Claim-Evidence-Reasoning and the Scientific Method

Lesson 3: The Engineer Educator’s Resource Guide

Objective

Building off the skills built in The Make, students will:

1. Analyze the claim in the advertisement from the Balloon Lagoon Rocket Toy Company.

2. Design a product that can beat Balloon Lagoon’s claims.

3. Provide evidence to demonstrate that their product is better than Balloon Lagoon’s.

4. Present their new product through a commercial pitch.

Time Required: 195–345 minutes (depending on assessment option)

Materials Required

If teaching this lesson in-person, provide students with a variety of materials at a central materials

table so they can build the balloon rockets they design.

If teaching this lesson remotely, students will submit design ideas to you. Then, during a virtual

classroom meeting, you will build and test a handful of student designs to try to beat Balloon Lagoon’s

distance!

● Balloon Rocket materials: (Video of Balloon Lagoon Rocket for Remote Use) Note: The following materials are required for the initial demo of the Balloon Lagoon Rocket. However,

students will also likely request these materials as they design their own Air Zoom product. Make sure

you have plenty of extra materials on hand.

○ One large balloon (9 or 12-inch)

○ Binder clips

○ Spool of fishing line

○ Everyday flexible straws (modify by cutting off flexible end of straw—use only the straight

portion of the straw = 14.5 cm in length and .5 cm diameter)

○ String (65 cm length) to measure inflated balloon circumference

○ Ruler

○ Scissors

○ Duct tape

○ One pipe cleaner

○ Dixie cup (cargo container)

○ 4 pennies (cargo) Note: Mass of 1 penny = 2.5 g or you may use another object (or objects)

that equals 10 grams

○ Meter stick / tape measure

○ Sharpie marker

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○ Hole punch (optional)

● Materials for final commercial ○ Recording device, such as video camera or cell phone

Note: Additional presentation formats might include a live commercial skit, a poster, or a PowerPoint presentation.

Science & Engineering Practices Safety/Other Considerations

● Asking Questions and Defining Problems

● Planning and Carrying Out Investigations

● Analyzing and Interpreting Data

Remind students to be responsible with

balloons.

Inquiry Scale

Level 1 (most teacher-driven): Introduce the Balloon Lagoon advertisement. Using the advertisement,

guide students to identify and complete the Claim-Evidence-Reasoning Section of the Student Guide.

Using a previously constructed balloon rocket, carry out a demonstration with the class to introduce the

Balloon Lagoon Rocket and conduct three tests to collect data and determine functioning. Present the

design challenge for students to design a better balloon rocket, build it, test it, record data, and revise

using the Design Thinking process. Review and clarify all steps in the process with the class before

students begin the challenge. Working in groups, students design the product and identify variables with

teacher support, but they then conduct the experiment on their own in their student groups. Once all of

the balloon rockets have been tested and data has been collected, instruct students to complete the

reflection section of the Student Guide. Inform students that once the tests have been completed they

may refine and retest their models, gather data, and determine the best product. Have students plan

and create their commercial in groups of 3–4.

Level 2: Introduce the Balloon Lagoon advertisement. Using the advertisement, instruct students to

complete the Claim-Evidence-Reasoning Section of the Student Guide. Using a previously constructed

balloon rocket, carry out a demonstration with the class to introduce the Balloon Lagoon Rocket and

conduct three tests to collect data and determine functioning. Present the challenge for students: they

will be tasked with designing and building a better balloon rocket and then testing it to prove that it

travels farther than Balloon Lagoon’s product. Have students complete the reflection questions

independently. Inform students that once the tests have been completed they may refine and retest

their models, gather data and determine the best product. Students will then work in groups of 3–4 to

complete their final presentation.

Level 3: Students work in groups of 3–4 to complete all aspects of the design challenge.

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The Engineer Agenda

I. Show PowerPoint to introduce The Engineer Activity (10–15 minutes)

The PowerPoint will review essential concepts learned in The Make and provide context for the

students’ upcoming Engineer challenge. Use the text in the notes section of the presentation to guide

class discussion. If teaching this lesson remotely, go through the slides with students during a virtual

meeting.

II. The Engineer: Beating Balloon Lagoon (140–240 minutes)

1. Analyzing the Balloon Lagoon Advertisement: Claim-Evidence-Reasoning a. Introduce the Balloon Lagoon Rocket advertisement to the

students.

Balloon Lagoon is making waves in the balloon rocket toy world,

with more than 5 million kids using their products. They claim that

their balloon rocket can travel 600 centimeters while safely

transporting 10 grams of cargo. That’s the good news. The bad

news? Your company, Air Zoom, is now losing customers as people

are buying more and more Balloon Lagoon toy rockets. Your

challenge: Can you design a better balloon rocket than Balloon

Lagoon’s and scientifically prove that yours is better?

b. Prepare ahead of time: Build one Balloon Lagoon Rocket to

use in a class demonstration. Appendix A below provides

instructions on building the balloon rocket. If teaching this

lesson remotely, you can choose to do this demonstration

during a virtual class meeting, or you can show a video of

Balloon Lagoon.

c. Students will use the chart in their Student Guide to analyze the claim-evidence-reasoning

presented in the Balloon Lagoon advertisement.

