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Science IMAGES

Marc Heuer, 4th Grade

The Visual Library illustrates four characteristics of effective science instruction. These characteristics are drawn from Benchmarks for Science Literacy, by the American Association for the Advancement of Science (AAAS), Elementary School Science for the 90's, by Loucks-Horsley and her colleagues; and In Search of Understanding: The Case for Constructivist Classrooms, by Brooks and Brooks, as well as the work of the National Research Council (NRC), the National Board for Professional Teaching Standards (NBPTS), and the National Science Teachers Association (NSTA).
These characteristics involve:

Inviting students to learn by posing problems of emerging relevance, structuring learning experiences around the big ideas of science, and adapting curriculum to build on students' knowledge and concerns.
Promoting exploration, discovery, and creation as students ask scientific questions and plan and conduct simple investigations, gather data using simple equipment, and use data to propose explanations and solutions.
Creating a collaborative learning community by sensing and valuing students' points of view, encouraging communication about investigations and explanations, and encouraging students to take action on their learning.
Assessing learning continually and authentically through a variety of assessments including student performance and portfolios.

Characteristic Physical Sciences: Tape IV (Fourth Grade)

Inviting to Learn Mr. Heuer begins the study of aquifers and water filtration with three "Big Ideas:" Where does McFarland get its water? How is McFarland's water purified? How is uncleaned water filtered?

Explore, Discover, Create Students investigate facts about water and the water cycle, construct and observe different kinds of aquifers and filtration systems, keep a journal of their observations, and discuss their findings. Students work on an integrated art, math, and science activity.

Community of Learners Students work in collaborative groups of three or four with roles for each participant to investigate how water is purified for home use. The students use the think-pair-share strategy as they work in their groups.

Authentic Assessment Mr. Heuer uses students' self-assessment, daily work and participation, demonstrations and projects, daily logs, oral and written reports, and a science and art project to evaluate his students.
Teacher Self Assessment: Mr. Heuer reflects on the day's activities and students' discussions to determine their conceptual understanding. He uses this information to plan the next day's activities.


Characteristic		Physical Sciences: Tape IV (Fourth Grade)

Inviting to Learn		Mr. Heuer begins the study of aquifers and water filtration with three "Big Ideas:" Where does McFarland get its water? How is McFarland's water purified? How is uncleaned water filtered?

Explore, Discover, Create		Students investigate facts about water and the water cycle, construct and observe different kinds of aquifers and filtration systems, keep a journal of their observations, and discuss their findings. Students work on an integrated art, math, and science activity.

Community of Learners		Students work in collaborative groups of three or four with roles for each participant to investigate how water is purified for home use. The students use the think-pair-share strategy as they work in their groups.

Authentic Assessment		Mr. Heuer uses students' self-assessment, daily work and participation, demonstrations and projects, daily logs, oral and written reports, and a science and art project to evaluate his students. Teacher Self Assessment: Mr. Heuer reflects on the day's activities and students' discussions to determine their conceptual understanding. He uses this information to plan the next day's activities.