Chapter 7
Extended investigations have been carried out on living things. It is advisable to allow young learners to experiment with tiny living organisms and seeds. The latter is a critical practical part of the study of science at the lower level. Practical lessons also prepare young learners for higher grades. Koch observes the concept of being alive is crucial when introducing learners to science (150). As children continue to mature, their perception of living and non-living things also change progressively. Besides, the author has used a typical science story on the composition of seed so that young learners can understand how living things grow.
Chapter 8
A learning progression in the exploration of density has been discussed by the author in chapter eight of the book. Besides, the concepts of sinking and floatation have been used to demonstrate the concept of density. The quotient of mass and volume is equal to density. Objects that float on the water have a lesser density than water, while those that sink are denser than water. The property of liquids has been proposed for the fifth graders. Science teachers have specific roles to play while delivering lesson content to learners. For example, they are supposed to acknowledge the ideas presented by learners and also assist students in understanding one concept before progressing to the next task (Koch 200).
Chapter 10
The importance of energy in our daily lives is a critical area of discussion in this topic. From the chapter reading, it is evident that energy is a vital concept in science because it exists in different forms. It may be possible for learners in different grades to have different perceptions about energy. Hence, it is the role of a science teacher to harmonize the meaning and significance of energy in science so that learners can be at the same par with each other (Koch 238). Moreover, batteries, bulbs, and wires are vital apparatus that science teachers can use in class to demonstrate the concept of energy.
Chapter 12
In chapter 12 of the book, the author explores the link between science and other disciplines. Koch begins by asserting that childhood experiences should not necessarily dissipate as a child grows to maturity (299). From the discussion in this chapter, it is evident that science cannot exist in a vacuum. It interacts closely with other disciplines. In addition, STEM education has been revisited in the chapter. In order to offer a clearer understanding between science and other areas of study, the author has employed a number of science concepts in real-life situations. The properties of both living and non-living things have been emphasized in the chapter using a poem.
Glucose is classified as a simple form of carbohydrate that is vital in the growth of plant cells. The oxygen gas emitted by plants is used by animals during the breathing process. All scientific studies rely on the aspect of evidence. Technology can be used to provide evidence in any practical scientific setup. Moreover, art historians have played a vital role in offering the meaning of scientific terms. There are a number of scientific terminologies that cannot make sense without the input of knowledge derived from art historians. Hence, conclusive evidence can only be provided with harmonized pieces of data. Science teachers should also guide learners on how to determine pieces of evidence that are conclusive.
Works Cited
Koch, Janice. Science Stories- Science Methods for Elementary and Middle School Teachers by (5th Edition). New York: Cengage Learning, 2012. Print.