Review the advertisement and test data, then complete the table to identify the claim it makes,

the evidence it presents, and the reasoning it provides.

Claim: Balloon Lagoon Rocket Co. claims that their balloon rocket can travel 600 cm, farther than any other balloon rocket on the planet. Evidence: A “scientifically proven” test. Reasoning: The reasoning is not explicitly given in the ad; however, the ad would like us to infer that there is scientific data that exists to support the claim.

d. As a class, test the claim that Balloon Lagoon can travel 600 cm by conducting a demonstration

of the rocket you prepared ahead of time. If doing this in-person, you will conduct the demo

three times, each time measuring the distance the rocket traveled. As you conduct the demo,

students will record quantitative and qualitative data using directions in their Student Guide

(Part I. Checking Their Evidence).

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Note: DO NOT disassemble the system for trials 2 and 3. Reinflate the balloon while it is still on

the fishing line. Now that the balloon is on the system, you must measure the system and

account for the straw within the suggested circumference—this will be approximately 66 cm.

Have a student or second person assist with measuring the circumference, if necessary.

If you are teaching this lesson remotely, you can choose to do this demonstration during a

virtual class meeting, or you can show a video of Balloon Lagoon instead. In the video, the

students will see that the balloon travels 287 cm, so the Balloon Lagoon claim is false. Students

should still be challenged to build a balloon rocket that can travel farther than Balloon Lagoon’s

rocket.

2. Beating the Competition: Saving Air Zoom

Students will go through the Design Thinking process to design a better balloon rocket than Balloon

Lagoon’s rocket.

If students are doing this in-class, or if students are doing this remotely and have access to all

materials, they will build and test their balloon rockets.

If students are doing this remotely and do not have access to the materials needed to build the

balloon rocket, they will complete steps 1–3 below on their own. They will submit their design idea

to you digitally. You can choose as many student projects as you’d like to demo for the class during a

virtual Zoom meeting. Students can record data online or on a separate piece of paper.

Recommend to students to start with the same materials as used in the Balloon Lagoon demo. As

guided by the Student Guide, students will:

1. Identify the Challenge

2. Brainstorm Design

3. Identify materials

4. Construct prototype (If doing this remotely, you will choose a sampling of student prototypes to

construct.)

5. Test and Data Collection (If doing this remotely, you will choose a sampling of student

prototypes to test during a virtual class meeting.)

6. Reflect

7. Refine and Retest

Sample student responses are located in Appendix B: Design Thinking Beating the Competition –

Sample Responses.

Students are encouraged to refine and rethink their product if the first round of testing did beat

Balloon Lagoon’s distance. If doing this remotely, choose how many rounds of design ideas you

will accept and test. (Tip: 2–3 rounds of suggestions in which you test 2–3 design ideas each is a

good starting point.) Create a shared document for the students on which the class can record

group data.

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III. Assessment: Presentation (45–50 minutes)

Students create a video commercial to pitch their new-and-improved balloon rocket and highlight their

final design. Tip: Additional presentation formats might include a live commercial skit, a poster, or a

PowerPoint presentation.

1. Introduce the final presentation.

“Congratulations! You’ve created a better product than one of the leading toys on the market. Now it’s time to go out and share it with the world by selling it! If there’s one thing customers love, it’s evidence that your product is superior! So you’re going to be creating a commercial to highlight your *final* design!”

Note: If students weren’t able to design a rocket better than Balloon Lagoon’s, have them create a commercial for Balloon Lagoon using the same criteria.

2. Students will complete the “Planning for your Commercial” section of their Student Guide, which outlines the key arguments and statements they plan on making in their commercial.

3. Create the commercial! Students will use the commercial criteria laid out in their Student Guide.

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The Engineer Assessment: Project Grade and Rubric Score Sheet

Project Submitted by ________________________________________ The Engineer Checklist: Content Concepts and Practices Your Challenge: Develop a new-and-improved product, and design a reliable scientific test to prove

whether your new product outperforms an original product.

