A report of how literature books can be used to create authentic contexts for teaching science at the second-grade level is presented. Points out that, instead of relying on expensive technologies, teachers could use carefully selected reading materials to provide students with meaningful contexts for science learning activities. (LZ)

Presents a Project WET water education activity. Students use a Water Log (journal or portfolio) to write or illustrate their observations, feelings, and actions related to water. The log serves as an assessment tool to monitor changes over time in knowledge of and attitudes toward the water. (LZ)

Attempts to develop an understanding of the activity-based learning approach adopted by teachers after they themselves experience hands-on science teaching. The case of a fifth-grade teacher who incorporated a hands-on approach for teaching science in the classroom after attending a workshop is discussed. (LZ)

Presents a narrative account of an activity designed to extend the understanding of both science curriculum and alternative assessment for prospective science teachers enrolled in an advanced undergraduate course. The activity models instructional practice in a methods class. (LZ)

Describes activities that demonstrate the relationship of mathematics and science and their use in solving real-world problems like solid waste disposal. (JRH)

Presents year-long, elementary science projects that address the question of why daylight hours vary in length according to locality. Provides three instructional units designed to commence in September, including data collection activities for sunny days encouraging later classroom calculations; on-going graphing activities; and modeling…

Outlines 39 physics demonstrations that utilize simple objects such as coffee and soda cans to illustrate scientific concepts. (12 references) (MDH)

Presented are activities suggested through Project L.A.B.S. that involve the topic of toxicology. Activities include suggested research, the risk benefit seesaw, human-made compounds, legislation, a historical perspective, and health. A suggested readings list is provided. (KR)

Described is a take-home project in which students use an electronic systems kit to produce a working circuit. Students were asked to identify a security need in their own home and design and build a suitable security system. The use of a computer to produce the circuits is advised. (KR)

A paradigm that suggests the critical factor of quality rather than quantity of knowledge is proposed. The potential for retention and transfer in using a design and technology approach is discussed. Activities that generate relevant data for students are provided. (KR)

Provides fully developed library media activities, most of which are designed to be used in connection with specific curriculum units. Highlights include art (first or second grades), music (fifth through ninth grades), reading/language arts (first through fifth grades), science (kindergarten, fourth, and fifth grades), and social studies (fourth…

Describes a science program that encourages elementary students and their families to participate in hands-on science activities at home. The program was designed to strengthen links between home and school and to foster communication between parents and children. Currently 15 schools in Nova Scotia involving 30 classrooms participate in the…

Described is a computer program that, by means of a simple motor task, provides a context that enables students to learn about motor coordination. The effects of alcohol, drugs, or solvents on the motor task can be investigated using a delay in the feedback loop. A description of the hardware and software is included. (KR)

Discussed are some areas of overlap between physics and astronomy. Topics include solar power, fusion reactions, atmospheric refraction, solar spectrum, Doppler effects, Hubble constant, quasars, redshift and the expanding universe, sunspots, sundial construction, solar spectroscopes, the moon, optics, wave theory, the history of science,…

Presented are some techniques aimed at motivating more high school students to take elective courses in chemistry and physics. Discussed are teacher attitudes about who should study chemistry and physics, preassessment of new topics, and the importance of communication between science teachers. (KR)