Students will describe observations from experiments, diagrams, and readings using timeless present verbs (e.g., move, slide), relating verbs (e.g., are, is), passive voice (e.g., are arranged), and abstract scientific nouns (e.g., evaporation) in a scientific explanation, Students will explain the steps in a scientific process by sequencing actions using procedural markers (e.g., First, Next, Then, Finally) and passive constructions (e.g., is heated, is absorbed) to describe changes of state., Students will explain cause–effect relationships between evidence and claims using conditional markers (e.g., when), cause–effect verb groups (e.g., absorb heat, move faster, change state), and causal connectors (e.g., so, therefore)., Students will generalise scientific patterns using conditional clauses and zero conditional structures (When water is heated, it changes state)., Students will conclude observations using nominalisation and a causal connector.

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