This is a modified version of Space Invaders CER---do a quick google---it has a lot of versions out there. I will walk you through how I set it up, and went through the process of teaching Claim, Evidence, and Reasoning.
Teacher Set-Up
Space Invaders (pipe cleaners) need to be created and distributed before the lab. Here is a picture of different invaders and where each invader is to be placed. I like to make at least 6-8 invaders and place them in areas in our labs, so kids have multiple groups and evidence to collect.
Green --- near lights---up high or turn on lamps
Blue--- place in pair
Black--- place on black surfaces
White/Purple--- place together in groups
Orange--- place on food sources
Prompt/Problem
I first start with introducing the the Space Invaders prompt, just to get them curious.
“Invaders” have infiltrated our room! They have never been encountered or seen before so we know very little about them. We don’t understand their anatomy, behavior, sociology, or culture. As the first scientists to have encountered them it is up to you to begin to characterize them. You and your group will be tasked to observe the different types of invaders and make observations about the different species of invaders. Your goal is to describe any trends/patterns there are about the invaders. In doing this, you will need to make claims about the invaders based on your evidence (observations).
As you move around the room, use the table below to gather evidence. Then use your evidence to make a claim. Remember: you can only make a claim based on your evidence. Do not assume anything about invaders that you cannot observe.
Then in their notebook (if you have read earlier posts, students keep all of their notes, labs, activities in one notebook) we will write the problem.
Problem: What pattern of invasion is characteristic of each species of invader?
We break down the problem:
pattern of invasion could mean--- words like behavior, location, size of invasion are popular answers
species of invader--- in this case it means they are looking for invaders of different colors --- but usually a species is recognized as organisms that do not mate and produce viable offspring (if you like to use the biological definition of species)
Collecting Evidence
Before sending students off to collect evidence, we take a quick set of notes on what evidence can consist of and how we display that evidence.
Qualitative (descriptive) or Quantitative (numbers)
Use a table or graph to display
When writing the CER report, the evidence used to support the claim that is gathered from the tables and graphs, is written in sentence format. (They won't do this in this particular activity, but I like to still go over it.)
Example. I show a bar graph --- just a basic outline---and then I write example evidence sentences.
ie. The tomato plant grew 8 cm. The pea plant grew 4 cm.
Then students draw a table to collect observations/evidence.
Once students have there data table, they get 10 minutes to find the space invaders and collect observations. Tell them to look for patterns---- that could ultimately be used to answer the problem.
Writing Claims
After 10 minutes, students gather back in the classroom and pair up or get in a group. Below the table we discuss what it means to make a claim, using the evidence.
The claim answers the problem, without explanation.
It is not a hypothesis because it isn't a guess, rather a statement made from collected data.
It is 1 sentence and does not contain I, you, or me.
Then for each species of space invader, they write a claim sentence.
ex. Blue space invaders only invade in pairs. Orange space invaders always invade where food is present. White and Orange space invaders only invade when they are together.
Writing Reasoning Statements
The reasoning portion of the CER is the most difficult. It is not just a repeat of the evidence. They must back up their claim with a scientific explanation of why it occurred. I tried to create scenarios that could also be tied back to our characteristics of life, because that is what we spent the days before this lab learning. You could create scenarios that fit a different narrative.
Examples of reasoning:
The blue space invaders only invade in pairs because they may not be adapted to defend themselves in the new environment. Another reason they could only invade in pairs is because they mate for life and form bonds, so upon invasion they are able to reproduce. (you may get a variety of answers)
Other ideas that could be used for reasoning:
Green invaders may invade near lights because they are photosynthetic. Photosynthetic organisms are often green, because they contain chlorophyll and require light to create food.
Black invaders only invade in areas where they are adapted to blend into their environment. Camouflage is an adaptation used in invasion.
White and purple invaders only invade together. These invaders may have a mutualistic symbiotic relationship with one another. They are stronger invading together.
Orange invaders only invade near food sources because metabolism and energy is a requirement for them to survive on a new planet and so they only invade near food sources.
Here is a link to the full lab: https://docs.google.com/document/d/1hETcgFMcChcgvDKoXRLnaxeNlIWmAM7WaWvqbmIT9Ok/edit?usp=sharing
Happy teaching!
Mrs. Townsend
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