Presents detailed teaching plans for activities with "rubberized" magnets as well as background information and alternative teaching-learning approaches. This activity may be used to develop student skills in inferring and in observing evidence of interaction. Includes instructions for equipment construction. (BR)

Presents a science activity that illustrates the need to collaborate in scientific inquiry. The example utilized describes the methods used by the Roman doctor Galen to treat epilepsy. (MDH)

Gives illustrations for experiences designed to help intermediate (grade 6) children learn to follow directions. Activities, in the form of five stations contained in one classroom, were developed with each activity focused on a different approach to problem solving and observation. (PEB)

Describes activities dealing with the surface tension of water designed to capture interest and raise questions in students. (BR)

Task groups (consisting of three-five students per group), for hands-on, inquiry-oriented activities can provide meaningful learning experiences, develop interpersonal skills, and save money in the classroom. Suggestions for using task groups are provided, describing a recommended instructional model, instructional strategies, and student roles in…

Samara (winged seeds from maple and ash trees) can be used for open-ended inquiry or a series of directed science activities. Attributes, observations/inferences, drawing, motion, floating, seed structure, creative design, and measurement are some of the suggestions for classroom use of these seeds. (DH)

Illustrated and described is a convection box for classroom use to stimulate concept development in elementary school children. Other equipment and apparatus that may be used in open-ended science activites are listed. (CS)

Describes the use of the "Arcane (mysterious) Can" which is a "tin" can which is permanently sealed, both air- and water-tight, by means of a home canning device. The canning procedure permits the use of a large variety of materials which can not be utilized in the ordinary mystery box. This Can activity is valuable for…

Describes a simple inquiry game which involves displaying a problem situation picture, with a portion of the picture covered. Children are then challenged to discover what is happening. (SL)

Describes various elementary school activities using a loaf of raisin bread to promote inquiry skills. Activities include estimating the number of raisins in the loaf by constructing histograms of the number of raisins in a slice. (MLH)

Discusses the fact that when the materials or interactions used as a basis for a science activity posses a high degree of familiarity, the student may rely on past experience rather than on gathering data to use in making judgments. In such cases, a simple request for observed evidence should be made. (MLH)

Two experiments fostering experimenting and predicting skills are described. Materials needed and instructional strategies for extinguishing a fire and igniting a match coupled to a fork-spoon combination balanced on the edge of a jar are provided. (Author/JN)

A classical discrepant event involving surface area and volume can be illustrated by using paper, tape, and sand to make silos (one short, one tall) from two identical pieces of paper. Explanations of the activity and applications to packaging materials (cereal boxes) are presented. (DH)

Lists ten characteristics for a suitable focus topic for open-ended science problems. Examples of appropriate focus statements in the areas of life, earth, and space science are included. Discusses options open to teacher and student in providing open-ended learning. (CS)

The soliciting-and-reacting-moves questioning technique used in science classrooms is described. The importance of using both higher-order and lower-level questions during a lesson is discussed. An example of a dialogue between a student and teacher using this technique is included. (KR)