To provide teacher candidates with opportunities that enable them to evaluate the results of learning and teaching as they complete their coursework, the teacher education program at a southeastern university has candidates enroll in four methods courses that require them to spend six weeks of the semester in assigned elementary and middle level classrooms. During this period candidates work with classroom teachers to plan and implement lessons with students in the semester prior to the teaching internship (student teaching).

This article highlights the complementary cognitive processes found in writing to communicate and communicating in science. Writing in science is important for enabling students to clarify observed scientific phenomena, along with assisting them to construct new scientific knowledge from inquiry experiences. Maximizing teachers' resources, experience, and knowledge is necessary to support the intersection of instructional practices in writing and science.