Describes an approach to teaching animal classification by applying a scientific examination of the types and arrangement of the teeth. This approach may be used by high school students. (HM)

Guinea pigs are presented as versatile classroom animals. Suggestions for animal behavior and genetics studies are given. Also included is information concerning sex determination and the breeding of guinea pigs, and hints on keeping these animals in the classroom. References and illustrations complete the article. (MA)

Discusses using amphibians and reptiles as an excellent resource for students to observe and gain an understanding of the process of science. These animals are easy to maintain in the classroom and play important roles in ecosystems as the prey for many birds and mammals and as the predators of various organisms. (SAH)

Describes a field trip to collect planarians as successful in generating interest in the sciences. This activity is suitable for all grade levels as a field trip or biology lab. Planarians can be easily collected from streams across the United States. Once in the classroom, planaria are easily fed and cared for. (SAH)

Describes using domesticated, wild, or feral animals to teach students about nature and animal behavior. Connections can be made with psychology, economics, genetics, history, art, and other disciplines. The study of animal behavior provides opportunities for harmless student experimentation. (SAH)

Instructions are given for care of the giant hissing cockroach, "Gromphadorhina portentosa" from Malagasy. Reproductive behavior is described, as well as development of the young roaches. (SA)

Describes behaviors of the domestic cat in terms of developing students abilities to observe. Discussed are play, territoriality and pecking order, catnip, feral studies, and chasing. (CW)

Summarizes how a group of teachers prepared a series of elementary-level inquiry experiences that focused on the study of land snails. Recommends and describes the K-W-L and Four Question inquiry strategies for younger and older students respectively. (WRM)

Presents an activity that enables teachers to access students' existing knowledge of bats, have students confront their misconceptions and learn more about the real lives of bats, and ask students to apply their knowledge while reinforcing the difference between science and myth. (JRH)

Described is a mouse cage that can be built, at a cost of about $15, by intermediate-aged elementary students. (BB)

Describes an inexpensive technique for providing student opportunities to observe and identify the variety of small animals living in the first few inches below the surface of the soil. A classification key to some small soil animals is also presented. (HM)

Discusses science activities designed to examine a balanced community in an unspoiled wooded section, including the study of physical and floral characteristics, shrubs, small and large trees, and animals. Indicates that the students' awareness of man's place in nature and nature's place in man is enhanced through such activities. (CC)

Discusses experiments involving classical conditioning of planarians. Suitable for advanced high school students or college-level independent study, flatworms are trained to curl up under a bright light. Then the planarians to are subjected to controlled reproduction experiments to determine whether the learned behavior is inherited by their…

The use of a trained sea lion to locate and attach a retrieval device to submerged instruments and test equipment is described. (CP)

Discussed is the confusion of the human perceptual world with the perceptual environment of other organisms and possible effects of anthropomorphism on ecological principles. (CP)