Gathering Strong Evidence

Grade Level

5th Grade

Duration

60 minutes

Class Size

25 Students

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Learning Objectives

By the end of this lesson, students will be able to:

• Construct a scientific claim supported by clear evidence.
• Identify and gather appropriate types of evidence to support a scientific explanation.
• Explain the importance of evidence in forming scientific conclusions.
• Use reasoning to connect evidence to claims within a scientific context.

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Standards Alignment

This lesson aligns with the following Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as adopted or adapted for 5th grade science:

Next Generation Science Standards (NGSS)

• 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
• 5-PS1-3: Make observations and measurements to identify materials based on their properties.
• Science and Engineering Practices: Engaging in Argument from Evidence
  • Use evidence (observations, data) to support or refute an explanation or design solution.

Common Core Language Arts Standards (integrated)

• CCSS.ELA-LITERACY.W.5.1: Write opinion pieces supported by reasons and information.
• CCSS.ELA-LITERACY.SL.5.1: Engage effectively in collaborative discussions, building on others' ideas and expressing their own clearly.

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Materials Needed

• Whiteboard or chart paper
• Markers
• Science investigation kits or simple science tools (e.g., magnets, rocks, magnifying glasses, etc.)
• Science journals or notebooks
• Evidence cards with simple observations or data samples
• Claim-Evidence-Reasoning graphic organizer printouts (one per student)
• Timer or stopwatch

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Vocabulary

• Claim
• Evidence
• Reasoning
• Observation
• Data
• Scientific explanation

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Detailed Lesson Outline

1. Introduction (10 minutes)

Objective: Define CER with a focus on Evidence and connect it to students’ prior learning.

• Begin with a question: “When you want to convince someone you are right, what do you use to support your idea?” Write students' answers on the board.
• Introduce the CER framework briefly focusing on:
  • Claim = What we say is true.
  • Evidence = The facts or observations that support the claim.
  • Reasoning = Explains why the evidence supports the claim.
• Emphasize today’s focus: Evidence — the importance of collecting and using good evidence in science.

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2. Interactive Mini Investigation: Magnetic Attraction (20 minutes)

Objective: Practice identifying and gathering evidence.

• Break the class into groups of 5 (5 groups total).
• Each group receives a small collection of materials (metal objects, plastic objects, paperclips, rubber bands, etc.) and a magnet.
• The task: Test which objects the magnet attracts and which it doesn't.
• Students observe, record their data carefully in their journals (what is attracted? What is not?).
• Rotate roles so everyone gets a chance to test and record.
• While students work, circulate and ask guiding questions:
  How do you know the magnet attracts this object? What did you observe?

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3. Group Evidence Analysis and Discussion (15 minutes)

Objective: Identify appropriate evidence and connect evidence to claim.

• Each group creates a Claim based on their experiment (e.g., "Magnets attract metal objects.")
• They then select the Evidence from their data to support the claim, using their journal notes.
• Groups present their claim and evidence to the class.
• Facilitate a class discussion on the quality of evidence:
  • Is the evidence clear?
  • Could it be misinterpreted?
  • What else could be tested to add evidence?
• Emphasize how evidence must come from careful observation and data collection.

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4. Reasoning Building (10 minutes)

Objective: Connect evidence to claims with sound reasoning.

• Using a visual CER graphic organizer on chart paper or projector, model how to explain why the evidence supports the claim.
• Example:
  • Claim: Magnets attract metal objects.
  • Evidence: In our test, the magnet attracted all paperclips but not the rubber bands or plastic spoon.
  • Reasoning: Since paperclips are made of metal and were attracted but rubber bands and plastic spoons are not magnetic, it shows magnets only attract certain materials made of metal.
• Students then complete their own CER on their organizer using their group's results.

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5. Reflection and Assessment (5 minutes)

Objective: Assess understanding of evidence and CER framework.

• Quick write: Students write one sentence explaining why evidence is important in science.
• Exit ticket: On a small card, students write one example of good evidence from today’s experiment and one reason why it supports their claim.
• Review a few responses aloud and provide feedback.

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Differentiation

• For students needing support: Partner with a peer for data collection and reasoning sentence starters.
• For advanced students: Challenge them to think about what additional evidence could further support or refute the claim.

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Extensions and Cross-Curricular Connections

• ELA Connection: Write a paragraph or short report using the CER framework to explain a scientific phenomenon.
• Math Connection: Use data tables and create bar graphs from observations to visually represent evidence.
• Science Extension: Assign a follow up experiment to test magnetic strength or compare with other magnets.

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Teacher Tips to Wow Your Class

• Use real-world phenomena familiar to students to gather evidence (e.g., testing ice melting rates or plant growth).
• Incorporate student voices by letting groups create and share "Evidence Commercials" where they “sell” their evidence as proof to the class.
• Utilize a digital or physical "Evidence Wall" where students post observations and pictures to make evidence visible and interactive.

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Summary

This lesson engages 5th graders actively in the science practice of gathering and using evidence, central to scientific explanations. Through hands-on investigation, group collaboration, and explicit CER practice, students build critical skills aligned with NGSS Science and Engineering Practices and Common Core literacy standards for writing and speaking. This robust foundation prepares students to think scientifically as they grow.

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End of lesson