ESS1.B ESS1.C LS4.A Claim Evidence Reasoning CER Asteroid & Dinosaur Extinction

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Description

Students learn about how there is evidence that the asteroid that wiped out the dinosaurs was as powerful as 10 billion atomic bombs and caused sulfur to be released into the atmosphere creating a global cooling event 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. 

The article has the following concepts:

Asteroid impact that wiped out 75% of life on the planet

Dinosaurs

Asteroid

Impact crater

Atmosphere

Global cooling

Mass extinction

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:

ESS1.B:  Earth and the Solar System

• The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2), (MS-ESS1-3)

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)

LS4.A:  Evidence of Common Ancestry and Diversity

• The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth.  (MS-LS4-1)

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.

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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