Ecology Claim Evidence Reasoning CER NGSS MS-LS2-4 Non Native Species

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Description

Students learn how rats were successfully eradicated from an island, leading to the restoration of native species. This is a comprehensive lesson plan on Claim Evidence Reasoning (C.E.R)! This lesson comes complete with an engaging article, anchor charts, and a graphic organizers to help your students understand the importance of explaining phenomena in a meaningful way. Through this activity, students identify the “Claim” in the article, using relevant data to support their evidence, and providing reasoning to back up their claims, your students will be able to demonstrate their understanding of key concepts. As an instructor, this lesson allows you to easily assess your students’ comprehension and encourage deeper learning.

The article has the following concepts:

Non-Native/Introduced Species

Predators

Evolution

Threatened

Extinction

Mammals

Conservation

Restoration

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!

This resource come with the following:

-3 CER graphic organizers

-Editable key

-Article

-Tips for CER

-Virtual copy of CER

-Virtual copy of key

-Virtual copy of article

Includes the Following NGSS Standards:

LS2.C:  Ecosystem Dynamics, Functioning, and Resilience

• Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

LS2.A:  Interdependent Relationships in Ecosystems

• Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

• In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)

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.

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS1-2)

CCC1: Patterns

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

Systems and System Models

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (HS-LS2-5)

Energy and Matter

Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-LS1-5), (HS-LS1-6)

Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (HS-LS1-7), (HS-LS2-4)

Energy drives the cycling of matter within and between systems. (HS-LS2-3)

TERMS OF USE

• All rights reserved by Williams Hands On Science, Inc.

• This product is to be used by the original purchaser only.

• Intended for classroom and personal use only.

• Copying for more than one teacher, classroom, department, school, or school system is prohibited.

• This product may not be distributed or displayed digitally for public view.

• Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA).

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williamshandsonscience@gmail.com

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