According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to:

According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to:

According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to:

According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to:

Every day NOAA scientists, technicians, and engineers work to monitor, understand, and predict environmental threats facing our nation. Among the most serious of these is sea level rise. Rising sea levels are pushing deadly and destructive storm surges farther inland, and creating disruptive and expensive nuisance flooding in many U.S. coastal communities, affecting infrastructure and public patience.

Every day NOAA scientists, technicians, and engineers work to monitor, understand, and predict environmental threats facing our nation. Among the most serious of these is sea level rise. Rising sea levels are pushing deadly and destructive storm surges farther inland, and creating disruptive and expensive nuisance flooding in many U.S. coastal communities, affecting infrastructure and public patience.

Every day NOAA scientists, technicians, and engineers work to monitor, understand, and predict environmental threats facing our nation. Among the most serious of these is sea level rise. Rising sea levels are pushing deadly and destructive storm surges farther inland, and creating disruptive and expensive nuisance flooding in many U.S. coastal communities, affecting infrastructure and public patience.

Every day NOAA scientists, technicians, and engineers work to monitor, understand, and predict environmental threats facing our nation. Among the most serious of these is sea level rise. Rising sea levels are pushing deadly and destructive storm surges farther inland, and creating disruptive and expensive nuisance flooding in many U.S. coastal communities, affecting infrastructure and public patience.