Who do you think took Ms. C’s lunch?
Mr. G
List the pieces of evidence from the story that make you think that:
1. Mr. G had a fresh spaghetti-sauce stain on his shirt.
2. Mr. G was in Ms. C’s room just before lunch started.
3. When Mr. G stood up quickly, he knocked his lunch box off the table, and a sandwich and an apple rolled out — items not mentioned in Ms. C’s missing lunch (which had spaghetti and meatballs).
4. Mr. G claimed he was “completely stuffed” after lunch, which is suspicious if he didn’t actually eat his own lunch.
Why do these pieces of evidence make you think that this person took Ms. C’s lunch? Explain:
The evidence suggests Mr. G had access to Ms. C’s room, had food stains consistent with her lunch, and possessed food items that don’t match his own lunch — implying he ate her lunch and replaced it with his own. His quick denial and physical reaction when questioned also raise suspicion.
How confident are you that this person really took Ms. C’s lunch?
Very confident — multiple independent clues point to him, and they form a coherent narrative.
How confident would you feel with only one or two pieces of evidence?
Less confident — one or two pieces could be coincidental or explained away; multiple pieces together create a stronger, more reliable conclusion.
In science, why is it important to have more than one piece of evidence to support your claim?
Because one piece of evidence might be misleading, inaccurate, or coincidental. Multiple pieces increase reliability, reduce error, and help rule out alternative explanations.
In science, why is it important to explain why the evidence supports your claim?
To show logical reasoning, allow others to evaluate your thinking, and ensure the conclusion follows from the data — making the argument transparent, testable, and reproducible.
Parent Tip: Review the logic above to help your child master the concept of identifying claims and evidence worksheet middle school.
