Presents an overview of a long-term unit centering on observations of biological change. Explains the purpose, procedures, and activities of long-term projects as: watching a plot of land; seeing how a baby grows, and witnessing kitten birth and growth. Suggests additional activities which address the concept of continuity. (ML)

Two groups of fourth graders performed a science activity. The treatment group first watched a filmed explanation of the activity by selected students from the class; the control group did not watch the film. The treatment group generated significantly more positive behaviors and less negative behaviors in the activity. (MLH)

Provides suggestions for activities that focus on earthworms. Includes observational exercises on earthworms' reactions to light and touch. (ML)

In this activity, students look at different types of fabric and their respective individual properties. Using a magnifying glass and sandpaper, students test the weave and wear quality of sample fabrics. By comparing the qualities of different fabrics, they are able to better understand why there are so many different types of fabric and…

Provides instructional techniques, using samples from evergreen trees, to explain to school children the concept of adaptation. The techniques help children develop skills in observation, classification, communication, inferring, and predicting. A teacher's reproducible is included. (GLR)

Describes some of the characteristics of the common harvestmen, or daddy longlegs, and the true spider. Provides information on harvestmen's habitats and life cycles and includes tips on housing and observing these organisms in science classrooms. (TW)

A learning activity is described in which the children become involved in dialogs with the Earth and its resources, and in turn the eye reads the surroundings and becomes more skilled at observation. (EB)

A possible use of toy gliders to introduce elementary school children to flight and to sharpen their skills of observation is given. (MR)

Discusses a book to encourage children to make more accurate observations and to gain further insight into the wonders of nature. Considered most successful when used with second to fourth graders. A selection of pages are described. (EB)

Rather than emphasize specific facts, teaching science should help develop the whole person. Children learn science best when they are able to choose what they want to know. Suggestions for "living science" rather than parroting facts are offered. (DF)

The value of involving children in experiencing environmental phenomena and observing living organisms is advocated. Suggestions are presented for offering a richer set of science experiences for children. (SA)

Describes several hands-on science activities which focus on the use of apples. Suggests several ways of using apples to teach classification. Proposes a field trip to an orchard as a culminating activity. (TW)

Discusses the importance of recognizing patterns in nature to help understand the interactions of living and non-living things. Cautions the student not to lose sight of the details when studying the big picture. Encourages development of the ability to identify local species. Suggest two activities to strengthen observation skills and to help in…

This book offers alternative approaches for local hiking events, such as creating extensive science, math or art projects, in order to energize a group of children. Chapter 1, "Getting Started," provides details on planning a hike, including getting supports, managing materials, setting the tone, questioning techniques, basic ecological…

Suggests how simple hikes can be integrated into the elementary school curriculum. Presents nine topic areas that can serve as themes for schoolyard hikes. (ML)