Series KLEWS: Supporting Claims, Evidence, and Reasoning : Claims, Evidence, & Reasoning: Reflection

Claims, Evidence, & Reasoning: Reflection

Lesson Objective: Reflect on a lesson about germination
Grades K-5 / Science / KLEWS


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Discussion and Supporting Materials

Thought starters

  1. How do Ms. Hershberger and Ms. Glover help Ms. Katsanos reflect on her lesson?
  2. How did planning affect the success of Ms. Katsanos' lesson?
  3. How can the KLEWS chart act as a backwards planning tool?


  • Private message to Beverly Thomas
  1. How do Ms. Hershberger and Ms. Glover help Ms. Katsanos reflect on her lesson? They both gave instructional and concrete feedback alone with much praise and a few pointer.

2. How did planning affect the success of Ms. Katsanos' lesson? Planning is always the best way of being successful, and it provides a roadmap of the instruction during that class period, she admitted that shewas not as familiar with this topic but was learning as she taught the lesson

3.How can the KLEWS chart act as a backwards planning tool? Allow the students to become engaged and afford them an chance to express and offer their knowledge


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  • Private message to Eileen Castaneda

The clue chart is a great tool to use to help the students get engage with what they will need to answer. It also allows them to take to their classmate and tell them why they think they are correct with evidence.

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  • Private message to Mary Bartz

By giving students time to ask questions related to work allows kids to reason effectively. By having an idea of questions they will ask ahead of time and being prpared on topic you can help them most.Kids learn by doing and  going through steps themselves.

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  • Claims, Evidence, & Reasoning: Reflection Transcript

    Speaker 1: I just wanted to say, first of all, that this is the first

    Claims, Evidence, & Reasoning: Reflection Transcript

    Speaker 1: I just wanted to say, first of all, that this is the first time that you've done this.

    Speaker 2: Yup.

    Speaker 1: First time that your students have worked on any kind of ...

    Speaker 2: Yes.

    Speaker 1: I was blown away ...

    Speaker 2: Thank you.

    Speaker 1: ... by how well they did with it.

    Speaker 2: Yeah.

    Speaker 1: But I also do, I really believe in this process of the claim evidence.

    Speaker 2: Right.

    Speaker 1: And having kids come up with definitions. And I believe in it and your kids certainly did an amazing job.

    [00:00:30] Maria, how do you feel after doing the lesson?

    Maria : I feel relieved. I feel proud. I feel like we accomplished what we wanted to do and see, and even more than that.

    Speaker 1: Say more about what came up that was more than you expected?

    Maria :
    The things that my kids were coming up with I was blown away by.

    Speaker 1: Yeah.

    Maria : Could not have fathomed them coming up with explanations and their evidence, and their justifications as to why they're saying that, and talking to each other, and discussing each other's claims. I just thought it was really cool. Then when we saw the misconceptions about the sunlight and the soil, it was great to see them on their own engaging in dialogue of ...

    Children : So, what do you ...?

    Maria :
    [00:01:30] Well, partially, maybe they need sunlight, or it's optional. So one girl over here wrote, "It's optional." And then, I think, the girl across from her was like, "But they don't really need it." I thought that was really great how they were taking the evidence, not just for the claim that they put down, but to support the claim that someone else did. So it was really great community learning.

    Children : When the seeds are germinating, they don't ... some maybe they do not or they do need sunlight.

    Other children : Right now for the germinating they don't need sunlight.

    Children : Yeah.

    Speaker 1:
    I think it was really important for you to, ahead of time, have written those out.

    Maria : Yes.

    Speaker 1: So that you knew ...

    Maria : Absolutely.

    Speaker 1: ... what kinds of questions.

    Maria :

    [00:02:30] The planning for this is so important. Having the questions that we wanted to ask in the small group was so important, because it really needed to pull out their understanding of why they were agreeing or disagreeing with each others claims, and talking about the evidence. And it's important to anticipate what the students were going to say or write, which we did and I was just ready to just jump in with an explanation, or another question, or a prompt as to how to get them thinking even more about it.

    For germinating, did [inaudible 00:02:36] bean where yours was in the cupboard, they didn't need sunlight?

    Other children : No.

    Children : No.

    Maria : No.

    Other children : No.

    Speaker 1: It was that planning process and thinking what the students might come up with that helped us, I think, to make the decisions about when to ask questions and when to engage.

    Speaker 2:
    [00:03:00] So using the clues chart, not only does it focus the work that you're doing with students in your classroom, but it is a really practical and thoughtful backward planning tool for teachers to use.

    Speaker 1: It's not exactly linear. You don't do this step, this step. It's a process.

    Speaker 2:

    [00:03:30] It's not like a regular sequential thing, we do this column, that column, and then you keep going. You go back and forth, and you are kind of like juggling all of these things. You're juggling questions but then also going back to what you thought you knew, and then, if you're proving it, then you go over here. Okay, does this go to our question? What about this text? Is this evidence for what we were asking? And you realize that some things are not relevant, some things are relevant, and the kids just follow you.

