Presents a framework to help schools make environmental education integrated. The framework is also designed to help teachers decide if and what activities would be appropriate for their classes and to show how decisions can be made which relate environmental education within and across grades. (Author/EB)

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)

Introduces a three year project on the investigation of science assessment. Explains the approach that teachers used in studying the standards, then building a grade-specific unit. Focuses on Content Standard D of the National Science Education Standards (NSES). (YDS)

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

Describes major theses of Piaget's work on development of intelligence. Implications of this work are significant in terms of methods, curriculum, and sequence of topics and activities used in science classrooms. Author cautions, however, that work of other child psychologists should not be completely forgotten because of Piaget's ideas. (PS)

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 project in which 5th grade students study eastern bluebirds, their habits, habitats, and interactions with other species over the course of the school year. Includes the project schedule, a student field journal sample, and resources. (KHR)

Introduces a science program that provides an exciting, safe, and interactive educational experience. Describes activities and the impact of this program. (KHR)

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)

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 a science program for 3rd and 4th grade students, many of whom have never visited a zoo or seen animals that live in natural areas. (KHR)

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)

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

Describes how to organize Learning Centers, the basic curriculum decisions to be made with respect to learning objectives, activities, materials involved, and the process of evaluation to monitor pupils' progress. (GA)

Describes an on-site science curriculum development technique for use in elementary schools. The operation of the model, with each of the four phases in the development of curricular materials described, is provided. (CP)