The purpose of this article is to: 1) explicate the central pattern of scientific reasoning, 2) show that the pattern has been applied by scientists to help answer a wide range of scientific questions, and 3) argue that sequencing instruction that focuses on that reasoning pattern first in observable and familiar contexts and then in non-observable and unfamiliar contexts will help students not only better understand what science is, but also help them successfully apply scientific reasoning patterns in and beyond the science classroom. This free selection also includes the Table of Contents and Introduction.