Claim-Evidence-Reasoning and The Scientific Method

Lesson 1: The Solve Educator’s Resource Guide

Objective

In The Solve, students will:

1. Observe and analyze a TV commercial to identify the Claim-Evidence-Reasoning presented.

2. Use the Scientific Method to test the claim.

3. Apply their knowledge of Claim-Evidence-Reasoning and Scientific Method vocabulary to

investigate a new product claim.

Note: In The Solve, students are led through a guided experiment that allows them to model and apply the components of Claim-Evidence-Reasoning and the Scientific Method, as well as the relationship between the two. This Solve is facilitated by the teacher so that by the end of the lesson, students have a solid understanding of the terms and concepts. In Lesson 2: The Make, students will work in small groups to apply these terms to their own experiment. Time Required: 140 minutes

Materials Required

● Student Guide

● Video clip: Gorilla Tape commercial

● Computer with speakers (for projecting video) or headphones (for student viewing on

laptops)

● Appendix A: Claim-Evidence-Reasoning Guide

● PowerPoint

○ Rubber bands for variables game (one per student plus extras in case of breakage)

● For the Scientific Method Gorilla Tape experiment

○ Roll of Gorilla Tape

○ Roll of 3M Duct Tape

○ Scissors (per student team)

○ One 12-inch, sturdy plastic (or wooden) ruler (per student team)

○ One empty 20-oz. Gatorade bottle with screw top (per student team)

○ Timer or stopwatch (per student team)

○ Graduated cylinder (100-mL)

○ Water

○ Paper towels (in case of any spills)

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Safety Considerations Science & Engineering Practices

● Be sure that the Gatorade top is properly screwed onto the bottle and secure before each test in the experiment.

● Students should lift and suspend filled Gatorade bottles over a tabletop surface at all times in order to avoid injury.

● Asking Questions and Defining Problems

● Planning and Carrying Out Investigations

● Analyzing and Interpreting Data

● Constructing Explanations or Arguments

from Evidence

Inquiry Scale: Leveling Information The Solve can be completed in various settings, including presentation-style, small groups, or

individually.

Level 1: Most teacher-driven

View the video clip of the commercial presenting the Gorilla Tape claim. After the first viewing, prompt

students with questions to lead them to more observations, and get them to ask questions about what

they are seeing. Once the claim has been identified, lead students in identifying the evidence and

reasoning presented in the commercial.

Introduce to students the activity that will follow the Claim-Evidence-Reasoning section. Explain to

students that as a class, to test the claim, they will use the Scientific Method to design an experiment to

test the strength of Gorilla Tape. Guide the class through each step of the Scientific Method to test the

Gorilla Tape claim using the Scientific Method PowerPoint presentation. As you complete each part of

the experiment, present the corresponding step in the PowerPoint presentation. Instruct students to fill

in their Student Guide as they work through each of the steps.

Once the experiment is complete, lead the class to apply their knowledge to a different scenario. As a

class, you will use vocabulary terms to annotate images from a different commercial and critique the

commercial to determine if the evidence presented accurately supports the claim. Students will then

complete the Exit Ticket questions independently.

Level 2: Most student-driven

Instruct students to view the video clip of the commercial presenting the Gorilla Tape claim. After the

first viewing, prompt students with questions to lead them to share their observations. Instruct students

to identify the Claim-Evidence-Reasoning presented in the commercial and fill in each section of their

Student Guide independently. Once completed, review the Claim-Evidence-Reasoning sections as a

class.

Explain to students that they will use the Scientific Method to design an experiment to test the strength

of Gorilla Tape. Guide the class through each step of the Scientific Method to test the Gorilla Tape claim

using the Scientific Method PowerPoint presentation. Instruct students to fill in their Student Guide as

they work through each of the steps.

Once the experiment is complete, lead the class to apply their knowledge to a different scenario. Explain

to students that, independently, they will use the vocabulary terms to first annotate images from a

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different commercial and then critique the commercial and determine if the evidence presented

accurately supports the claim. Students will then complete the Exit Ticket questions independently.

