Claim - Evidence - Reasoning
SEPs: Developing and Using Models; Analyzing and Interpreting Data; Constructing explanations (for science); Engaging in Argument from Evidence; Obtaining, Evaluating, and Communicating Information
CCCs: Patterns; Cause and Effect: Mechanism and Explanation; Scale, Proportion, and Quantity; Systems and System Models
CA EPs & Cs:
Time: 1 Day, 30-45 minutes
What role does the California condor play in the California ecosystem, and how do changes in the ecosystem impact condors over time?
Warm Up: Condor chick nest cam clips
Have students write what they wonder on post it notes for the Question Board
1. Class Discussion
Write California condor and People (Humans) on the board
Have students, in groups or partners, generate claims about how humans and condors interact or impact each other:
Humans do interact with condors in the environment OR humans don’t interact with condors in the environment.
Humans have positive impacts on condors OR humans have negative impact on condors OR both.
2. Complete the C-E-R Table
As groups or partners, have students come up with evidence using only the data from their graphs (Previous Lesson) to show evidence for their claims in the table.
Individually, have students describe the reasoning for why you chose the evidence.
3. Have students share their C-E-R's with the class.
4. Extend (optional)
Have students debate contradicting claims or create a new C-E-R for the contradicting claim.