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Claims, Evidence, Reasoning

Claims, Evidence, Reasoning. The Cl - Ev - R Poster. Take a moment to examine the handout: Cl - Ev - R Explanation (side 1) Analysis Template (side 2). The Cl - Ev - R Analysis Template. Cl aim. Ev idence. R easoning. Cl - Ev - R & Formative Probes. Cl - Ev - R Formative Probe.

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Claims, Evidence, Reasoning

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  1. Claims, Evidence, Reasoning

  2. The Cl-Ev-R Poster Take a moment to examine the handout: • Cl-Ev-R Explanation (side 1) • Analysis Template (side 2)

  3. The Cl-Ev-R Analysis Template

  4. Claim

  5. Evidence

  6. Reasoning

  7. Cl-Ev-R & Formative Probes

  8. Cl-Ev-R Formative Probe CompleteSections 1 & 2of the SWH template: • My Question: • My Beginning Understanding:

  9. Making a Probe CONCRETE Activity: • Use the materials at your table to conduct an experiment. • Record your procedure and test results.

  10. Making a Probe CONCRETE Activity (cont’d): Reference Handout #1 to • Write a claim regarding the effect of holes on floating. • Provide an explanation to support your claim with evidence and reasoning.

  11. Sharing and Comparing Results 2 Stay and the Rest Stray Activity: • Two members of your team stay at your table to review “external sources”. • The rest of the team moves to collaborate with other class members “internal sources”. • Record your findings in Section 7 of the SWH template. • Return to your table and share your findings with your group and recording their findings.

  12. What is SWH • Science Writing Heuristic • Guided inquiry • Writing to learn strategy • Used to promote collaboration, learning, critical thinking skills, communication, & problem solving

  13. Why SWH? NRC says: • Students need to investigate • Students need to gain evidence for their claims • Students need to compare their findings to those of peers, others • Students need to communicate and defend their findings

  14. What students DO when using SWH … • Design and carry out labs based on their questions • Make claims based on evidence • Share what they learned with peers • Compare their findings to those of the scientific community • Reflect on their experiences • Apply new ways of understanding

  15. Cl-Ev-R& Science Essential Standards How can Cl-Ev-Rbe used to teach the North Carolina Science Essential Standards?

  16. NC Professional Teaching Standards (NCPTS) How does the Cl-Ev-Rmodel help educators address the NCPTS?

  17. How does the Cl-Ev-R model help educators use Home Base more effectively?

  18. PLCs How does the Cl-Ev-Rmodel help educators answer the 4 critical questions?

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