In this activity your students will be introduced to the concepts of claim, evidence and reasoning. The activity is POGIL- like in nature in that no prior knowledge is needed on the part of the students. 

Students work in groups to complete the activity by progressing through four models that each focus on different aspects of claim, evidence and reasoning. The document concludes with a formative assessment that asks students to read through a sample student explanation to a guiding question and identiy the parts of that represent the claim, evidence and reasoning.

Model 1

Students are provided with information they are familiar with, chemistry test data. Questions guide the students to make observations. A guiding question and a definition of a claim help students use the data to make a claim.

Model 1: Students develop a claim statement based upon chemistry test data.

Model 2

Students are given a guiding question and an image to consider as they pull together a claim. Students then evaluate a sample claim statement and explain why the statement is not an appropriate claim. 

Model 2: Students make a claim based upon gas data. Then, they evaluate a sample student statement and explain why it is an inadequate claim.

Model 3

This model provides basketball free throw statistics for four players as well as a definition for evidence. Students are given two student claims and asked to identify the evidence that supports each claim. 

Model 3: Students are guided to evaluate and use data as evidence to support two sample student claim statements.

Model 4

The last model has three parts. First, students are given a list of data comparing Diet Coke and Coke. Students consider that data and identify appropriate claims and the evidence that best supports any of the appropriate claims listed (Model 4A).  

Model 4A: Students consider the data provided and identify appropriate claims and evidence.

In the second part of this model, students are provided a guiding question and a definition of the concept of reasoning (Model 4B). Students then identify chemical principles supported by the evidence and pull together a reasoning statement.

Model 4B: Students use a definition of reasoning and their own list of chemical principles that fit the data to write a reasoning statement.

Lastly, students read through a sample answer to one last guiding question and identify the claim, the evidence and the reasoning used in the paragraph (Model 4C). Download the student document containing all of the models below.

Model 4C: Students consider the paragraph and identify the claim, evidence and reasoning.

Student & Teacher Documents: 

This activity is a result of the collaboration of LIACTS chemistry teachers.

Preview Image: Activate Learning provides great posters for teacher classrooms with a breakdown of claim, evidence and reasoning. https://activatelearning.com/wp-content/uploads/2021/01/Claim-Evidence-Reasoning-1.pdf