CER is an acronym used to represent Claim-Evidence-Reasoning and is a way to create accurate and impactful scientific explanations. Following is a brief explanation of each CER component:
Claim: A one-sentence statement about the original question asked that addresses the results of an investigation. It answers the question, “What can you conclude?” It should also address the relationship between the independent and dependent variables of the experiment.
Evidence: The scientific data that is used to support your claim. Evidence must be sufficient, appropriate (relevant), and quantitative/qualitative.
Sufficient means that there is enough data to support your claim.
Appropriate refers to only data that supports the claim and does not include data that is unsupportive.
Qualitative refers to data gathered through observation using senses while Quantitative represents numerical data. Evidence may be qualitative, quantitave, or a combination of both.
Reasoning: The explanation about why or how your evidence supports your claim. In essence, the reasoning ties together your evidence and the claim. It is a justification about why and/or how the evidence is important for understanding and accepting the claim as accurate. Connecting your reasoning to a scientific principal, definition, or law makes your reasoning stronger.
For further understanding, please feel free to view this informational video about CER from Bozeman Science.
Units of Study with Subtopics for the 6th Grade Year:
What is Life?
- Characteristics/Needs of living things
- Cell structure
- Cell processes
- Asexual Reproduction (mitosis)
- Elements (of life)
- Introduction of Phenomenon
- What is a force?
- Motion Cart Labs
- Newton’s 3rd Law Investigations
My Place in Space
- Space Systems
- Moon Phases
- Newtonian Forces & Motion
A "Nature of Science" summative assessment is not a research assignment. Rather, it is a task that requires each student to explain concepts, draw connection to class experiences, and apply both to a new circumstance.