2. Reading and writing to learn science and learning to read and write by doing science Prof. Jim Shymansky

3. Obstacles in learning science *Myths about hands-on learning *Demands in the school day *Myths about hands-on learning *Demands in the school day

4. In search of balance?

5. The answer to balance: INTEGRATION  Teaching students to read, write and speak (English) through inquiry science  Teaching students science by reading, writing and speaking science (in English)  Teaching students to read, write and speak (English) through inquiry science  Teaching students science by reading, writing and speaking science (in English)

6. Integrative strategies The key is to creatively select and sequence hands-on, reading, writing and speaking activities

7. Examples of integrative approaches  Journeys in Science  Children’s literature  Journeys in Science  Children’s literature

8. Two lesson examples  Doing, then reading  Reading, then doing  Doing, then reading  Reading, then doing

9. Standardizing and operationalizing “behavior”? The time is takes to complete 10 back and forth swings

14. Celebrate the yin and the yang! World, conceptual knowledge Making connections