Evolution Claim Evidence Reasoning MS-LS4-1 HS-LS4-2 HS-LS4-1 MS-LS4-2

Students learn that early humans probably didn’t evolve from a single population 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. 

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The article has the following concepts:

Homo sapiens

Homonins

Evolution

Populations

Ancestor

Fossil Evidence

Neanderthals

Divergence

Archeological Evidence

Paleo-Environmental Evidence

Genetic Evidence

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

You get a CER graphic organizer, the key, the article, tips for CER and the link to the website which is at the beginning of the article.

NGSS Standards:

DCI's:

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) (HS-LS4-2) (HS-LS4-1)

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)

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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