Claim Evidence Reasoning Practice Reading Evolution Mass Extinction Digital

Rated 4.62 out of 5, based on 24 reviews

4.6 (24 ratings)

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Williams Hands On Science

1.5k Followers

Grade Levels

6th - 12th, Homeschool

Subjects

English Language Arts, Science, Biology

Resource Type

DBQs, Graphic Organizers, Independent Work Packet

Standards

CCSSCCRA.W.1

CCSSCCRA.W.2

CCSSCCRA.W.4

NGSSMS-ESS3-2

NGSSMS-LS4-1

Formats Included

Pages

10 pages

$3.75

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$3.75

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Perfect for coming back to Claim, Evidence and Reasoning. Easy for the students to use and understand.

— Julie C.

Rated 5 out of 5

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Description

Standards

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Description

Students read an article, find the claim/s the author makes, find the evidence the author uses then combine the two in a paragraph. They learn about evidence from a study which claims that human impacts are a major factor causing the 6th mass extinction through a C.E.R. (Claim Evidence Reasoning) graphic organizer. This is great for getting your students to explain phenomena in a meaningful way and it allows you as the instructor to adequately assess their understanding of concepts. The students figure out what the "Claim" is in the article, they then use data that supports the claim in the "Evidence" section, draw visual evidence and then explain why the evidence supports the claim in the "Reasoning" section.

THIS RESOURCE IS NOW GOOGLE READY FOR DISTANCE LEARNING!!!

The article has the following concepts:

Extinction

Vertebrates

Human Impacts

Invasive Species

Carbon Emissions

Climate Change

Ocean Acidification

Ecosystems

Food Chain

Biodiversity

Evolution

Fossil Record

This is great for a current event, sub plan, homework, critical thinking, scaffolding and/or reinforcement of concepts!

You get a CER graphic organizer, the key, the article, tips for CER and the link to the website which is at the beginning of the article.

NGSS Standards:

DCI's:

ESS3.C: Human Impacts on Earth Systems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS4.D: Biodiversity and Humans

LS2.A: Interdependent Relationships in Ecosystems

SEP's

Engaging in Argument from Evidence

CCC's

Cause and Effect

Stability and Change

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Total Pages

10 pages

Answer Key

Included

Teaching Duration

45 minutes

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Standards

to see state-specific standards (only available in the US).

CCSSCCRA.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSSCCRA.W.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSSCCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

NGSSMS-ESS3-2

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).

NGSSMS-LS4-1

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers. Assessment does not include the names of individual species or geological eras in the fossil record.

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