Mr. osorio is a science teacher who is making a presentation to the school board to address the problems of low student interest and even lower student test scores in science. as an answer to these problems, he presents an argument that all science classes should go to at least one field trip per quarter, beginning with a trip to the newest roller coaster ride in the state! how could he best connect the passage, a screamingly good science lesson to his argument? a) as a counter-argument that field trips can be inexpensive and safe b) as a counter-argument to demonstrate science is as important as social studies c) as an example of an activity that can teach science and be fun at the same time d) as an example that potential energy and kinetic energy are valid topics of study

C)as an example of an activity that can teach science and be fun at the same time

This is the best answer because Mr. Osorio needs to connect the idea of taking field trips, like one to the roller coaster, to getting students interested in science. A counter-argument will not be effective in connecting the passage with his argument. It will only convince others his idea is not a good one. It is important to address and squash a counter-argument when doing any type of persuasive speech or writing. However, the counter-argument is not the right choice at this point in Mr. Osorio's presentation. Option D is not correct either because it is too narrow. Visiting a roller coaster can teach students about potential energy and kinetic energy. Mr. Osorio doesn't want to only teach these science topics. Choosing option D would not help his overall argument that students should go on at least four field trips in a year. The science curriculum is about more than just energy.

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