Adaptations using CER

 

 Adaptations using CER

I went to a seminar this past weekend and I got to meet Julie Jackson who is the author of The Science Toolkit. She does amazing interactive word walls and bulletin boards that students create or contribute to. You can see more of her work here: http://www.thesciencetoolkit.com/

I went to the first portion of her seminar and learned about interactive word walls that I will be working on implementing and I will post more later, then I stayed for the second part which was labeled CER. The "C" stands for Claim, the "E" stands for Evidence and the "R" stands for Reasoning. The CER technique has the students make a claim about something, then they provide evidence to support their claim and finally they give the reason why their claim is right based on that evidence. You can learn more about CER here: http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

I really loved the thought provoking nature of this technique so I decided I would attempt it when working on my next adaptation activity. 

Once we have completed our butterflies I have the students create an adaptation that shows a possible drastic change in the organism. Since this is the first time the students have been introduced to CER I modeled the whole process for them, so I created my own iguana, I wrote my own claim, I provided evidence and then I gave reasoning. (see picture above)

In order to keep the project from being too confusing or from getting out of hand I provided the students with only four options of environmental changes that I was sure they would understand the adaptations for. I also provided the students with a picture of an iguana and how it looks right now, I copied it on only one side of the paper so they could fold the paper over and trace the iguana, then they simply had to erase certain sections and add to them.

Once they had drawn their iguana I had them color the iguana to match their environment or to go with the adaptations they had chosen. I also had them label the adaptations they had chosen. I have one special education student who is unable to read no does he write well but he was able to draw his iguana and then he narrated to me what should be written for his adaptations. The students were very excited by this assignment and they had a lot of fun creating iguanas.

Once the students were finished with their drawings then they had to create the CER portion of the assignment. Since I had modeled this on the board I simply had them follow my format: 

I claim that my iguana is adapted to ____________ environment because they have (name specific adaptation here: gills, webbed feet, extra layer of fat, camouflage, etc.).  I know I am right because (provide reason why the evidence supports the claim: in order to live in water an animal needs gills, etc.).

 I had the students write their CER statements inside the paper so other students could see what they had to say and compare. Then they taped their iguana to the environment they were best adapted to and I hung them out in the hallway for all the middle school students to see. After this we will move on to Selective Breeding.