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Science and Children’s editor shares thoughts regarding the current issue.
When researching such a topic as energy, regarding a Kindergarten classroom I did not think that it would be as difficult to find an article to match what I was looking for. After reading this article it really touches upon the idea that Energy in an elementary setting is not nearly as in depth as the information students would learn at a higher grade, therefore making it more difficult for lessons and further experiments. "Early concrete experiences such as observing the effect of the Sun on materials like a puddle of water
that evaporates, pieces of colored construction paper that change in the sunlight, and our
choice of light-colored clothing in the summer are all ways to support children as they
begin to understand energy" (NRC, 2012). This particular piece of the article applies directly to the standard in which my lesson will be based on. It was reassuring to see that although this topic did seem a little bit easier, it is simply because energy is not explored to greater depths until at least after the second grade. Understanding that the article explains the importance of energy and states it as being "central to science education", it is clear that no matter which way a teacher were to approach the topic, it is extremely important that the children learn it to the best of their ability before being thrown into it at a much harder level in their future classrooms.
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