Project Completeness:

❏ Completes Claim-Evidence-Reasoning for Balloon Lagoon Advertisement and Demonstration

❏ Completes all aspects of the Student Guide Planning Organizer including:

❏ Identify the Challenge

❏ Brainstorm design

❏ Materials

❏ Prototype construction

❏ Test

❏ Data and observations

❏ Reflection ❏ Presentation

❏ Creates a commercial to pitch product that meets the given criteria

DCI Standards Checklist:

❏ Design of scientific study is valid and provides a controlled test in order to properly test product

efficiency

❏ Accurate identification of independent, dependent, and controlled variables relevant to

scientific test

❏ Accurate construction and testing of product prototype

❏ Data tables accurately constructed in order to collect proper data to support product testing and

comparison

❏ Conclusions drawn and communicated are supported by data collected through

experimentation

Cognitive Skills Rubric:

Emerging (1) Developing (2) Proficient (3) Advanced (4)

Asking Questions and Defining Problems

Question or problem statement relates but does not specifically apply to the problem/ investigation.

Question or problem statement applies to the problem/ investigation but is too broad to realistically investigate.

Question or problem statement looks at relationships between variables or adequately aligns to the problem.

Question or problem statement looks at relationships between variables and examines its testability or completely aligns to the problem.

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Planning and Carrying Out Investigations

Investigation does not produce the relevant data to align with the research question. Or no procedure is detailed.

Investigation minimally produces the relevant data to align with the research question. Procedure is lacking the necessary detail to be carried out.

Investigation identifies dependent and independent variables, and will produce the relevant data to align with the research question. Procedure is detailed enough to be carried out, but has some clarity issues.

Investigation identifies dependent and independent variables, as well as controls and will produce the relevant data to align with the research question. Procedure is concise.

Analyzing and Interpreting Data

Constructs data tables or graphs that do not display all data. Analyzes data with major misconceptions or omissions.

Constructs data tables or graphs that display all data, but does not analyze relationships. Analyzes data with minor misconceptions.

Constructs data tables or graphs that display all data and makes simple connections between variables. Analyzes data to provide evidence for phenomena.

Constructs data tables or graphs that display all data and makes complex connections between variables. Analyzes data to provide evidence for phenomena and acknowledges limitations.

Teacher Comments:

Final Score: Final Grade:

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Appendix A: Balloon Lagoon Teacher Demonstration (prepare ahead of time)

If doing this remotely, you may use a video of Balloon Lagoon for the demonstration.

Materials Required/Balloon Lagoon System

● One large 9-inch balloon

● Binder clips

● Spool of fishing line

● Everyday flexible straws (modify by cutting off flexible end of straw—use only the straight

portion of the straw = 14.5 cm in length and .5 cm diameter)

● String (65 cm length) to measure inflated balloon circumference.

● Ruler

● Scissors

● Duct tape

● One pipe cleaner

● Dixie cup (cargo container)

● 4 pennies (cargo) Note: Mass of 1 penny = 2.5 g

● Meter stick / tape measure

● Sharpie marker

● Hole punch (optional)

Building the Balloon Lagoon Rocket

1. Create a balloon track by threading fishing line through a straw (14.5 cm).

See image 1.

2. Stretch the fishing line 10 meters horizontally. Pull fishing line taut and

secure each end to create a steady balloon rocket track. Note: The fishing

line may be wrapped around a fixture in the classroom, such as a handle on

a cabinet or doorknob, etc.

3. Mark a starting point toward one end of the fishing line. Put a small piece of

tape around the fishing wire and label the tape “0.” This will serve

as your starting point for each trial.

4. Find your Dixie cup (cargo container) and measure 1 cm down

from the top on each side. Mark your measurements with your

Sharpie marker. Punch a hole (using tip of pen or hole punch

device) through each side at the 1 cm mark.

5. Feed a pipe cleaner through the holes. See Image 2.

6. Bend each end of the pipe cleaner upwards and hook

each end to the straw on the fishing line to stabilize

the cargo holder to the rocket system. See Image 3.

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7. Inflate a balloon to a circumference of 65 cm. Tip: Do this by

inflating the balloon and having a partner surround the balloon with

a 65 cm length of string until the string ends meet around the widest

inflated portion of the balloon. See Image 4.

8. Pinch the end of the balloon and attach with a binder clip to hold

the air inside.

9. Measure a 6 cm piece of duct tape. Cut this tape in half (vertically)

to make two thinner strips.

10. With a partner, use tape to attach the balloon to the TOP of the

straw on the fishing line. To securely attach the balloon, wrap the

tape underneath and around the straw and then onto the balloon.

See Image 5. Tip: If it proves to be too challenging to apply the tape

underneath the straw, you may flip the system upside down to easily

tape the straw/balloon together. For flight, the system should have

the balloon on top of the straw on the line and the cargo transport container suspended

underneath.

11. Add your cargo (10 g) to the cargo container.

12. Pull the balloon rocket system back to the 0 start of your fishing line (the tape marked “0”).

13. Release the air from the balloon and watch your rocket system speed down the rocket line.

14. Enjoy the flight!

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Appendix B: Design Thinking Beating the Competition – Sample Responses

1. Identify the Challenge: What is the goal of the product you’re going to create? The goal is to design a balloon rocket that can travel farther than the Balloon Lagoon Rocket while carrying 10 grams of cargo. 2. Brainstorm: What parts of the balloon rocket would you like to change to achieve your goal? Why do

you think changing those features/parts/components/variables help you achieve your goals?