Agenda

Part 1: Commercial Analysis: Claim-Evidence-Reasoning (20 minutes)

Reminder: The Solve serves as a guided entry point for

students to experience the components of

Claim-Evidence-Reasoning and the Scientific Method, and the

relationship between the two. You will review the definition

of each component through the use of the PowerPoint

presentation and the Student Guide, and work together with

students to identify the terms in context. In Lesson 2: The

Make, students will work in small groups, independent of

teacher support, to apply these terms to their own

experiment.

1. Instruct students to watch the Gorilla Tape Commercial. As they watch, students should be on

the lookout for any claim that the Gorilla Glue Company makes about its tape.

Commercial Description: A lawn mower is in need of repair and standard duct tape is

not creating a lasting hold. Gorilla Tape is a product advertised to be three times

stronger than duct tape for a hold that lasts. As the commercial shows, once repaired

with Gorilla Tape, the lawn mower operates successfully, allowing for proper lawn

maintenance.

2. After 1–2 viewings, you’re going to walk through the Claim-Evidence-Reasoning process. Note:

There is a Claim-Evidence-Reasoning Guide located in Appendix A in this Educator Guide and in

the Student Guide. You can choose to give this to students at the beginning or end of the

Claim-Evidence-Reasoning section. This guide is a quick reference that your students can come

back to at any time.

3. Use the PowerPoint to share with students the definition of a claim as students refer to their

Student Guide.

Claim: An assertion; a statement believed to be true.

a. Inform students that claims can be stated or written. In commercials, the specifics of

the claim are often in the small print. In the case of this commercial, general claims

are stated, but there is one specific claim that compares Gorilla Tape to a leading

value brand that is written in the small print. Ask students to be on the lookout for

any text that appears on screen.

4. Play the video once more and have students raise their hand when they hear or see a claim.

Pause the video as soon as you see a hand and ask the student to share the claim. Clarify

understanding if necessary, based on the image below. Students will write down the claim in

their Student Guide.

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Claim An assertion; a statement believed to be true. What claim, if any, was made in the commercial?

Gorilla Tape is 3x stronger compared to a leading value

brand duct tape based on 2016 IRI data.

Note: Information Resources, Incorporated (IRI) was

formed in Chicago in 1979 and is a marketing research

company.

5. Use the PowerPoint to share the definition of evidence. Discuss the difference between

qualitative data and quantitative data.

Evidence: Scientific data used to support the claim.

6. Have students view the commercial once more. Ask them to be on the lookout for anything that

would classify as evidence. 7. At the conclusion of the commercial, have students first share their evidence in small groups and

then share out as a class. As a class, discuss what evidence was presented and have students

record it in their Student Guide. Discuss the strength of each piece of evidence provided.

Evidence Scientific data used to support the claim. What evidence, if any, was presented in the commercial to support the claim?

● No quantitative data was shown. ● Qualitative data presented includes:

○ Standard duct tape did not hold broken mower together for the job of mowing the grass. The Gorilla Tape did.

9. Use the PowerPoint to share the definition of the term reasoning. Reasoning: A statement or statements that connect the evidence to the claim.

Tip: Students often grasp the idea of claims and evidence easily after being

provided with a couple of examples. The idea of reasoning can be a bit more

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difficult. Give multiple examples to help students understand reasoning. Two

examples are provided in the PowerPoint.

10. As a class, discuss whether any reasoning was offered in the commercial. For example, ask

students if they observed any instance where the result of an investigation was presented as

validation of the claim.

Reasoning Connects the evidence to the claim. How does the evidence support the claim? Was any reasoning provided? 

The gorilla helped repair the lawn mower with his Gorilla Tape, and then shook the lawn mower hard (tested it) to show that the tape held it together well. It is unknown whether the Gorilla Tape really had 3x the hold power, as claimed.

Part 2: Testing the Claim Using the Scientific Method (80 minutes)

Explain to students that as a class, we will be using the Scientific Method to design an investigation

(experiment) that will help us conclude whether the stated claim in the commercial is true.

Note: There are many different ways to investigate this claim. The results table below shows sample data

for the investigation outlined here, which is an option that uses minimal materials.

