Describes a teaching program that encourages student creativity by stimulating them to invent'' Rube Goldbergian apparatus from discarded materials in creativity kits supplied by the teacher and supplemented by students. (AL)

Presents responses of New York and Pennsylvania elementary educators to questions concerning their actual science instruction prior to adoption of Science - A Process Approach, and their opinions concerning ideal elementary science programs. (DF)

This publication is the report of the instructional program, "Measure and Find Out, A Quantitative Approach to Science," designed for grades four, five, and six. The basic rationale of the program is not to present any material which a child can not observe, describe, and measure. The report is divided into five parts, each explaining different…

Provides synoptic lesson plans, and detailed lists of resources, for a unit in primate behavior taught to students in grades 4-6. Comparisons with man are made wherever possible. (AL)

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

The paper related what has been accomplished during the past six years in the development of IPI Science at the Learning Research and Development Center, University of Pittsburgh. There have been three major accomplishments: (1) Goals for the program have been established, (2) The serious problems that face a group of curriculum developers…

First of a series of three articles on elementary science programs, this describes the Elementary Science Study (ESS): (1) the nature of the program, (2) instructional materials, (3) implementation and teacher programs, (4) evaluation, and (5) the role of the teacher. (BR)

The hands-on science approach and lab classroom used by the Horace Mann School in the District of Columbia to teach blind, deaf, and emotionally disturbed children are described. (BT)

A small pond in a schoolyard provided year-round biological activities for children. As seasons changed, concepts and life relations also changed. Besides microscopic organisms in water, children learned about microscopic algae, detritus, and food chains. Concepts of predator-prey relationships and of ecosystems were successfully developed. (PS)