Claim Evidence Reasoning Solar Eclipse Reading Graphic Organizer NGSS MS-ESS1-1

Students learn Total solar eclipses occur relatively rarely in the same place within a short time frame.. 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. And it includes a Spanish Version!

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

You get the Following:

-Hard Copy and Virtual reusable Graphic organizers in English and Spanish

-Key in English and Spanish

-Article in English and Spanish

-Anchor Charts in English and Spanish

The article has the following concepts:

Solar Eclipse

Partial Eclipse

Annular Eclipse

Path of Totality

Orbit

Sun, Earth, Moon Orientation

Lunar Year

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NGSS Standards:

ESS1.B: Earth and The Solar System MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)

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. 

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)

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