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Writing to Explain C – E – R Model

Writing to Explain C – E – R Model. Claim – Evidence – Reasoning. C-E-R in Science Writing ( Claim – Evidence – Reasoning) . Claim: A conclusion that answers the original question

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Writing to Explain C – E – R Model

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  1. Writing to Explain C – E – R Model Claim – Evidence – Reasoning

  2. C-E-R in Science Writing( Claim – Evidence – Reasoning) • Claim: A conclusion that answers the original question • Evidence: Specific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. • Reasoning: A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific/social science principles. Department of Science Department of Social Sciences

  3. Observation vs. Inference—Definitions • Observation—Using all your senses (not just eyes) to collect and record information about our world. Observations = EVIDENCE • Inference—Using observations to reach a logical conclusions. Inferences= EXPLANATION • “An observation is what you see, feel, taste, hear or smell. An inference is what you think.” Bell, Randy, Teaching the Nature of Science Through Process Skills, Pearson Education, Inc., 2008, p. 41

  4. Observations and Inferences in NGSSSScience • Begin in Grade 1, continue through Grade 5 • SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. • SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas orinferences(what you think). • SC.3.N.1.6Inferbased on observation. • SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. • SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. • SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. • SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence

  5. Observations vs. Inferences

  6. Observation vs. Inference Boy in the Water

  7. Directions: Place an ‘I’ before the statements that are inferences and an ‘O’ before the statements that are observations OR you may wish to make a T-chart. 1. The boy is in the water. 2. The weather is cold. 3. The tree branch is broken. 4. If the boy crawled out of the water, the goat would kick him. 5. The boy fell off the branch. 6. A goat is standing by the pond. 7. The branch will fall on the boy’s head. 8. The boy fell off the rocks. 9. There is a sailboat in the water. 10. The sailboat belongs to the boy. 11. The goat will soon leave the pond. 12. The tree by the pond has no leaves on it. 13. There are three rocks in the pond. 14. The tree by the pond is dead. 15. If it rains, leaves will grow on the tree. 16. The goat kicked the boy into the pond.

  8. Our Observations and Inferences • Develop a T-chart and place O and I on it O I • Under O list observations about the picture • Under I list inferences about the picture • Share with your table • Students may struggle with this concept and may need additional examples to clarify the concept.

  9. Observation vs. Inference Boy in the Water

  10. Sample Claim Evidence Reasoning Student Response Claim: The boy fell from the broken branch on the dead tree while trying to retrieve his toy sailboat. Evidence:The tree branch is broken and the boy is in the water in a position directly below the branch. The boy in the water is also wearing a long sleeved shirt. There is a sailboat toy in the water and the tree appears to have no leaves. Reasoning:No leaves on the tree may indicate that the tree is dead. This would mean that the branch would be very weak since leaves provide the tree with energy. The boy was playing with his sail boat near the pond and climbed the tree to get away from the goat. The weight of the boy and the force from the pull of gravity caused the dead branch to break and he fell into the water. The waves that were made after the boy fell into the water, pushed the sailboat away from him. Because he is wearing a long sleeved shirt, he most likely wasn’t planning on getting into the water. The Department of Mathematics and Science

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