Series: Antoinette Pippin: Integrating Art & Science

Claims, Evidence, Reasoning
Lesson Objective: Support claims with evidence and reasoning
All Grades / All Subjects / Arguments

Thought starters

  1. How can this strategy be applied across subjects areas?
  2. Why is it important to support claims with both evidence and reasoning?
  3. How does Ms. Pippin support students to explain their reasoning?
At our school we have a similar process that we call RAP. The student should restate or rephrase the question. They then give an answer for the question, and then they prove it by citing the reference from their text. This has taken some practice, but my students have learned to take note of where the evidence was in the text. There are times that I will have one student answer a question, and have another prove it by citing the proper section of text. Thank you for a nice video that shows using claims instead of questions. I will have to use this some times, and have the students prove whether the claim is valid or not based on the text.
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Loved it----could see this as complimenting teachers of TK-12 all content areas.
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I really needed those reasoning statements. Thanks.
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This is the time of year when a lot of us focus on standardized assessment in our instruction. What I like about CER is that it can support students in writing well for assessment, while also addressing students' immediate response to ideas. Thank you so much for sharing! (I've also taken note of Shawn Tate's share below for RAP. Thanks Shawn!)
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A claim is what you are trying to prove, but when you say, "I believe, I think, or In my opinion...", this is a thesis, not a claim.
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  • Claims, Evidence, Reasoning Transcript

    00:00:01 When we make claims, what do we need to follow those claims with?

    Claims, Evidence, Reasoning Transcript

    00:00:01 When we make claims, what do we need to follow those claims with?
    00:00:05 With evidence from the picture or text and reasoning.
    00:00:11 [TITLE: Claim – Evidence – Reasoning]
    [TITLE: A Classroom Strategy]
    00:00:15 CER – claim, evidence, reasoning. This is making a claim, finding the evidence, giving the reasoning. If they have that understanding, then they’re able to construct very well substantiated arguments.
    00:00:32 Which one of these do you think is most scientific? So, your claim is your answer to this question.
    00:00:39 [TITLE: STEP 1 – CLAIM]
    [TITLE: Students state an opinion about the art]
    00:00:41 I think the most scientific painting is the first row, third column because you could easily tell what the type of animal is.
    00:00:52 In a CER format of discussion, students make a claim – their opinion or observation – then they point out the exact details, something that’s directly in the text, in the picture, or in the book, that are evidence for their claim.
    00:01:09 [TITLE: STEP 2 – EVIDENCE]
    [TITLE: Students describe the details they see]
    00:01:11 I also think that image is the most scientific. That’s the one that has, like, the most insects or other, like, more scientific properties.
    00:01:25 Typically, they were able to make a claim, give some evidence. But the reasoning is where a lot of them struggle. The reasoning is how logically does this evidence actually support my claim. It’s taken a lot of work to push them to say, “Okay, how do these details specifically support your claim?”

    00:01:45 They’re really working on that reasoning component.
    00:01:47 [TITLE: STEP 3 – REASONING]
    [TITLE: Students provide a logical explanation of how the evidence supports their claim]
    00:01:49 So, remember, your evidence has to come directly from the artwork. But wait a minute because you need to think about your reasoning. That’s going to take a minute to ponder. Why does this evidence support your claim? Why should somebody agree with you?
    00:02:06 And it does take a lot of modeling and a lot of conversation, hearing other students. They are becoming much more cognizant, but it’s- it’s taken a lot of practice.
    00:02:17 I think it is scientific because maybe it was a piece of paper from a journal and it was ripped out. I say that because it has writing on it.
    00:02:27 Making a claim, giving evidence, and then providing reasoning – getting all those three together, the trifecta of argument, has really been a challenge for them, but they are becoming much more competent at taking their positions and making their case for their opinions.
    00:02:55 ***FILE END***

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Collaboration/ Common Core/ Common Core

School Details

Dr. Theo. T. Alexander Junior, Science Center
3737 South Figueroa Street
Los Angeles CA 90007
Population: 663

Data Provided By:



Antoinette Pippin



All Grades / All Subjects / Tch Tools

Lesson Idea

Grades 9-12, All Subjects, Class Culture

Lesson Idea

Grades 9-12, ELA, Class Culture

Teaching Practice

All Grades / All Students / Class Culture