Description
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Students learn how Tiny ‘Lizard-Like’ Muscles Found in Developing Embryos Vanish Before Birth 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:
Evolution
Embryonic Development
Embryonic Limb Development
Ancestors
Hominid
Mammal-like Reptiles
Fetal Muscle Development
Anatomical structures
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:
LS4.A: Evidence of Common Ancestry and Diversity
Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2)
Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. (MS-LS4-3)
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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