Evaluate: Claim-Evidence-Reasoning
DCIs: LS2.A: Interdependent Relationships in Ecosystems; LS4.D: Biodiversity and Humans; ETS1.B: Developing Possible Solutions; ESS3.C: Human Impacts on Earth Systems
SEPs: Asking questions (for science); Developing and using models; Planning and carrying out investigations; Analyzing and interpreting data; Using mathematics and computational thinking; Constructing explanations (for science); Engaging in Argument from Evidence; Obtaining, Evaluating, and Communicating information
CCCs: Patterns; Cause and Effect: Mechanism and Explanation; Scale, Proportion, and Quantity; Systems and System Models; Energy and Matter: Flows, Cycles, and Conservation; Structure and Function; Stability and Change
CA EPs & Cs:
Time: 1 Day, 30-45 minutes
Prep: Review Lesson Plan
Anchoring Phenomena
Essential Question
What role does the California condor play in the California ecosystem, and how do changes in the ecosystem impact condors over time?
Instructions
Evaluate:
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Students will write a claim-evidence-reasoning answering the unit question: What role does the California condor play in the California ecosystem, and how do changes in the ecosystem impact condors over time?
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Students will use evidence from their model, the article, the Condor's Shadow documentary, the microtrash game, their data sheets, Q&A, and other knowledge to support their claim.
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Have students create a sentence or paragraph answer stating their C-E-Rs.
