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Students are usually aware that seed plants have adapted to overcrowding by developing mechanisms that disperse their seeds to other locations. In this chapter, the story explores one of the important characteristics of…
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Students may well have the usual “bigger is better” conception about comparing different items. Pumpkins are the perfect object to help engage students in investigative science and answer most of their questions by…
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Do your students believe that an insulating substance such as wool can actually produce heat? The story in this chapter is designed to motivate your students to let you know what they believe and then for them to be…
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Most children have a difficult time believing that air has mass and takes up space, so the concept of water vapor floating in the air is just as problematic. The story in this chapter helps provide an opportunity to…
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Some students are not aware that an object weighs as much as the sum of its parts. The story in this chapter has two purposes. One is to allow students to test their ideas about the distribution of weight, and the other…
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Rust is one of the most common of every day phenomena, but again, is probably one of the least understood by students. The story in this chapter attempts to get students and their teachers involved in some tests to see…
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Children think of floating or buoyancy in several ways. The purpose of the story in this chapter is to motivate students to solve the mystery of why objects bob up and down in carbonated drinks.
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Using the Book and the Stories
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It is often difficult for overburdened teachers to develop lessons or activities that are compatible with the everyday life experiences of their students. A major premise of this book is that if students can see the…
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Using the Book in Different Ways
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Although the book was originally designed for use with K–8 students by teachers or adults in informal settings, it became obvious that a book containing stories and content material for teachers who are intent on…
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There is currently a strong effort to combine science and literacy, because a growing body of research stresses the importance of language in learning science. Discussion, argumentation, discourse of all kinds, group…
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Some students may not believe that it is possible for a puddle that appears larger to evaporate more quickly than one that seems smaller. The story in this chapter has to do with evaporation. The authors explore the…
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Your students will probably not be aware of the amount of water that covers the Earth’s surface. The story in this chapter will help introduce students not only to a clearer idea of the characteristics of our planet,…
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Many of your younger students do not believe that air around us has mass or weight, let alone exerts pressure on us and on everything around us. So, the idea that the atmosphere in which we walk actually has mass and…
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It is not difficult to understand that students may have a misconception that the clocks we use are directly related to Sun time and that changing the clocks will alter the Sun-Earth time relationship. This chapter and…
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Students may have the idea that all mountains are volcanoes and were formed by eruptions. The story in this chapter brings up questions about the geology of mountains and the weathering and erosion that takes place as…
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