In this activity NGSS (Next Generation Science Standards) aligned activity, students (Part 1:) Practice employing the Claim Evidence Reasoning Model for generating an argument using simple questions like, “What season is it right now”? In Part 2, Students read about vaccines, side effects, herd immunity, vaccine ingredients and examine data from a variety of sources like the CDC and WHO in order to generate an argument that answers the question, “Should children be vaccinated?” Hint: The data overwhelming says, "Yes! They should!"
A. NEXT GENERATION SCIENCE STANDARDS HEREIN
ETS2: Links among engineering, technology, science, and society
SUGGESTED PRODUCTS LIKE THIS:
Cross Cutting Concepts: Patterns, Cause and Effect, Scale, Proportion, and Quantity
Scientific and Engineering Practices:
Asking Questions and Defining Problems
Analyzing and Interpreting Data
Engaging in Arguments from Evidence
Obtaining, Evaluating, and Communicating Information
B. SUGGESTED USES
Prior Knowledge: No specific prior knowledge is required. A basic overview of how evolution by natural selection helps, but is also provided in the reading.
Materials and Setup: The only thing students will need is this download.
Time Frame/Implementation: Depending upon the level of your classes, it can take easily take up two classes to complete this activity. You have the choice to spread it over a couple of classes, or assign left over work for homework. I’ve tried to break down the time it takes to do each task below. Use the rubric provided to assess the argument.
Differentiation: I've included two rubrics, one for intermediate learners, and one for advanced learners.
Part 1: Practicing with the CER model: I suggest that the teacher introduce the activity, go over the first example provided (Yankees example), and then ask students to work two practice examples from the packet. I estimate the following amount of times for part 1:
Intro: 10 mins
Students practice writing two CER arguments: 15 mins
Go over all four possible examples as a class: 10 mins
Part 2: Applying the CER model to the Elephant question: Depending on how new this concept is to students, you may choose to run Part 2 as a silent, individual activity, or a partner/group activity. The choice is yours, but it can work both ways. I prefer to have them do it in small groups, but it depends on their behavior and productivity. Students should be encouraged to read, highlight, and annotate the important information throughout.
Reading/annotating: 40 mins
Analyzing/drafting the CER Argument: 20-30 mins
Writing the final, formal CER Argument: 20 mins
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