Parents’ Workshop(Science)Mdm Fauziah

Mdm Pratibha RaiMr Terence TengMr Eugene SimMs Ginny Low2017

Answering It Right with CER

CER Framework

Constructing Explanations in

Science Questions

Objective

Share strategies that parents can use to guide their children in answering open-ended questions and revision.

What are we learning today?

Introduction of C-E-R

Hands-on session

Two main concerns

Understanding of questions

Constructing scientific explanations

How can we help pupils understand the question?

‘What does this tell you?’

Helps pupils understand questions

Prompts pupils to recall and identify scientific concepts

CER Framework

Guide pupils construct science explanations

ClaimEvidence

Reasoning

Scaffolding

Provide hints on how to answer the different components in ‘What

does this tell you?’ and CER Framework

Decreases over time

An approach to guide pupils’ thinking in constructing explanations in science questions

What is C-E-R?

C – CLAIME – EVIDENCE R – REASONING

• A method to help pupils construct explanation to Science questions.

CER Framework

Pupils typically have difficulty in three different areas during constructing science explanations:

1. Using appropriate and sufficient evidence.

2. Providing reasoning for why their evidence supports their claim

3. Considering alternative explanations and providing rebuttals (McNeill K., 2007)

CER Framework

• McNeill and Krajick (2012) developed an instructional scientific explanation framework to guide pupils on what to include in their science writing, oral presentations, and classroom discussions.

WHAT IS CER?

C – CLAIMA statement or conclusion that answers the question.

The claim is usually one sentence in

length.

The claim must be accurate, specific and answer the question.It can be provided in the question as an observation and this observation needs to be explained. In this case, the CLAIM has been given.It can also be presented as a question requiring pupils to make a choice, i.e. “Object A or B”.

EXAMPLES OF Jeremy put 3 rabbits in a glass container and sealed it tightly.

QS: Explain why the rabbits died after a few days.

C - “The rabbits died after a few days.”

QS: Who is regularly late for school? Give a reason for your answer.

C - “Janet”

QS: Do you think homework is important? Why?

C - “Homework is important”

E – EVIDENCE

The evidence is the scientific data that supports your claim.

The evidence is something you can OBSERVE from the question. The evidence can be presented in the form of data (tables, graphs etc), observations or inferences.

Evidence answers the “What makes you say that?” question posed after a claim is made.

EXAMPLES OFJeremy put 3 rabbits in a glass container and sealed it tightly.

QS: Who is regularly late for school? Give a reason for your answer.

C - “Janet”

E - “She has missed assembly for 3 days this week.”

QS: Do you think homework is important? Why?

C - “Homework is important”

E - “Because I do well in my tests when I do my homework”

QS: Explain why the rabbits died after a few days.

C - “The rabbits died after a few days.”

E - “The rabbit was put in a container which was sealed tightly.”

Reasoning is the scientific concepts linking how the evidence proves the claim.

It may be more easily understood as a “So what?” question that follows.

Connects evidence to the claim.

It shows a detailed understanding of the scientific principles involved and uses correct scientific terms.

It is usually several sentences in length.

R – REASONING

QS: Explain why the rabbits died after a few days.

C - “The rabbits died after a few days.”

E - “The rabbit was put in a container which was sealed tightly.”

R - “So the rabbit does not have enough air and living things need air to survive”

EXAMPLES OF REASONINGQS: Who is regularly late for school? Give a reason for your answer.

C - “Janet”

E - “She has missed assembly for 3 days this week.”

R - “Janet has been sleeping late everyday and thus has difficulty waking up”

QS: Do you think homework is important?

Why?

C - “Homework is important”

E - “Because I do well in my tests when I do my homework”

R - “So homework gives me additional practice to do well in my tests.”

Jeremy put 3 rabbits in a glass container and sealed it tightly

LET’S LOOK AT SOME EXAMPLES

Using Observations As EvidenceMy Thinking

(1) What does ‘for three days’ tell you?

Clue: What does the insect need over those three days?

(2) What do the two set-ups tell you?

Clue: Observe each set-up and state what are the things that each grasshopper received.

Set-ups A and B were left in the room for three days.

After three days, only one grasshopper is alive.

Which one of the above set-ups would this grasshopper be? Give a reason to your answer.

Using Observations As EvidenceSet-ups A and B were left untouched for three days.

After three days, only one grasshopper is alive. Which one of the above set-ups would this grasshopper be? Give a reason to your answer.

Claim: (Write a statement or the conclusion that responds to the question.)Set-up A

Evidence:(What did you observe? Provide evidence from the question to support your claim.)There is air entering the holes in set-up A but there is no holes for air to enter in set-up B.

Reasoning:(What is the Science concept involved? Explain why your evidence does prove your claim to be true.)All living things need air to survive and the grasshopper in set-up A has air.

Using Observations As Evidence

Afiq and Fitri wanted to have some ice-cream. Afiq used a bowl at room temperature to contain some ice-cream while Fitri used an identical bowl taken out from the freezer to contain the same amount of ice cream.

After a few minutes, the two boys noticed that Afiq’s ice-cream had melted faster than Fitri’s. Explain how this is possible.

