Field trips are useful learning experiences if planned properly. Every area offers some places where meaningful learning can take place. (PS)

Advocates the use of sidepacks and backpacks for field studies and lists accompanying equipment. (CP)

Describes 10 predator/prey relationships that occur on the coast. Predators are compared to criminals and prey to their victims along with details of crime scenes. Accurately describes the habits and habitats of the criminals and presents games and activities that feature the relationships between predators and their prey. (Author/SOE)

Describes how to plan and execute an extended field trip which provides first hand observation of biological and cultural systems. Socialization of the participants was achieved through common planning and goal achievement. (BR)

Discusses the advantages of visiting a science museum to supplement the school science program. Lists 20 major science/technology centers, and in particular, describes the main attractions at the Chicago Museum of Science and Industry. (JR)

A description of water sampling techniques and tests used to determine the physical characteristics of a city pond. (CP)

Describes a field trip to collect planarians as successful in generating interest in the sciences. This activity is suitable for all grade levels as a field trip or biology lab. Planarians can be easily collected from streams across the United States. Once in the classroom, planaria are easily fed and cared for. (SAH)

Advocates wildflower collecting as a class project, citing instances of interest in studies of soil composition, growing wildflowers, and increased student motivation toward the subject of botany as basis for the activity. (CP)

Describes the science activities at a school camp located in the San Bernadino mountains. Each sixth-grade student in the Long Beach, California school district attends this camp for one week. (MLH)

Many experiments can be conducted in spring and early summer when many of the flowering plants must hurriedly bloom before the leafage of the trees and bushes takes most of the needed sunlight away. (DF)

Describes activities that link classroom science to real world scientific ventures. Uses field trips to zoos or wildlife centers for in-depth learning experiences that help students observe, investigate, and explore issues in animal science. (SAH)

Activities for use in a field trip to an ancient mud flow are provided. Photographs illustrate the techniques described. (CP)

Describes using domesticated, wild, or feral animals to teach students about nature and animal behavior. Connections can be made with psychology, economics, genetics, history, art, and other disciplines. The study of animal behavior provides opportunities for harmless student experimentation. (SAH)

Describes an interdisciplinary team-teaching project that requires minicourses during free periods. (LS)

Explains the arrangement of materials in a classroom to simulate land or weather conditions. On each desk in the room pertinent bits of information are placed. Students gather bits of information and synthesize material into an overall map of the area. (CP)