You will learn
- Use claim-evidence-reasoning.
- Distinguish fact and opinion.
- Spot bias.
- Handle uncertainty.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Claim, evidence, reasoning.
- Fact and opinion differ.
- Bias can affect results.
- Science can change with new evidence.
Words to know
a statement that answers a question
explaining how the evidence supports the claim
an unfair leaning for or against something
checking of research by other experts
1. Discover: The miracle drink
An advert says, “Drink Zing and run faster!” with a photo of an athlete. “What is the evidence?” asks Ms Gyasi. The class finds a tiny survey funded by the company. “Would we trust this?”
Think: What would a fair test look like?
2. Understand: Reasoning
Idea 1: CER
A good argument has a claim, evidence (data or observations) and reasoning that links them using science ideas. Example: Claim — plants need light; Evidence — plants kept in the dark turned yellow; Reasoning — light is needed for photosynthesis.
Idea 2: Bias and fallacies
Bias can come from who pays for a study, small samples, or choosing only results you like. Watch for fallacies such as “this is natural so it is safe” or “everyone says so.”
Idea 3: Uncertainty
Scientists are honest about uncertainty. Findings are checked by peer review and repeated by others. Science changes when better evidence appears, which is a strength, not a weakness.
3. Worked examples
Example 1 (I show you): Build
CER.
- Claim.
- Evidence.
- Reasoning.
Answer: Argument.
Example 2 (We do it together): Sort
Statements.
- Fact.
- Opinion.
- Inference.
Answer: Types.
Example 3 (You try): Spot
Bias.
Show the steps and answer
- Funding.
- Sample.
- Selection.
Answer: Check.
Did you know?
Ignaz Semmelweis showed in the 1840s that handwashing cut deaths in hospitals, but it took years for others to accept the evidence.
Why this matters
Reasoning with evidence helps you decide what to believe about health, technology and the environment.
4. Explore: Argument clinic
Choose five advertising or social media claims, test each with the CER frame, rate the evidence from 1 to 5 and write what extra evidence you would want.
- Pick claims.
- Apply CER.
- Rate.
- Suggest more evidence.
Think about it: what did you notice?
What did you notice? Many claims had a claim but little or no evidence.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ is a statement that answers a question.
- ___ explains how evidence supports a claim.
- ___ is an unfair leaning.
- ___ review is checking by other experts.
Guided practice
Question 1. What is a claim?
Answer.
Question 2. What is evidence?
Data.
Question 3. What is reasoning?
Link.
Independent practice
Level 1: Start
- What is a claim?
- What is evidence?
- What is reasoning?
- Bias?
- Peer review?
Level 2: Grow
- Why admit uncertainty?
- Why repeat?
- Why ask who paid?
Level 3: Stretch
- Apply CER.
- Rate.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Write a claim, evidence and reasoning about a science idea.
Show a sample answer
Use the CER frame.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Not always.
Fix: Self-correcting.
8. Lesson summary and revision card
- I can use claim-evidence-reasoning.
- I can distinguish fact and opinion.
- I can spot bias.
- I can handle uncertainty.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Claim, evidence, reasoning.
- Fact and opinion differ.
- Bias can affect results.
- Science can change with new evidence.
11. Next lesson
Next lesson: Independent science project. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define claim and bias. [2 marks]
- Build a claim, evidence, reasoning. [3 marks]
- Identify a source of bias. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Claim [1]; evidence [1]; reasoning [1]
- Bias [1]; effect [1]; remedy [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a claim?
- What is evidence?
- What is reasoning?
- Bias?
- Peer review?
- Why admit uncertainty?
- Why repeat?
- Why ask who paid?
- Apply CER.
- Rate.
Homework
Check a claim you saw online.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a claim? | Answer. | 1 |
| 2. What is evidence? | Data. | 1 |
| 3. What is reasoning? | Link. | 1 |
| 4. Bias? | Unfair lean. | 1 |
| 5. Peer review? | Expert check. | 1 |
| 6. Why admit uncertainty? | Honesty. | 1 |
| 7. Why repeat? | Reliability. | 1 |
| 8. Why ask who paid? | Bias. | 1 |
| 9. Apply CER. | Table. | 1 |
| 10. Rate. | Scores. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Answer.; 2 Data.; 3 Link.; 4 Unfair lean.; 5 Expert check.. Level 2: 1 Honesty.; 2 Reliability.; 3 Bias.. Level 3: 1 Table.; 2 Scores.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Use claim-evidence-reasoning | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Distinguish fact and opinion | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Spot bias | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Handle uncertainty | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “If it is natural it is safe.” Not always.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Reason with evidence.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises evidence-based reasoning. You do not need to be an expert to help.
- Watch adverts together.
- Ask “What is the evidence?”
- Stay safe online.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: use claim-evidence-reasoning; distinguish fact and opinion; spot bias; handle uncertainty.
Prerequisite knowledge. Grade 6 ideas: Units 1 to 11 of Grade 6 Science.
Materials. Claim cards, rating sheets. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Collect safe claims.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show an advert and ask, “What is the evidence?”
Explanation (10 min). Teach reasoning.
Guided activity (10 min). Learners build CER.
Independent activity (10 min). Learners rate.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the claim? What is the evidence?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “If it is natural it is safe.” Not always.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Reason with evidence. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 6 Unit 12, topic 8; Next Generation Science Standards, science and engineering practices; Cambridge Lower Secondary Science, thinking and working scientifically; IB Primary Years Programme, how we express ourselves. These sources informed the lesson.