Sketch and label the function of the product’s key features as well as the dimensions and materials.

Students may choose to create new balloon designs that change the:

● Circumference of balloon ● Placement of straw ● Size of the cup ● Type of line used for balloon to travel on ● Angle of line ● Placement of cargo holder

Ensure students provide a sketch of their new design. The more details on the sketch, the better!

From your brainstorm ideas, choose one variable that you think will work best to develop further. Draw

a sketch of your balloon rocket that you believe will beat the competition. Label the parts that are

different from the Balloon Lagoon rocket! This will become your final product.

● Students may choose to vary any of the above.

3. Materials Identify the materials you will need for your product.

● Balloon ● Cup ● Duct tape ● Pennies or other cargo option ● Pipe cleaners

Note: After students have identified their materials, review their work and approve that they can move forward. Provide your “stamp of approval” in the appropriate section of their Student Guide.

4. Product Construction With the above plan in mind, now it is time to create your solution. Note: Student designs will vary.

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5. Test and Data Collection Quantitative Data Table: Distance Traveled

Test # Distance traveled (cm)

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2

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Qualitative observations may include:

● Balloon rocket moved smoothly on line but rotated on line as it traveled. ● Balloon rocket flew down line and rotated twice during flight. Cargo fell out once the rocket

stopped. ● Balloon rocket flew down the line and rotated twice during flight. Cargo fell out during the last

portion of the flight. ● Balloon rocket moved straight but slower. No rotation on the line—steady flight.

6. Reflect If using remotely, reflection questions are slightly adjusted to apply to their work.

a. What worked well in your design during testing? Explain. (Remote: What were some of the design changes that were made to the prototypes that were tested?)

b. Did your product go farther than Balloon Lagoon’s product? (Remote: Did any of the balloon rockets go farther than Balloon Lagoon’s product?)

c. If not, what revisions would you make to your prototype to improve your design for final test day? (Remote: If not, what revisions would you make to the product to improve your design for final test day?)

Answers to reflection questions will vary based on student experience. Revision ideas should include adjusting a variable in a new way or testing a new variable entirely. 7. Refine and Retest: If the students’ product did not meet their goals, allow them to modify their design based on other ideas from their brainstorm. Students can rerun the test and collect additional data using Appendix A in their Student Guide: Appendix A: Templates for Testing Product version 2 and version 3.

8. Presentation: Explain to students that once they have designed a better product and gathered evidence to demonstrate that their product is superior to the Balloon Lagoon Rocket, they will need to create a commercial to highlight their *final* design.

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Planning for your Commercial Sample answers

Identify the key variable in the final product that

was changed to make it travel farther than

Balloon Lagoon’s product?

Possible answer: We chose a larger balloon size and increased the circumference of the balloon to 75 cm.

How was it changed? Since the balloon was larger, we were able to add more air.

What was Balloon Lagoon’s maximum distance

traveled?

Record your Balloon Lagoon distance here. If using the video, this will be 287 cm.

What is Air Zoom’s maximum distance travelled? The maximum distance traveled was 670 cm.

What claim will you make in your commercial? Air Zoom – MEGABLASTER Balloon Rocket!!

Attention Balloon Rocket Lovers! Looking for a Balloon Rocket that can travel

farther than any other? We’ve got it!! Megablaster Balloon Rocket is the

one for you!!

We have the EVIDENCE to prove it! 

What evidence will you provide in your commercial?

Picture of final product. Data gathered to confirm distance traveled in three tests. Graph of data to support the claim.

Include a graph to display the maximum distance Air Zoom traveled compared to the maximum distance that Balloon Lagoon traveed.

Brand of Balloon Rocket vs. Max Distance Traveled

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What reasoning will you provide in your commercial?

If the circumference of the balloon is increased by filling it with more air, the balloon will travel farther. This is the result of the additional force from more air being released from the balloon causing it to travel farther.

Your Final Presentation: Review the checklist items below with students to be included in their commercial. Provide students with materials required to create their commercial. Note: This may include the use of poster paper, markers, iPhones, chromebooks, and newly designed balloon rockets.

Creating Your Commercial: In your commercial, include the following:

❏ Name of final product ❏ Picture of your final product (drawn or captured via digital photography) ❏ A claim about your product ❏ Evidence to support your claim ❏ Graph of data to support claim ❏ Reasoning connecting the evidence to the claim ❏ Price of final product ❏ Dimensions of your final product ❏ A compelling argument as to why kids will love your product

Sample Commercial: Paper Presentation

Students may choose to create a video commercial, skit, or paper presentation. An example of the paper

presentation is below.

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