Claim Evidence Reasoning How Coronavirus COVID-19 Spreads CER Distance Learning

$3.50

SKU: 5222514 Category: Tags: , ,

Description

Students learn how COVID-19 spreads on a plane and how it spreads through the air, 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 resource includes the following:

-Links to Google Ready Graphic organizers for distance learning

-Two different articles with a key for each

-Three different types of graphic organizers

-Anchor charts to scaffold how to do CER’s

-Teacher Tips

The article has the following concepts:

Infectious Disease

Coronavirus 

Wuhan Outbreak

Disease Transmission

Reproduction Number—R0 or “r naught”

Zoonotic

Influenza

Viruses 

Aerosols

Severe Acute Respiratory Syndrome (SARS)

COVID-19 pandemic

Droplets

Airborne Pathogen

Airborne Transmission

Models to Predict

Modeling

Variables

Take a look at my CER Mega bundle!

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:

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: Patterns

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

Thank you for taking a look!

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