Using many different media, students can turn leaves into images which can be used for study, bulletin boards, collections, and identification. The simple techniques described include pastel printing, smoke prints, ink or tempura printing, bleach printing on t-shirts, ditto machine printing using carbon paper, and making cutouts. (DH)

Discusses planning necessary for a successful elementary school science fair. Includes a science fair checklist. (JN)

Success of the Murch Elementary School (Washington, DC) science fair is due to many factors which are applicable to other schools. Suggestions, ideas, and hints are given in this description of the school's program. Projects with an electrocardiogram, water weeds, and preserving ice are also discussed. (DH)

Building bankhides (areas for trout to rest, hide from predators, and wait for their next meal) is one project of the Bettendorf (Iowa) Community School District's K-12 field science programs. Discusses sixth graders involvement and related activities in the bankhide project. (JN)

Describes a long-term project, Moonwatch, which introduces the relationships between the earth, sun, and moon, highlighting the broad conceptual themes of patterns and change. (MKR)

Presents a science activity that can be organized and made functional in a willing community to include an array of unique environmentally- oriented occupations and an abundance of natural resources. The activity will improve academic performance and attitudes of young students. (EB)

Science is an often ignored subject in the elementary grades. This article lists and briefly discusses ten suggestions for strengthening and enriching an elementary science curriculum. Among the ways given are science fairs, museums, outdoor learning centers, filmstrips clinics, and school weather stations. (MA)

Assesses the benefits of a minizoo project which incorporates an animal lending program. Describes the instructional opportunities made available to teachers and students through this offering. Also explains the functions and activities of an animal club for children. (ML)

For the sake of grade school entrants in particular, nonexperimental science fair projects should be encouraged and accepted for science fairs. Support for this approach is given along with several suggestions for projects. Guidelines for judging nonexperimental projects are also included. (DH)

Instructions are given for working with a class on building kites. Included are the plans for a bullet kite, a section on the history of kites in America and spin-off activities from the kite exercise. (SA)

Details how a lead safety project funded in the Toyota Tapestry Grant program provided students with the resources to test for and discover lead present in their recently renovated school. Discusses how the lead safety project played out across grade levels within the school. (DDR)

Describes the collection, care, and maintenance of protozoa by elementary school students. Techniques for collecting and observing them are given. (SA)

Describes a school project on energy conservation, in which fifth and sixth grade students involved the town community in becoming aware of the extent of the energy shortage and considering modes of cutting down on energy usage. Included are ideas for projects and science fairs. (CS)

Proposes the organization of noncompetitive science fairs to create a more positive learning experience for children in the elementary grades. Describes methods of organizing and judging the fair, and provides a list of suggested resources for science fair projects. (MDH)

Describes a one-week unit in Earth science for the elementary science classroom. The concepts included are land formation, erosion, the water cycle, and human impact on the Earth's surface through planning and building a massive outdoor drainage model. (Author/DS)