1. Open the PowerPoint and review slides 9–21 with students. These slides cover the planning

component to the Scientific Method and include identifying the question, creating a hypothesis,

brainstorming the design of the experiment, listing the materials required, and identifying the

variables. Use the text in the notes section of the PowerPoint to guide class discussion and to

ensure understanding of each component of the Scientific Method.

2. Direct students to the Student Guide, sections 1–5. Review with students how the Scientific

Method consists of a series of steps for designing a controlled experiment in order to answer a

question, or support or refute a claim.

3. Guide students through each section of the Scientific Method by first having students work in

groups of 3–4 to think about what goes in the sections on their own and then sharing out ideas

as a class. In this lesson, you will be confirming each step with the students so that all students

have the same information on their template. Note that in lesson 2, students will be working in

small groups to develop their own investigations.

Sample answers are included below.

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The Scientific Method

1. Question to test (based on claim made in commercial) Does Gorilla Tape create a hold that is 3x stronger than the leading brand of duct tape? Note: Students might suggest that “3x stronger” means that Gorilla Tape would hold the same amount of weight for 3x longer. This is another valid experiment option. Data for this investigation is not sampled here.

2. Hypothesis (If-Then Statement) If we use the same amount of two different tapes, then Gorilla Tape will hold 3x the mass that the leading brand holds when tested for the same amount of time. 3. Experiment Design Student ideas will vary. Use the whiteboard to capture summaries of the different ideas for experimental design. Steer the discussion toward deeper thinking about valid designs, crossing out the invalid or impractical, and affirming at least one valid design. Remember to prompt students to think about the quantitative and qualitative data they need to capture. An example whiteboard is shown below. Example Whiteboard: Ideas for Experimental Design

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4. Materials Required Record materials next to your agreed experimental design. An example whiteboard is shown below.

5. Variables Ask students what kind of things they need to consider as they design their experiment to ensure that the experiment is as fair and accurate as possible. Encourage students to think of anything that could possibly impact the accuracy of what they’re testing and to share it as a class. The following are example questions to consider.

● How should the top be twisted on the bottle for each trial in order to not loosen the tape/ruler?

● When the bottle cap is taken off the bottle in between each trial, how should it be placed onto the table? Ruler side up or down?

● Should we press down onto the ruler/cap between each trial to secure the tape? ● Will the same student lift the bottle in each trial to ensure that the lift is the same each test? ● How can we be sure that the ruler is positioned on the bottle cap the same way in each test?

Types of Variables: As a class, identify the independent, dependent, and control variables. Allow students to take time to think through the definitions and identify each type of variable in this experiment. Allow students to share the information in small groups before sharing answers and confirming answers as a class. Some example variables are shown below.

● Independent Variable: Brand of tape ● Dependent Variable (measured): Maximum mass of bottle + water the tape is capable of

holding

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Control Variables: ● Time held to pass test: 30 seconds ● Use bottles of the same size. ● Use the same source of water. ● Lift each bottle to the same height. ● Lift and hold each bottle for the same amount of time. ● Use the same size piece of tape.

Tip: We recommend a 1cm piece of tape as a larger piece will be capable of holding more weight than can be accommodated by the experiment. To be sure that the tape strength is not diminished after each lift, the tape should be replaced after each lift. That said, for ease of experimentation, you can use the same piece of tape for each lift, just discuss with students that using the same piece of tape might affect the final threshold.

● Place the tape onto the bottle cap the same way. Tip: The tape is folded into a loop. The tape should be folded the same way in each test.

● Secure the ruler to the bottle cap at the same measurement mark. ● Have the same student lift the bottle for each trial and position hands in the same place on

the ruler for each trial. ● Twist bottle cap on and off the bottle using the same established technique. ● Place bottle cap on table ruler side down in between trials.

4. Open the PowerPoint and review slides 22–23 with students. In this section, students will design

their actual procedure and then conduct their investigation. Use the text in the notes section of

the PowerPoint to guide class discussion and ensure understanding of each component.

5. Direct students to the Scientific Method Template within their Student Guide, sections 6–7.

Guide students through each section by reviewing any definitions/descriptions and collaborating

on appropriate inputs for each section. Sample input is included below.

