Science.4.3.B

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The student is expected to

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

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Knowledge and Skills Statement

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

A typical structure for a discussion is Claim-Evidence-Reasoning (CER). A claim is an answer to a scientific question stated as a fact. Students gather evidence to support their claims. The evidence should justify the accuracy of the claim and include data points, scientific observations, or a summary of data. Multiple sources should support the evidence. The reasoning connects the claim and the evidence logically. It should also explain why the claim is reasonable based on scientific ideas and principles. 
 

factual information (such as observations, measurements, or statistics) used as a basis for reasoning, discussion, or calculation; often includes both useful and irrelevant or redundant information and must be processed to be meaningful

Research

Monteira, Sabela F., and María Pilar Jiménez-Aleixandre. “The Practice of Using Evidence in Kindergarten: The Role of Purposeful Observation.” Journal of Research in Science Teaching 53, no. 8 (July 2015): 1232–58. https://doi.org/10.1002/tea.21259.

Summary: The article explains how using evidence can benefit Kindergarteners by providing the results of a study including early childhood students. This study found that having students practice using purposeful observation as evidence is beneficial and helps students develop a deeper understanding of the content they are studying.