ABSTRACT
Elementary science should not focus solely on defining terms or memorizing science facts. It also should not focus on science process skills, the scientific method or other “contentless” activities. Evidence is an essential component of science classroom instruction that actively engages students in science practices for the purpose of sensemaking. In science, evidence is data, such as observations or measurements, about the natural or designed world. The chapter illustrates the importance of student-driven discourse in these science practice rich classrooms. In addition to discourse, language is essential in science instruction in elementary classrooms. The science practices are language intensive as they require students to read, write, view, speak and listen as they engage in the processes of constructing and critiquing explanations and models. The science practices are language intensive as they require students to read, write, view, speak and listen as they engage in the processes of constructing and critiquing explanations and models.
