Claim - Evidence - Reasoning

DCIs: LS2.A: Interdependent Relationships in Ecosystems; LS4.D: Biodiversity and Humans; ETS1.B: Developing Possible Solutions; ESS3.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?

Instructions

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.