    Maria : As third grade teacher, I teach everything. Science is not my main focus, so it's hard to know all the content in and out. But with this, I felt really, really good. I did my research and it's going to help me plan for the rest of the unit, and also next year. There's so many things that I can do better.

    Speaker 1:
    [00:04:00] Doing your research, as you mentioned, and looking at the common misconceptions that kids have around this content, allows you when you're listening at the tables to be able to pick up really quickly ...

    Speaker 6: Right.

    Speaker 1: ... on if you're hearing those misconceptions.

    Speaker 6: Any misconceptions that I thought would be a problem that the kids maybe didn't get, turned into a learning experience for them and for me. Like use that and go with it. Build the questioning. And the clues chart in itself was so ... it was great because it's a tangible thing.

    Speaker 1: Speaking of misconceptions, I wanted to talk some about germinate.

    Speaker 6: Yes.

    Speaker 1: Were you surprised by what happened there?

    Speaker 6:
    I really was.

    Speaker 1: Talk about that.

    Speaker 6: I was surprised because, again, I thought that it would be just be a straight forward thing. We know what happened to our beans, so why can't we just explain it in a definition what germinate means?

    What are you going to add to it?

    Children : Some [inaudible 00:04:48].

    Speaker 6: But is the life cycle ... where in the life cycle is germinating?

    Speaker 1: They had difficulty distinguishing between germinating and ...

    Speaker 6: ... and the complete life cycle.

    Speaker 1:
    I would just throw this out, in your planning for the future, one way to help that might be to do the germinating process, just that part.

    Speaker 6: Right.

    Speaker 1: And do a question just about that ...

    Speaker 6: Right.

    Speaker 1: ... first.

    Speaker 6: For sure.

    Speaker 1: Then talk about the process.

    Speaker 6: Yeah, the word thrive absolutely threw them off.

    Speaker 1: In the future, you know, splitting that out ...

    Speaker 6: Right.

    Speaker 1: ... I think would help to do that.

    Speaker 2:

    [00:05:30] Maria, refined her essential question to something that she thought was very small and answerable. And then, based on the work just from yesterday and today, she realized that that was still an enormous question for students to be able to answer.

    Speaker 1: You can let go of some of the plant parts ... figure out what's really important ...

    Maria : Right.

    Speaker 1: ... to have a more in-depth understanding of the process. Your question says, what do kidney beans need to successfully germinate? And I think maybe highlighting ...

    Maria : Yup.

    Speaker 1: ... circling need and say ...

    Maria : The box.

    Speaker 1:
    ... they did germinate with the sun but do they ...

    Maria : Need it.

    Speaker 1: ... need it to germinate? Does that change anybody's thinking? And then I would maybe introduce it that way.

    Maria : Why do you agree?

    Other children : Some of the beans were around the classroom. Like, for example, the bathroom and the closet. And there was barely sunlight in there but they still germinated and grew.

    Maria :
    [00:06:30] The next steps are going over what we talked about today, our claims and our evidence, and then we're going to fit in our reasoning. So we're going to go and talk about what science words and ideas can go into our reasoning to prove our evidence and our claims were accurate.

    Speaker 1: Once you have them work on the reasoning, then on your clues chart you'll have a claim statement that answers the question. You also have the evidence, the way that you've worded it, and then you'll have reasoning under the S part.

    Maria : Yes.

    Speaker 1: That includes the word germinate, you know, as part of it.

    Maria : Absolutely.

    Speaker 1: But also the things that you talked about.

    Maria : Yeah.

    Speaker 1:
    So those will be up there. And then you're going to ask your students, as we talked about, you had like a paper that you're ask them to kind of write the claim evidence reasoning. Do a really complete science explanation.

    Maria : Yeah, do it all.

    Speaker 1: And the clues chart can be a basis for that and they can write what's there. But then they can add in their own cause, as we were going around talking, they all had their own story.

    Maria : Right. They add their own thing.

    Speaker 1: That fits to encourage them to use this as a starting point for writing their claims and their evidence, and reasoning. But then adding in their own experiences.

    Maria :
    It was a different kind of process than we've been doing. It's not just answering the lesson question at the end of the 35 minutes, where we cram so much in, oh, fingers crossed, you get it. You know, it's a different approach and, as a teacher, I have to start thinking differently on how these kids are going to be understanding and pulling out their reasoning. They can get it, if you just plan it accordingly and give it enough time so that ...

    Children : Germinate.

    Other children : Now we get the whole thing.

    Maria :
    They'll flourish with it, and they'll just take it and go. And it's like, "Oh, wow. They're really doing it on their own."

School Details

Ps Is 268
92-07 175th Street
Queens NY 11433
Population: 582

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Maria Katsanos


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