This article describes an integrated unit designed to teach second graders about the phases of the Moon. The science department at the author's school had been reshaping their curriculum to match their state standards as well as the "Next Generation Science Standards" ("NGSS"). Their primary goal was for students to be…

Teachers in districts with high rates of poverty and low-achieving schools often lament the lack of resources for instruction. However, when a teacher in a third-grade inner-city classroom began a lesson about natural resources by saying, "We will find out what we know before we start," she used a precious resource--students' ideas.…

Lists steps employed by Mesa County Valley School District No. 51 (Grand Junction, CO) in choosing an elementary school science program. Also lists the twelve criteria used in evaluating and comparing elementary science programs and by which a final selection was made. (CS)

With the number of popular medical and forensics programs on television and many references in the media today, even elementary students can comfortably throw around terms such as "cells," "DNA," and "artificial products." However, their questions on these topics often go unanswered, or they are left with misinformation regarding these concepts.…

Briefly describes an instructional program based on the individual needs of students that was designed for grades K-8. (EB)

The approach used in North Carolina for bringing about changes in science instruction in elementary schools was based mainly on the idea that teachers and local administrators should participate fully in making curricular decisions. A bulletin was produced which provided detailed outlines, examples and procedures for evaluating curriculum…

Encourages the integration of science into other subject areas and into current events as a means to increase the emphasis upon science in the elementary school curriculum. (CP)

Describes a teacher education program involving preparation in elementary school science and emphasizing the humanistic approach and student responsibility. (CP)

Urges the use of the immediate environment of the school to serve as a focus and a medium to help plan activities and experiments in the different subject areas of science, and in the area of environment. (GA)

A plea for more intellectual honesty in judging the new elementary curricula and the teaching of elementary science. (CP)

Examines existing environmental influences of the home and school on traditional career choices of children. Explains that the use of learning centers and early introduction of career education activities will broaden the children's aspirations and encourage them, especially the girls, to pursue a career of their own choice. (GA)

Describes a systems model for designing environmental education programs in schools. Four major phases are identified which suggest planning experiences for environmental awareness, knowledge, and action. (PS)