Claims, Evidence, and

Reasoning
NGSS: SEP # 7 Engaging in argumentation from evidence
E5: Read, write, and speak grounded in evidence
M3 & E4: Construct viable arguments and critique reasoning of others
 Why are we focusing on this?
• There are a number of important reasons for engaging elementary students
in scientific explanation. Constructing and critiquing evidence-based
explanations engages students in authentic scientific practices and
discourse, which can contribute to the development of their problem-
solving, reasoning, and communication skills. These abilities are
consistent with those characterized as twenty-first century skills necessary
for a wide range of current and future occupations (Krajcik & Sutherland,
2009; National Academies, 2009). Constructing scientific explanations can
also contribute to students’ meaningful learning of science concepts and
how science is done. Both components are necessary for scientific
literacy and evidence-based decision making in a democratic society.
 What is a “Claim”?
• The claim is the concluding statement that answers the original
focus question or problem.
• The claim is usually one to two sentences in length.
• It must be accurate, specific, and completely answer the question
or problem.
 What is “Evidence”?
• Evidence is scientific data that supports the claim.
• Not all data is evidence.
• Data needs to be appropriate, relevant, and specifically support the claim.
• Evidence may consist of data from an investigation, research from vetted
(authentic and accurate) sources, textbooks, personal experience, or
class notes.
• Several pieces of evidence are necessary to back up the claim
 What is “Reasoning”?
• Reasoning is the justification linking the claims and supporting evidence.
• It demonstrates why the data you chose is appropriate as evidence.
• The reasoning often is the “conclusion” of the investigation.
• Reasoning demonstrates a clear understanding of the scientific
principle(s) investigated and uses accurate, appropriate science
vocabulary.
• The reasoning will generally be several sentences in length.
 An Example
• Claim:
I can create a better habitat for amphibians (the leopard frog) at
Crab Creek drainage, Grant County by restoring or maintaining
permanent wetlands near existing sites and by monitoring the
hydrology of the area, potentially affecting amphibians through
rapid changes in water levels during critical embryonic and larval
periods. 
 Evidence

• There are a variety of factors that have potential to adversely affect

remaining leopard frog populations in Washington.
• It is not known for certain what factors may trigger extermination of leopard
frogs from a site.
• Agricultural chemicals have been implicated in the decline of amphibians in
other areas.
• Rotenone used to control unwanted fish can kill leopard frog tadpoles.
• The increasing spread of bullfrogs, which are known to prey upon leopard
frogs and other amphibians, is a major concern.
• Introduced fish are known to eat amphibians, and are thought to cause
significant declines in leopard frog populations.
 Evidence
• A wetland is an area where water covers the soil or keeps it saturated for
at least two or three weeks during the growing season.

• Wetlands are found anywhere water accumulates at a rate faster than it

drains away. Some are inundated year-round while others only hold water
for brief periods in the spring.

• Most wetlands are covered with water for less than a month during the
summer.

• Preserving a wetland in the area may be as simple as planting wetland

plants in an existing wet area.
 Reasoning 
• The best way to develop a wetland habitat for protecting the leopard
frog is to create and maintain an area where water accumulates at a
rate faster than it drains away. Based on my observations at Crab
Creek drainage, this wetland is covered with water for less than a
month during the summer. Preserving a wetland in this area may be
as simple as planting wetland plants in an existing wet area. My
evidence for this is the fish and game department recommendation
for habitat restoration document, and research done by Washington
State University.