NGSS: CLAIM - EVIDENCE - REASONING Argument: Should Children Be Vaccinated?

NGSS: CLAIM - EVIDENCE - REASONING Argument:  Should Children Be Vaccinated?
NGSS: CLAIM - EVIDENCE - REASONING Argument:  Should Children Be Vaccinated?
NGSS: CLAIM - EVIDENCE - REASONING Argument:  Should Children Be Vaccinated?
NGSS: CLAIM - EVIDENCE - REASONING Argument:  Should Children Be Vaccinated?
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(1 MB|15 pages)
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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!"



ETS2: Links among engineering, technology, science, and society


Why Are Elephants Being Born Without Tusks? CLAIM - EVIDENCE - REASONING

Peppered Moth Camouflage: CLAIM - EVIDENCE - REASONING Activity

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


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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Terms of Use

• This packet is 1 classroom/teacher use only. Do not make copies or

email it to your colleagues. This was designed by me and is for your

personal (one user)use. You may

not share it or claim it as your own. You may not redistribute it.

If colleagues are interested in it, please send them the link to my store:

• You are not permitted to use any part of this work to

create products for sharing or selling.

• You are permitted to share the cover image of the packet

on your website when referring to it in a post, as long as

you link back to my store.

All rights reserved by author.

All images used are released to the public domain.

Total Pages
15 pages
Answer Key
Included with rubric
Teaching Duration
2 days
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