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.…

Providing sun-safe environments, schedules, and activities; teaching and modeling sun-safe behaviors; and implementing a sun-safe school policy are ways that schools can help protect children from sun overexposure and lay the foundation for a healthy lifestyle at an early age. This article presents the SunWise program and examples of classroom…

Analyzes the role of standards in science curriculum development and professional development. Discusses the difficulty of interpreting standards and describes experiences from a curriculum forum. (YDS)

While there is frequent talk of integrating science with mathematics, and more recently, science with literacy, the author has always felt that at the elementary level there is more overlap between social studies and science. Mathematics and literacy share essential skills with science (e. g., measurement and data collection, observation and…

Describes a talented and gifted (TAG) curriculum for elementary and secondary students in Maryland. Discusses methods used to identify TAG students, educational opportunities utilizing community resources, and curriculum development.

Provides recommendations for developing programs for gifted students. Describes the development of an operational talented and gifted program for elementary students in Connecticut, called Operation Mind Stretch. (MA)

Describes in detail a public school program exclusively for gifted children, grades K-12. Discusses criteria for entry into the program, provides profiles of the students, and explains evaluation of student progress. (MA)

Suggests science activities for gifted students based on the characteristics and needs identified and discussed in the article. (MA)

Outlines and discusses elements for designing elementary school science programs, considering: goals and objectives; scope; sequence (arrangement dependent on logic, topic, hierarchy, developmental psychology, or combinations); instructional strategies; evaluation; and inservice education. Also suggests that textbooks serve as points to begin the…

Four approaches may be used to convert an existing textbook science program into a district science program. These include correlated resource, chapter, lesson, and generalized approaches, each approach using an adopted textbook series as a base (determining subject scope/sequence) into which local aims and resources may be integrated. (Author/JN)

"Accents on Science" is a new K-6 text which includes pupils' and teachers' editions, activity book (pupil and teacher), and evaluation programs. Content is drawn from life, physical, and earth sciences. "The Way We Are" is a kit of free materials on human sexuality for the emerging adolescent. (DS)

Following evidence indicating lack of science instruction in schools, a science curriculum expressed as a modified pyramid, with the majority of process skills, content, and contemporary issues introduced at the K-6 level is described. Includes two tables indicating which grade level skills, content, and issues should be introduced and emphasized.…

Described is a junior high science curriculum which lists two purposes, emphasis on activities and studying science topics which are meaningful to early adolescents. A curriculum that offers opportunities for adolescents to explore each of the five senses and their attributes is outlined. (Author/DS)

Mess Management is considered here as collective problem solving. Describes an example of a program for gifted elementary students emphasizing problem solving skills. A sample strategy is included. (MA)

Discusses the development and implementation of the Standards of Learning (SOL)-Science, a publication which contains content concepts for K-12 science programs in Virginia. Examples of indicators for a criterion and suggestions for gathering evaluative data are given. (DH)