Explanation Framework
Learning Sequence for Teaching & Practicing Scientific Explanations
1. Make the framework explicit.
2. Model and critique explanations.
3. Provide a rationale for creating explanations.
4. Connect to everyday explanations.
5. Assess and provide feedback to students.
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Rubric for Learning the Cl-Ev-R Scientific Explanation
Claim
1. Relevant  The claim directly & clearly responds to the question.
2. Stands-Alone  The claim statement is complete (stands
alone).
Evidence
3. Appropriate  Is this the right type of evidence for this claim?
(Discuss this in the “Reasoning” section.)
a. Validity: Measurements & observations are relevant.
b. Validity: Controlled variables focus attention on key factors.
4. Sufficient  Is there enough evidence?
a. Reliability: Repeated trials will increase confidence.
b. Full Range: Enough different conditions/values of variables?
c. Full Range: The explanation cites enough examples to represent the whole data set without
being tedious.
Reasoning
5. Stands-Out  Is the reasoning obvious, or hard-to-spot?
a. DO NOT repeat the Claim or the Question.
b. DO NOT repeat the Evidence.
6. Link  Why this data should count as evidence.
a. Why it’s the right type of measurement/observation.
b. How the controls help to validate the link.
7. Science Concept  Use scientific concepts to connect reasoning to claim:
a. Is this the right science concept to connect the reasoning to the claim?
b. Is the science concept clear and correctly used?
Note: A fuller scientific explanation will also contain a “Rebuttal,” which describes alternative Claims,
plus the Evidence and/or Reasoning that refute the alternative Claim.
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Writing Your Own Scientific Explanation
1. Examine the data table below.
2. Write a scientific explanation that answers the question:
Which zone of the schoolyard has the greatest biodiversity?
Animal
Zone A
Zone B
Zone C
Total
Pillbugs
1
3
4
8
Ants
4
6
10
20
Robins
0
2
0
2
Squirrels
0
2
2
4
Pigeons
1
1
0
2
Animal
Abundance
Animal
Richness
6
14
16
36
3
5
3
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Examining a Student Explanation Part 1
Tallie’s First Explanation
Zone B is best. It’s important to have
lots of animals around the school. Zone
B has the most animals and lots of
different types of animals. The data
table is my evidence. If you have lots
of animals then that is good
biodiversity. Therefore Zone B is the
best.
What strengths do you see in this scientific explanation?
What do you think are some key features/components of a quality scientific explanation?
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Examining a Student Explanation Part 2
Tallie’s Second Explanation
Zone B has the highest biodiversity.
Biodiversity is about abundance and
richness because it is about both things
in one word.
Zone B has the most richness with 5
different types of animals we saw.
Zone B has a lot of abundance with 14
animals we saw.
Zone C is good to but not as good of
richness with only 3 types of animals.
Zone B is the best biodiversity because
it has the highest richness and the
second highest abundance.
What changes did Tallie make to her explanation?
In what ways did these changes make the explanation more clear?
If you were going to teach your students to write scientific explanations, how might you scaffold this for
them?
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Elementary Guide for Scientific Explanations
I Did It!
I’m Close
I Need Help
Oops
Claim
Answers the
question
My claim directly &
clearly responds to
the question.
My claim responds
directly or clearly
to the question.
My claim does
not respond to
the question.
Stands-Alone
(One sentence)
My claim stands alone My claim has a
as a complete
missing piece.
statement.
My claim is too
vague or is
missing pieces.
My data is the right
data to answer the
question.
My data is mostly
the right data to
answer the
question.
I have some
evidence to support
my claim but it
doesn’t feel like
enough.
Most of my data
is not the right
data to answer
the question.
I don’t have
enough evidence
to support my
claim.
My reasoning
statements are
there but may be
hard to find.
I hint at why my
evidence counts.
My reasoning
just repeats the
Claim, Question,
or Evidence.
I don’t explain
why my
evidence counts.
I use a science
concept but it may
not explain why the
evidence supports
the claim.
I barely mention
any science
concepts.
No claim
statement.
Evidence
This is the “right”
evidence
There is enough
evidence
I have just enough
data but not so much
that it is boring to
read.
No evidence
cited.
Reasoning
The reasoning is
easy to spot
Why this evidence
counts
Uses a science
concept
My reasoning
statements are easy
to find.
I explain why my
evidence counts.
I use a science
concept to explain
why the evidence
supports the claim.
No
reasoning
statements.
Notes:
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TALK MOVES
The above frames can be displayed on posters, table tents, worksheets, etc and should frequently be
modeled in talk and writing by the teacher.
Making a Claim
I observed __________ when __________.
I compared ___________ and __________.
I noticed __________, when __________.
The effect of __________ on __________ is ___________.
Providing Evidence
The evidence I use to support __________ is ___________.
I believe __________ (statement) because __________ (justification).
I know that __________ is __________ because __________.
Based on ___________, I think ___________.
Based upon ___________, my hypothesis is __________.
Asking for Evidence I have a question about ___________.
Does ___________ have more ___________?
What causes ___________ to ___________?
Can you show me where you found the information about ___________?
Offering a Counter- I disagree with ___________ because ___________.
Claim
The reason I believe ___________ is ___________.
The facts that support my idea are ___________.
In my opinion ___________.
One difference between my idea and yours is ___________.
Inviting Speculation I wonder what would happen if ___________.
I have a question about ___________.
Let’s find out how we can test these samples for ___________.
We want to test ___________ to find out if ___________.
If I change ___________, then I think ___________ will happen because ___________.
I wonder why ___________?
What caused ___________?
How would this be different if ___________?
What do you think will happen if ___________/ next?
Reaching
I agree with ___________ because ___________.
Consensus
How would this be different if ___________?
We all have the same idea about ___________.
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