List and gather all materials and set up the testing device Materials Needed:

● 1 20-oz. empty Gatorade bottle with a twist top ● Roll of Gorilla Tape ● Roll of 3M Duct Tape ● 1 ruler ● Scissors ● Timer/Stopwatch ● Graduated cylinder ● Water

Setting up the Device:

● Use empty 20-oz. Gatorade bottles with twist caps to test the strength of Gorilla Tape vs. 3M Duct Tape.

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● Decide on a standard size of a tape that will remain consistent for all tests. ● Starting with the 3M Tape, fold the tape over to make a loop so that the sticky side is revealed

all around. Attach the tape to the top of the bottle cap, and attach the taped bottle cap to the center of one ruler. In order to do this, line the 6-inch mark up to the center of the bottle cap and press the ruler firmly onto the tape for 10 seconds.

● Fill the Gatorade bottle with a specific amount of water using the graduated cylinder.

● Carefully twist the taped cap and ruler apparatus onto the Gatorade bottle using the cap, not the ruler, to twist, creating the investigation device.

● We know that 1 milliliter (mL) of water = 1 gram (g), so if we add a certain amount of water in milliliters, we know its mass equivalent in grams.

6. Procedure Procedure for the Maximum Mass Test: The purpose of the procedure is to first determine the maximum amount of mass that 1 cm of 3M Duct Tape can hold. Once we figure that out, we will then find the maximum mass that 1 cm of Gorilla Tape can hold. We’ll then be able to figure out if Gorilla Tape can hold 3 times the amount of mass that 3M Duct Tape can hold. To determine the maximum amount of mass that 1 cm of 3M Duct Tape can hold, we will:

1. Pour 100 mL of water into the Gatorade bottle. 2. Holding the ruler on both ends, suspend the bottle to a height such that the bottom of the

bottle is 12 inches over a tabletop for 30 seconds. 3. In a data table, record whether the tape holds the mass

for at least 30 seconds. We will also record: a. Any separation of the tape from the bottle. b. Observations about any flexion in the ruler during

the tests. 4. If the tape holds, add more water to the bottle until we

find the maximum mass the tape can hold. 5. Once we’ve found the maximum mass that 3M Duct Tape

can hold, record the maximum in our data table. 6. Repeat steps 1–5 for Gorilla Tape. 7. Create a bar graph to illustrate maximum lift strengths of

each tape. Note: When selecting a title for the graph, it is helpful to use the title format of “the effect of y on x.”

Conduct the test

When students are ready to conduct the test, have them work in

teams of 3–4 to conduct scientific tests on Gorilla Tape vs. 3M

Duct Tape and record data. Make materials available at a central location.

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6. Open the PowerPoint and review slides 24–27 with students. This covers data and observations,

and analysis. Use the text in the notes section of the PowerPoint to guide class discussion and to

ensure understanding of each component.

7. Direct students to the Scientific Method Template within their Student Guide, sections 8–9.

Guide students through each section by reviewing any definitions/descriptions and collaborating

on an appropriate answer for each section. Sample answers are included below.

Data/Evidence/Observations: Note: Results may vary in this experiment based on environmental conditions. Room temperature and humidity may have an impact on results. Data provided in this table is sample data for reference. 3M Duct Tape Data Table: How much mass can 3M Duct Tape hold?* *1 milliliter (mL) (a measure of volume) of water = 1 gram (g) (a measure of mass)

Quantitative Data Qualitative Data for 30-second hold time

Volume of Water (mL)

Total Mass (in grams)

Did the System Hold? (Y/N)

Observations

100 mL 100 g Yes Small gap appeared in tape; slight flexion of ruler on hold.

150 mL 150 g Yes Wide gap appeared in tape; flexion of ruler observed; a portion of tape lifted away from bottle cap on hold.

160 mL 160 g Yes Wide gap appeared in tape; flexion of ruler observed; a portion of tape lifted away from bottle cap on hold.

170 mL 170 g Yes Wide gap appeared in tape; flexion of ruler observed; about 50% of tape lifted away from bottle cap on hold.

