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Crosscutting Concepts in Science Support Literacy and Writing

Crosscutting Concepts in Science Support Literacy and Writing

Diana Loyd O'Neal
Copyright: © 2019 |Pages: 14
ISBN13: 9781522563648|ISBN10: 1522563644|EISBN13: 9781522563655
DOI: 10.4018/978-1-5225-6364-8.ch016
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MLA

O'Neal, Diana Loyd. "Crosscutting Concepts in Science Support Literacy and Writing." Handbook of Research on Science Literacy Integration in Classroom Environments, edited by Chih-Che Tai, et al., IGI Global, 2019, pp. 262-275. https://doi.org/10.4018/978-1-5225-6364-8.ch016

APA

O'Neal, D. L. (2019). Crosscutting Concepts in Science Support Literacy and Writing. In C. Tai, R. Moran, L. Robertson, K. Keith, & H. Hong (Eds.), Handbook of Research on Science Literacy Integration in Classroom Environments (pp. 262-275). IGI Global. https://doi.org/10.4018/978-1-5225-6364-8.ch016

Chicago

O'Neal, Diana Loyd. "Crosscutting Concepts in Science Support Literacy and Writing." In Handbook of Research on Science Literacy Integration in Classroom Environments, edited by Chih-Che Tai, et al., 262-275. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6364-8.ch016

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Abstract

The purpose of the chapter is to guide teachers in development of authentic and engaging lessons through multidisciplinary integration. As cross-curricular lessons are implemented, collaborative support between science, math, ELA, social studies, and related arts classes builds excitement for teachers and students. Students are challenged to take ownership of learning using higher-level thinking skills, creativity in design, and practicing 21st century skills such as collaboration, research, problem solving, and innovation. The chapter provides examples of integrative ideas and suggestions on how to begin developing multidisciplinary lessons. Although the primary focus relates to the crosscutting concepts in science with ELA expectations, the resources provided also include integrations for other content areas as well. The goal of the chapter is to provide models for the development of inquiry-based, authentic, and engaging opportunities for students to develop higher conceptual understanding and offer methods for applying their learning to real-world concepts.

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