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Science in Context

August 21, 2016

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A framework for the use of reading, writing, speaking, and reasoning in a science context:

READING

  • For content (both literal and inferential)
  • To determine purpose and pre-learning vocabulary
  • To research a topic
  • To gather information
  • To determine the main idea of science writing
  • To understand a concept and construct meaning
  • To expand one’s experiences

WRITING

  • To take notes
  • To explain one’s thinking
  • To argue conclusions and support one’s thinking
  • To compare and contrast
  • To write an open response
  • To describe an experiment, report one’s findings, and report one’s conclusions
  • To generate a response to what one has read, viewed, or heard
  • To convey one’s thinking in complete sentences

SPEAKING

  • To verbally convey one’s thinking in complete sentences
  • To interpret a passage orally
  • To debate issues
  • To participate in class discussions
  • To make an oral presentation to one’s class, peers, or community
  • To present one’s project
  • To respond to what one has read, viewed, or heard
  • To communicate in a manner that allows one to be both heard and understood

REASONING

  • TO CREATE, INTERPRET, AND EXPLAIN A TABLE, CHART, OR GRAPH
  • TO COMPUTE, INTERPRET, AND EXPLAIN DATA
  • TO READ, BREAK-DOWN, AND SOLVE WORD PROBLEMS
  • TO INTERPRET AND PRESENT STATISTICS THAT SUPPORT AN HYPOTHESIS
  • TO IDENTIFY A PATTERN, EXPLAIN A PATTER, AND/OR MAKE A PREDICTION BASED ON A PATTERN
  • TO DETECT THE FALLACY IN AN ARGUMENT, CONCLUSION, OR DATA
  • TO USE ANALOGIES AND/OR EVIDENCE TO SUPPORT ONE’S THINKING
  • TO EXPLAIN AND/OR INTERPRET RELATIONSHIPS OF SPACE AND TIME