175 mL 175 g Yes Wide gap appeared in tape; flexion of ruler observed; about 50% of tape lifted away from bottle cap on hold.

180 mL 180 g Yes Wide gap appeared in tape; flexion of ruler observed; about 50% of tape lifted away from bottle cap on hold.

185 mL 185 g Yes Wide gap appeared in tape; flexion of ruler

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observed; about 50% of tape lifted away from bottle cap on hold.

190 mL 190 g Yes Wide gap appeared in tape; flexion of ruler observed; over 50% of tape lifted away from bottle cap on hold.

191 mL 191 g Yes Wide gap appeared in tape; flexion of ruler observed; thin section of tape supporting weight of system for duration of hold.

192 mL 192 g No System failed after 20 seconds into hold; during duration of hold, flexion of ruler observed. Tape continued to lift away from cap until system dropped.

Threshold for 3M Duct Tape = 191 grams Gorilla Tape Data Table: How much mass can Gorilla Tape hold?* *1mL (a measure of volume) of water = 1 gram (a measure of mass)

Quantitative Data Qualitative Data for 30-second hold time

Volume of Water (mL)

Mass of Water (in grams)

Did the System Hold? (Y/N)

Observations (Gorilla Tape)

100 mL 100 g Yes Minor flexion in ruler observed. Tape remained flat with ruler sealed tightly on top during lift.

200 mL 200 g Yes Minor flexion in ruler observed. Tape remained flat with ruler sealed tightly on top during lift.

300 mL 300 g Yes Flexion of ruler observed on lift. Small gap appeared in tape during lift.

400 mL 400 g Yes Flexion of ruler observed on lift. Wide gape in tape appeared during lift. “Glue strings” observed between tape and cap of bottle as weight of bottle pulled on tape/ruler/cap system.

450 mL 450 g Yes Flexion of ruler observed on lift. Tape began lifting away from cap towards end of lift duration. Small section of tape remained holding tape to cap of bottle.

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451 mL 451 g No: system failed 12 seconds into hold

During duration of hold, flexion of ruler observed. Tape continued to lift away from cap until system dropped.

In this example: Threshold for Gorilla Tape = 450 grams

Conclusion and Reasoning: Ask students to analyze their results. Did their scientific test help to prove or disprove the claim made in the commercial? Encourage students to support their analysis by using their scientific data (evidence). An example of analysis is shown below. In this experiment we tested to see if Gorilla Tape could support 3x more mass than 3M Duct Tape. Based on experimental data, 3M Duct Tape has a breaking point of 191 grams whereas the maximum mass that Gorilla Tape could hold was 450 grams. The claim was that Gorilla Tape is 3x stronger compared to a leading value brand duct tape. If the Gorilla Tape did create a hold that was 3x stronger, then it should be able to support a mass of 573 grams (3 x 191 grams = 573 grams). However, the maximum mass that the Gorilla Tape could hold was 450 grams. Therefore, while Gorilla Tape is stronger than 3M Duct Tape, our data shows that the Gorilla Tape is not 3x stronger.

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Part 3. Apply your Knowledge (20–30 minutes)

1. Prompt students to complete Question 1 in their Student Guide:

Use these terms to annotate the scientific experiment below. Hint: There’s more than one right

answer!

a. Claim: An assertion; a statement believed to be true.

b. Evidence: Scientific data used to support the claim.

c. Reasoning: A statement or statements that connect the evidence to the claim.

d. Hypothesis: The expected outcome of an experiment or phenomenon, used as a starting

point for further investigation. It is written as an If-Then Statement.

e. Variable: A factor (experimental element) that can change the outcome of an

experiment.

f. Independent Variable: A variable that the scientist changes.

g. Dependent Variable: A variable that the scientist measures. It depends on the

independent variable.

h. Controlled Experiment: A scientific experiment in which only one variable is

manipulated or changed at a time.

i. Qualitative Data: Data that is not measurable; collected by using senses (touch, smell,

sound, sight).

j. Quantitative Data: Measurable data collected with instruments (examples:

temperature, height, mass, volume).

