Claim: The claim is a statement that answers a specific question or addresses a problem. It's like your main idea or conclusion about a topic. When reading biology material, identify the main point you want to make based on the information you've gathered. Make sure your claim is clear and specific. For example, if you're reading about photosynthesis, your claim could be: "Photosynthesis is the process by which plants convert sunlight into energy."
Evidence: Evidence is the information, facts, data, or examples that support your claim. It's like the proof or support for what you're saying. In your biology reading, look for relevant details, statistics, or examples that back up your claim. These could be quotes from the text, data from experiments, or observations. Continuing with the photosynthesis example, your evidence could include information about the role of chlorophyll, the chemical reactions involved, and how oxygen is released.
Reasoning: Reasoning is the explanation of how your evidence supports your claim. It's where you explain the "why" and "how" behind your claim. This is an important step because it helps you connect the dots between your claim and the evidence you've provided. In your biology reading, think about why the evidence you presented is relevant and how it logically connects to your claim. Going back to photosynthesis, your reasoning could involve explaining how the structure of chlorophyll allows it to capture sunlight and why the chemical reactions described in the evidence are necessary for converting light energy into chemical energy.
Putting it all together: When using the CER framework, start by making a claim about the biology topic you're reading. Then, find evidence from the text that supports your claim and gather specific details. Finally, provide reasoning that explains how the evidence you've chosen directly supports your claim. This approach helps you not only understand the material better but also communicate your understanding clearly to others.
Remember, the CER framework is a powerful tool that helps you think critically, analyze information, and make strong arguments based on evidence. Practice using it with different biology topics, and over time, you'll become more skilled at crafting well-supported explanations!
The text provided aligns with several components of both the New York State Next Generation Science Standards (NYSSLS) in Living Environment and the National Next Generation Science Standards (NGSS), particularly in the area of scientific practices and communication. Here's how it aligns with these standards:
New York State Next Generation Science Standards (NYSSLS) for Living Environment:
LS1: Scientific Inquiry
Use the scientific method (including hypothesis formation, observation, experimentation, data collection and interpretation, and conclusion drawing) to construct arguments based on evidence.
LS4: Biological Evolution
Use the claims-evidence-reasoning (CER) framework to construct arguments based on evidence related to biological evolution.
National Next Generation Science Standards (NGSS):
Science and Engineering Practices:
Engage in argument from evidence: Construct an argument with evidence, data, and/or a model.
Crosscutting Concepts:
Patterns: Identify and use patterns as evidence to support explanations.
The text emphasizes the CER (Claim-Evidence-Reasoning) framework, which is a powerful tool for critical thinking and scientific argumentation. This framework aligns with the practices of constructing arguments based on evidence, engaging in argumentation, and using patterns as evidence, as outlined in both NYSSLS and NGSS.
By teaching students to make clear and specific claims, gather evidence from biology readings, and provide reasoning to connect the evidence to their claims, educators are helping students develop essential skills in scientific inquiry and communication, which are central to these science standards. Additionally, the focus on understanding and explaining the "why" and "how" behind claims and evidence aligns with the core principles of scientific investigation and reasoning.