Using Observations As EvidenceAfiq and Fitri wanted to have some ice-cream. Afiq used a bowl at room temperature to contain some ice-cream while Fitri used an identical bowl taken out from the freezer to contain the same amount of ice cream.

My Thinking(1)What does ‘bowl at room temperature’

tell you?Clue: How will the bowl feel?

(2) What does ‘out from the freezer’ tell you?Clue: How will the bowl feel?

(3) What does ‘Afiq’s ice-cream had melted faster than Fitri’s’ tell you?Clue: • Is there a difference of temperature

between the two bowls? If yes, elaborate.• What will happen to the ice-cream in the

bowl with higher temperature?• What will happen to the ice-cream in the

bowl with lower temperature?

After a few minutes, the two boys noticed that Afiq’s ice-cream had melted faster than Fitri’s. Explain how this is possible.

Using Observations As EvidenceAfiq and Fitri wanted to have some ice-cream. Afiq used a bowl at room temperature to contain some ice-cream while Fitri used an identical bowl taken out from the freezer to contain the same amount of ice cream.

After a few minutes, the two boys noticed that Afiq’s ice-cream had melted faster than Fitri’s. Explain how this is possible.

Claim: Afiq’s ice-cream had melted faster than Fitri’s.

Evidence:Afiq’s bowl was at room temperature, therefore, it is warmer than Fitri’s bowl which was from the freezer.

Reasoning:Afiq’s ice-cream gained more heat from the bowl and thus melted faster

Using Observations As Evidence

What does ‘hollow’ tells you?

What comparison can you make between a normal ice cube and the ice used by Mr Tan?

Mr Tan, a drink stall holder, uses ice shaped like a hollow cylinder instead of ice cubes. The ice is shown in the diagram below.

hollow

Explain why Mr Tan used such ice shown above instead of ice cubes to cool his drinks faster.

Using Observations As Evidence

Mr Tan, a drink stall holder, uses ice shaped like a hollow cylinder instead of ice cubes. The ice is shown in the diagram below.

Explain why Mr Tan used such ice shown above instead of ice cubes to cool his drinks faster.

Claim: The ice shaped like a hollow cylinder cool his drinks faster.

Evidence:It has more exposed surface area.

Reasoning:The water loses heat faster to the ice and therefore cools his drink faster.

hollow

Using Data From Table As EvidenceThe picture shown below is an example of a coral that can be found in the seas near Singapore. The coral obtains most of its energy and nutrients from the algae that lives inside it. The algae are able to produce their own food.

The table below shows the relationship between the depth of the sea and the number of corals.

Explain how the depth of the sea affects the number of corals present.

Depth (in metres) Number of corals

5 180

10 160

20 50

30 2

40 0

The picture shown below is an example of a coral that can be found in the seas near Singapore. The coral obtains most of its energy and nutrients from the algae that lives inside it.The algae are able to produce their own food.

The table below shows the relationship between the depth of the sea and the number of corals.

Explain how the depth of the sea affects the number of corals present.

My Thinking(1) What does ‘coral obtains most of its

energy and nutrients from the algae that lives inside it.’ tell you?

Note: Explain what coral is.Clue: • Where does the coral get its nutrients

and energy from?• Where can the algae be found.

(2) What does ‘algae are able to produce their own food’ tell you?Clue: • Which group of living things do algae

belong to?• What do algae need in order to make

food / photosynthesise?

(3) What is the relationship between the depth of the sea and the number of corals?Clue: Analyse the table. What happens to the number of corals as the depth increases?

Depth (in metres) Number of corals

5 180

10 160

20 50

30 2

40 0

Using Data From Table As Evidence

The picture shown below is an example of a coral that can be found in the seas near Singapore. The coral obtains most of its energy and nutrients from the algae that lives inside it.The algae are able to produce their own food.

The table below shows the relationship between the depth of the sea and the number of corals.

Explain how the depth of the sea affects the number of corals present.

Depth (in metres) Number of corals

5 180

10 160

20 50

30 2

40 0

Using Data From Table As EvidenceMy Thinking(1) What does ‘coral obtains most of its

energy and nutrients from the algae that lives inside it.’ tell you?

Note: Explain what coral is.Clue: • Where does the coral get its nutrients

and energy from?• Where can the algae be found.

(2) What does ‘algae are able to produce their own food’ tell you?Clue: • Which group of living things do algae

belong to?• What do algae need in order to make

food / photosynthesise?

(3) What is the relationship between the depth of the sea and the number of corals?Clue: Analyse the table. What happens to the number of corals as the depth increases?

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Edgefield Primary School Science Department

Parents’ Workshop 2017 Answering it right with CER

1. Three plants, P, Q and R, of the same type were put into identical jars as shown below.

Each jar was filled with 100mℓ of water and a layer of oil over the water.

(a) Which plant will have the least amount of water after 3 days? Explain your answer.

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2. Dave set up an experiment involving two electrical circuits as shown below.

An iron nail was suspended between two identical steel bars, X and Y.

When Dave closed switches, SW1 and SW2, the iron nail swing towards steel bar X. Explain why.

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3. The diagram below shows a circuit and the observations made when three rods, P, Q and R, are placed one at a time across AB.

From the results, which rod is likely to be a conductor of electricity? Give a reason.

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