Explain to students that they will highlight and label where they see the terms in the example

experiment given in their Student Guide (one annotated example of this is shown below).

Encourage students to use the new terms more than once. Note that the terms make sense in

multiple places. Review as a class to make sure students have a clear understanding.

Note: If the images are printed in black and white:

● Project the images from the Student Guide as students complete their annotations.

● Have students use colored pencils so that their annotations are clear.

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Fred’s Fertilizer Scientific Experiment

Fred's Fertilizer solution allows plants to grow faster than

plants that are not given Fred's Fertilizer. (Claim)

If Fred's Fertilizer is applied to plants, then plants will grow

faster than plants that are not given Fred's Fertilizer.

(Hypothesis)

Data/Observations

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Because lilies treated with Fred’s Fertilizer grew taller than lilies that received standard water, this

supports the idea that Fred's Fertilizer causes plants to grow faster. (Reasoning)

2. Prompt students to complete Question 2.

Analyze the Fred's Fertilizer plant experiment above. Does the evidence presented accurately

support the claim? Use your knowledge of experimental design to critique the experiment.

Apply the terms used in Question 1 in your explanation.

Potential Answer: In the Fred's Fertilizer experiment shown above, the evidence at least partially supports the claim. In order to test the claim, a controlled study was conducted. The scientist identified all variables that could impact the outcome of the experiment and only changed the independent variable (type of solution) to test growth in lily plants. Note that the experiment confirms that Fred's Fertilizer causes lilies to grow faster, but does not confirm that all plants grow faster.

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Part 4: Exit Ticket: Check for Understanding (10 minutes)

Differentiation Tip: This can be done in groups, pairs, individually, or more formally as a quiz online.

Students complete the exit ticket to check for understanding. This can be done online by selecting the

Quiz button in Lesson 1 or on paper in the Student Guide. Answers are in the Answer Key section below.

1. The statement “Flex Tape is a super-strong, rubberized, waterproof tape that can patch, bond,

seal, and repair virtually everything” is an example of:

a. Evidence

b. Reasoning

c. A claim

d. A hypothesis

2. Which of the following could be a hypothesis for a plant growth experiment?

a. Red-colored light enhances tomato plant growth

b. If tomato plants are grown under red light, then enhanced plant growth and fruit

production will occur

c. The average “white light” plant produced 8 ripe tomatoes over a 90 day period

d. Suspend bulbs 30 cm over tomato plants

3. Sally wants to determine if Shout stain remover is more efficient than OxiClean stain remover. In

order to conduct an accurate experiment, all of the following variables need to stay the same

except:

a. Shirt size and material

b. Type, size, and placement of stain

c. Volume and temperature of water

d. Type of stain remover

4. True or False: In a controlled experiment, more than one variable should be changed in order to

conduct an accurate experiment.

5. All of the following are quantitative observations in a chemistry experiment except for:

a. Bubbling and fizzing occurred when Solution A was applied to the powder

b. The temperature rose to 85 degrees Fahrenheit during the chemical reaction

c. The starting volume of Solution A is 40 mL

d. 10 g of powder remained after the chemical reaction

6. Joel claims that “Bright White Toothpaste” removes tooth enamel stains better than all other

brands. Which of the following should be documented as evidence to support his claim?

a. The size of tooth

b. The type of toothbrush used to brush teeth

c. The shade of teeth before and after brushing

d. The amount of toothpaste used

  

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 Appendix A: Claim-Evidence-Reasoning Guide  

Claim 

 

An assertion; a statement believed to be true. 

Evidence   

 

Scientific data used to support the claim.  Evidence can include: 

● Quantitative Data such as: ○ Measurements ○ Calculations ○ Statistics (survey results) 

● Qualitative Data such as: ○ Microscopic Drawings ○ Written Observations ○ Labeled Diagrams  

Reasoning  

 

Connects the evidence to the claim.  Sentence starters that can help you connect your evidence to your reasoning: 

● Because the evidence shows _______, this means _________. 

● Because the evidence demonstrates _______, this confirms _________. 

● If ________, therefore _______.  

 

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