Children are very curious about the world around them. You may find them peering at tadpoles in a pond, counting ants on a log, or wondering about the stars, the sun, and the moon. I have been asked many times: Is the moon really made of cheese? Do astronauts live on the moon? Why does the moon look different every time I look up? Introducing…

This study explores the importance of scientific observation in primary education, highlighting how the use of observation sheets can facilitate the acquisition of knowledge and the development of students' observation skills. In the research, 153 second-grade students were divided into three experimental groups, each group observing a woody plant…

Making and recording scientific observations is a fundamental activity of the scientific community. Scientists use their senses and tools (e.g., magnifying glasses, rulers, colored pencils) to make records of the phenomena (e.g., light energy, ecosystems) they are investigating. These observations often serve as evidence in the scientific…

Technology can be both a blessing and a curse in the classroom. Although technology can provide greater access to information and increase student engagement, if screen time replaces time spent outside, then students stand to lose awareness and connectivity to the surrounding natural environment. This article describes how Google Earth can foster…

A milk processing plant is described. Starter and advanced lesson activities using milk for observation are presented. (MT)

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)

This article provides detailed instructions on how to hatch chicken eggs. Sections include: (1) making the incubator; (2) making the brooder; (3) guidelines for hatching eggs; (4) from incubator to brooder; and (5) recommended readings. (JMK)

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)

In a pilot study designed to determine whether fourth-grade students can acquire a set of behaviors related to performing certain laboratory activities, 22 students were randomly assigned to either a film-mediated modeling treatment or a control. Students in the treatment viewed a videotape model showing peer leaders engaging in the steps of an…

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

A sample of 228 elementary school children in a large eastern city was administered tasks which tested visual perceptions of solid objects, and photographs and drawings of these objects. Results showed that children in grades one, four, and six demonstrate a tendency to perform more efficiently on observation and comparison tasks employing solid…

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)

Explains that in teaching scientific concepts in the elementary school the focus should be on observations and inferences, that can be drawn only from observation, suitable to the childrens' mental maturity, and carried out in an environment that reinforces discovery learning. (GA)