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Claim - Evidence - Reasoning

DCIs: LS2.A: Interdependent Relationships in EcosystemsLS4.D: Biodiversity and HumansETS1.B: Developing Possible SolutionsESS3.C: Human Impacts on Earth Systems

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

Prep: Review Lesson Plan, Must have completed graphs from previous lesson, download and share C-E-R worksheet

Anchoring Phenomena

Essential Question

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.

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