What's Up with Math, Reading, and Science

		Act 3 Scene 1 Narrator: Mrs. Freeman places another concept diagram on the overhead.

		Mrs. Freeman: "Let's look at this concept diagram. First, the concept we will be looking at more closely is 'Statistics'. Statistics falls under the broader category of mathematics. Mrs. Freeman: "I'll put the phrase 'Collection of numerical data' under the Key Words section." The class worked together on more ideas so Mrs. Freeman could place those under the Key Words section. Mrs. Freeman: "Now that I'm finished with writing the key words, I'll draw ovals around the words that we can say are examples, and I'll underline the words we think are characteristics we can use to describe academic performance standards. This will give us an idea of where to place our Key Words on the Concept Diagram."

		Mrs. Freeman: "Let's now identify the characteristics that are always, sometimes, and never present in statistics. We begin by looking at the Key Word List. Which of our items on the Key Word List do you think should be placed in the 'Always' column, the 'Sometimes' column, and the 'Never' column?" Michelle: "Collection of numerical data is always present in statistics. I know that from thinking about taking surveys, like the one we took on favorite school lunches." Mrs. Freeman: "What is always present in statistics is 'Collection of numerical data," 'Study of numerical data', and 'data represented through different visual forms'. 'Used to draw conclusions' is also a characteristic always present in statistics." Mrs. Freeman: "Let's look now at characteristics listed in the Key Word section that would sometimes be present. Sometimes the data is represented in plots, sometimes in graphs, tables, and sometimes in charts. These are all characteristics that are sometimes present in statistics." Michelle: "How about the column under 'Never Present'? "

		Mrs. Freeman: "Certainty of the data is never present in statistics. Let's look at the remaining words on our list of Key Words for examples and non-examples." Narrator: "A bar graph displaying student percent scores is a great example of statistics. Saying that all students who received a score below 50% hate math is not a certainty and that would be a non-example. A table of the number of students enrolled in summer school is another good example of statistics. Making the statement that no students like going to summer school is a non-example." Mrs. Freeman: "We've come up with some great examples of statistics. Here is another one. A pie chart displaying the 71% of high school students who work after school compared to the 20% who participate in an after school activity is a statistic. What is a non-example?" Michelle: "Saying that high school students don't like to participate in after school activities is a non-example."

		Mrs. Freeman: "We have most of the Concept Diagram completed. We can work together on a good definition for the concept of statistics. A complete sentence must go into the definition. The names of the targeted concept and the overall concept should also go in the definition. The characteristics that are listed as 'Always Present' should also go in the definition. Let's look at the definition now. Statistics is a branch of mathematics dealing with the collection and study of numerical data, which is represented through different visual forms and is used to draw conclusions.

		Act 3 Scene 2 Narrator: Mike's English class just finished this activity. His English teacher, Mr. Harding, uses a concept diagram on the overhead.

		Mr. Harding: "We read this passage about dolphins using the K-W-L chart for reading strategies. Now I want you to see this concept diagram. First, the concept we will be looking at more closely is 'Reading Comprehension Strategies.' Reading Comprehension Strategies falls under the broader category of 'Tools for constructing meaning from print.' Mr. Harding: "Can you think of some words or phrases we use when we hear the phrase 'reading comprehension strategies'? Most of you have heard this before. How about some words to place under the Key Words section of this concept diagram?" Mike: "It fits why and what you are reading." Mr. Harding: "That could go in the Key Word section." Narrator: The class continued to generate some more ideas and Mr. Harding placed those under the Key Words section.

		Mr. Harding: "I'm going to draw some ovals around the words that we can say are examples, and underline the words that are characteristics used to describe reading skills and strategies. We'll have a better idea of where to place our Key Words on the Concept Diagram. Next let's identify the characteristics that are always, sometimes, and never present in reading skills and strategies by examining the Key Word List. From the Key Word List, what do you think should be placed in the 'Always' column, the 'Sometimes' column, and the 'Never' column?" Mike: "A reading comprehension strategy has steps, is useful to the learner, controlled by the learner, fits why and what you are reading, and activates your thinking." Mr. Harding: "That's right. What is always present in reading comprehension strategies are those key characteristics you just mentioned. Those characteristics can be placed in the 'Always Present' column. " Mr. Harding: "How about characteristics listed in the Key Word section that would sometimes be present?" Mike: "Sometimes reading comprehension strategies are used in combination with other strategies and are suited to a particular purpose." Narrator: Mr. Harding adds those to the 'Sometimes Present' column, and also adds that a reading comprehension strategy can be used cooperatively with others. For the Never Present column, he adds, "Using steps without thinking" and also "not helpful."

