide which of the four species you will focus on. You must choose a species to save and be able to explain your decision. Include in your explanation the reasons you chose that species and the reasons you did not choose the other species, including the evidence that supports your reasoning. You will be creating a presentation at the end for the activity and presenting it in class. You will also be required to create rebuttals for an argumentation session.

Add a Slide Title - 1

Add a Slide Title - 1

Other ideas for CER Is the water in Lake Erie safe to drink? Is

Other ideas for CER Is the water in Lake Erie safe to drink? Is a seed a living thing? Is a Euglena a plant or animal? Is Pluto a planet? NSTA – journals – www. nsta. org login: username – mjdudek@iroquoiscsd. org password – iroquois Books and journals tab on top Data nuggets - http: //datanuggets. org/search-current-data-nuggets/

Designing CER Learning Tasks STEP 1: IDENTIFY OPPORTUNITIES IN THE CURRICULUM What is the

Designing CER Learning Tasks STEP 1: IDENTIFY OPPORTUNITIES IN THE CURRICULUM What is the learning goal? What data will students either be given or collect to analyze? What scientific principle will students use to link their claim and evidence? STEP 2: DESIGN COMPLEXITY OF THE LEARNING TASK What question will you ask students? What specific data will you either provide students or have students collect? How much data will you have students analyze? What variation of the framework do you want students to include in their response? STEP 3: CREATE CLASSROOM SUPPORTS Do you want to include any type of visual representation in your classroom? If yes, describe or sketch the representation. Do you want to provide students with curricular scaffolds? If yes, draft the scaffolds below. Consider – content specific, generic or combination AND level of detail to include

Charrette Protocol Presentation Presenter presents their CER lesson to a partner. The partner listens

Charrette Protocol Presentation Presenter presents their CER lesson to a partner. The partner listens Framing Question Presenter asks a specific question to frame the feedback e. g. “What can I make better about…. . ? ” “How can I improve…? ” 3 min 1 min Feedback Partner gives suggestions. Presenter listens Make sure your feedback is helpful, specific and kind 2 min Open Discussion Presenter and partner have a dialogue about the suggestions/feedback. 2 min Total 8 min