Claim Evidence Reasoning CER Plate Tectonics Continental Rift Distance Learning

$3.50

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Description

Students learn how East Africa’s Rift Zone is causing the continent to split through a C.E.R. (Claim Evidence Reasoning) graphic organizer. This is great for getting your students to explain phenomena in a meaningful way and it allows you as the instructor to adequately assess their understanding of concepts. The students figure out what the “Claim” is in the article, they then use data that supports the claim in the “Evidence” section, draw visual evidence and then explain why the evidence supports the claim in the “Reasoning” section. 

THIS IS NOW GOOGLE READY FOR DISTANCE LEARNING!!!

The article has the following concepts:

Plate Tectonics

Continental Rifting

Plate Boundaries

Lithosphere

Asthenosphere

Mantle

Superplume

Magma

East African Rift

Somali and Nubian Plates

Convection Currents

Seismic Activity 

This is great for a current event, sub plan, homework, critical thinking, scaffolding and/or reinforcement of concepts!

You get a CER graphic organizer, an editable key, the article, tips for CER and the link to the website in the article.

NGSS Standards:

DCI’s:

ESS2.B:  Plate Tectonics and Large-Scale System Interactions

• Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS1.C:  The History of Planet Earth

• The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)

• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (secondary to MS-ESS2-3)

SEP’s

Asking Questions and Defining Problem:

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. 

Engaging in Argument from Evidence:

In 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

CCC’s

CCC1: Patterns

Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

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