		Mr. Harding: "I will now look at the remaining words on our list of Key Words for examples and non-examples. Making predictions about what you read' is a great example of a reading comprehension strategy. 'Opening your textbook without looking at the title or headings' is a non-example because you are not thinking about what you are reading. Using the RAP paraphrasing strategy (Read a paragraph, Ask yourself, 'What are the main idea and details?', and Putting the main idea and details in your own words) is another example of a reading strategy, one we've used before. Quoting directly from the text without putting the information in your own words is a non-example of a reading strategy. Asking yourself questions about what you are reading, predicting the answers, and locating the answers to your questions is another good example of a reading strategy. A non-example is reading from your science textbook and then closing the book when you're finished without asking any questions of yourself."

		Mr. Harding: "We now have most of the Concept Diagram completed except for a good definition for the concept of a Reading Comprehension Strategy. A complete sentence must go into the definition. The names of the targeted concept and the overall concept should also go in the definition. The characteristics that are listed as 'Always Present' should also go in the definition. We can look at the definition now. 'Reading comprehension strategies are tools for constructing meaning from print which is useful to and controlled by the learner and includes steps, activates your thinking, and fits why and what you're reading.'

		Act 3 Scene 3 Narrator: Mike's science teacher, Mrs. Quintero, also uses a concept diagram. Mrs. Quintero: "We've completed this activity on ecosystems. Let's take a look at this concept diagram. First, the concept we will be looking at more closely is 'Ecosystems.' Ecosystems fall under the broader category of 'Type of biosphere'". What are some words we think about when we hear the phrase 'ecosystems'?" Mike: "What about an area's physical features?" Mrs. Quintero: "That's right. I'll put that phrase under the Key Words section." Narrator: The class continues to come up with more ideas while Mrs. Quintero places those under the Key Words section. Mrs. Quintero: "Next, I'll place ovals around the words that we can say are examples, and I'll underline the words we think are characteristics we can use to describe ecosystems. This will give us an idea of where to place our Key Words on the Concept Diagram.

		Mrs. Quintero: Now, we can identify the characteristics that are always, sometimes, and never present in ecosystems. I begin by looking at the Key Word List. Which of these items on the Key Word List do you think should be placed in the 'Always' column, the 'Sometimes' column, and the 'Never' column?" Mike: "What is always present in an ecosystem is an area's physical features, has living organisms, and is under natural conditions." Mrs. Quintero: "That's correct. Both of those characteristics can be placed in the 'Always Present' column. Now let's look at characteristics listed in the Key Word section that would sometimes be present." Mike: "What about animals and people as sometimes present? And also, plants, soil, streams, soil, and air are sometimes present. What is never present in an ecosystem?"

		Mrs. Quintero: "We already said an ecosystem is under natural conditions, so it can never be man-made. Let's next look at the remaining words on our list of Key Words for examples and non-examples. A pond is a great example of an ecosystem, but an aquarium is a non-example because it is man-made. A forest is another great example of an ecosystem, but campgrounds are not because they are man-made. Do you see the differences? Let's try one more. A river is as another example great example, but a swimming pool is a non-example because it is man-made, not under natural conditions.

		Mrs. Quintero: Class let's complete the concept diagram by working together on a good definition for the concept of an ecosystem. A complete sentence must go into the definition. The names of the targeted concept and the overall concept should also go in the definition. The characteristics that are listed as 'Always Present' should also go in the definition. We can write a definition now. 'An ecosystem is a type of biosphere which consists of a given area's physical features and living organisms under natural conditions."

Soccer Performance Standards: A Short Story in Three Acts