For example, in a question that asks: Claim: Many problems of modern society cannot be solved by laws and the legal system.

It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary.

If the given reason is weak, then you have an opportunity to explain why it is weak and therefore how you came to your own conclusion about the claim. To win an argument, you first have to make a claim that is more than just an assertion.

Instead of presenting evidence against Lola's claim, John levels a claim against Lola. When writers or speakers want to make a point, they support that point with arguments called claims. When answering this type of questions, is it okay to agree to the claim but disagree to the reason? Claims are, essentially, the evidence that writers or speakers use to prove their point. The reason given just provides you with material for your reasons. They can be a lot to digest and asking students to read and summarize them can be daunting. For instance, here is a reason: Bob should be elected class president because he’s a natural leader. If you agree with the reason, then you can expand it further with concrete examples.For more information on this task, please check out our blog post about it:Within ETS's pool of issue tasks, you might see some that look like this:These prompts might seem different from the others, but the strategy for writing the essay is essentially the same as in any issue task. While the premise behind CER isn’t anything new to the way science teachers already think, it provides an entirely different approach toward how students connect their experiences and Thank you for writing about this topic and showing us how and when we can use it. If you haven't checked out NSTA's ADI books (argument driven inquiry), they follow the CER process and have a lot of great lab ideas. I act out sitting in the chair (for stating your claim), putting on one strap (for introducing evidence), and putting on the other strap (for using reasoning to connect it back to the claim). your claim). Click on the images to download them from my TpT store!
They can also use three different colored highlighters as they read- one color to highlight the claim, a second for any supporting evidence, and a third where they find reasoning/justification.


This is common for things like cosmetic surgery or treatments not approved by the FDA. Some free resources can be found at the following links: try and get my students reading journal articles. Claim. I have a question about this claim and reason type questions.

A reason makes someone care and tells the importance of the claim and the argument. After being posed with a question or observation, students have to make a claim (similar to forming a hypothesis), provide evidence to support their claim, and explain their reasoning. In the example below, Lola makes a claim. If the given reason is weak, then you have an opportunity to explain why it is weak and therefore how you came to your own conclusion about the claim. I hope I convinced you that CER is a great strategy to try with your students. Claim Examples. Examples of Claim: A teenager who wants a new cellular phone makes the following claims: For me, the first step toward teaching my students how to critically think about how they structured an argument or explanation was to implement the Claim, Evidence, Reasoning (CER) framework. You have definitely clarified things for me. One great way to get our students thinking like scientists is by using the CER method. To write the essay, you first need to choose a side (agree or disagree), then provide a few reasons why your opinion is the more sensible one, and briefly look at how the other side could be tempting but is ultimately not the right path. I plan on diving in head first with CER this year with my sixth graders as fully implement NGSS, so this was very helpful. At the beginning of every school year I can bet that you review the scientific method. Claims backed by reasons that are supported by evidence are called arguments. Why is this a reason? The reasoning should usually be at least a few sentences in length. 'Because I said so,' doesn't work, and 'Just because,' doesn't work - until you're a parent. If you agree with the reason, then you can expand it further with concrete examples. It is a great way for them to organize information as they read. The tu quoque fallacy (Latin for "you also") is an invalid attempt to discredit an opponent by answering criticism with criticism -- but never actually presenting a counterargument to the original disputed claim. Simply worded, it’s a letter of complaint which demands a request for an adjustment in the form of a refund or a replacement or payment for damages. While there isn't necessarily a specific set of steps that we follow in all branches of science, we want our students to be able to use inquiry and think through the scientific process. Many of the labs can be found free online, but you have to purchase the book to get the accompanying teacher information.

You use critical thinking skills and argue your case using claims, reason, and evidence. I especially appreciate the whiteboard examples (I always appreciate real-life examples). A good example of this type of claim statement is “Instead of searching for more oil fields we should increase the use of renewable energy and reduce the oil consumption.” Factual or definitive When you present a fact or a definition along with a strong argument in a claim statement, it is called a claim … Want to try a CER graphic organizer or hang some colorful posters in your classroom? The reason given just provides you with material for your reasons. Reasoning is the explanation that connects your claim to the evidence that supports it. I give students the CER graphic organizer (found below) and have them fill it out as they read. CER stands for claim, evidence, and reasoning. I am also glad you referenced NSTA's Argument-Driven Inquiry, as I have the book & student lab manual!


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