Series Antoinette Pippin: Integrating Art & Science: Claims, Evidence, Reasoning

Claims, Evidence, Reasoning

Lesson Objective: Support claims with evidence and reasoning
All Grades / All Subjects / Arguments


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Discussion and Supporting Materials

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?


  • Private message to Raven Groom
This video is great. I believe her method used is a great idea. It helped bring pictures (art) and science together. It also helped the students to think critically.
Recommended (0)
  • Private message to Steve Peterson
I agree with Esther, too and think that Nicole's idea that what is missing from the CER is the important step whereby we establish our criteria for judgment. If so, then does the flow of an argument become this: Claim, criteria for making claim, evidence, reasoning that connects evidence to criteria used to make claim. Or Criteria for making claim, claim, evidence, reasoning that connects evidence to criteria used to make claim. Or Some other string? Also, I'm seeing now how the reasoning part of the CER connects back to the CRITERIA for making the claim, not just to the claim. I wonder if that would make it easier for learners to see how the reasoning functions in an argument. Example: X is a more scientific drawing because scientific drawings are precise and accurate. One piece of evidence to support this claim is the way the wings were drawn with delicate veins that branch. These wings show that the artist was PRECISE in their drawing and wanted to render the wings exactly as they looked.
Recommended (1)
  • Private message to nicole Lamoureux
I agree with Esther. Part of thinking critically is being able to use set of established criteria which to base judgements of evaluations against. I think the missing step could be establishing criteria of what makes a picture scientific?
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  • Private message to Esther Ng
Per this video and my personal experiences, my hypothesis is that the reason why so many students have trouble with reasoning is because they do not know how to dissect the question. I think CER is missing a crucial step of question analysis. For example, the question from the video is "Which picture do you think is most scientific?" To answer this, one will need to 1. Choose a picture 2. Determine what it means for a picture to be scientific, which then include answering 3a. What does scientific mean and 3b. What makes a picture scientific. Secondly, after they have the question dissected, the students should then look for details/evidence. Based on the number of evidence that answer the dissected questions, they should then form their conclusion. It seems to me that this method of teaching reasoning is a little backward and is missing a crucial step.
Recommended (5)
  • Private message to Georgia Lansing
I had not seen claim, evidence, and reasoning (CER) in action using pictures. Integrating science and art appeals to me since time is limited. This video clearly illustrated for me how one has to provide evidence to support a claim. Providing many opportunities to practice CER orally better prepares students to transition to responding in writing. Students may be more inclined to participate since the activity did not involve reading and writing. Relevant, meaningful teaching practice with a high degree of student engagement, thank you for sharing.
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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***

School Details

Dr. Theo. T. Alexander Junior, Science Center
3737 South Figueroa Street
Los Angeles CA 90007
Population: 655

Data Provided By:



Antoinette Pippin


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