Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, earth science, physical science) and grade level. The objectives for grades K-8 include areas of study in earth science that can be used as examples of the scientific concept of change. Grade 10 includes…

Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, general science, physical science, earth science) and grade level. In grades K-6, objectives for topics of science study include conditions for plants and animals to live, adaptation, conservation,…

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

Describes the communication system being developed by the Virginia State Science Service to obtain more systematic input from the local school systems and to give better information feedback from the state level. (Author/MA)

Presents the history of astronomy for more than 4,000 years. This includes the Babylonian observations, the Greek system of the universe, the Greek planetarium, the I

The contents of a student investigation booklet of a Crustal Evolution Education Project instructional module is presented in a slightly condensed form. The module uses deep sea data collected by The Glomar Challenger. (MR)

Described is the use of shadows in introducing elementary school students to such topics as movement of the earth, time, compass points. These ideas may be used at the secondary level, also. (MR)

Eighth grade science students were given inventories in a triad and a paired comparison format. From these, a ranking of science categories was made. Students tended to rank earth-space and biological sciences ahead of the physical sciences. Reasons for this included inventory bias, maturational development, and a teacher effect. (MA)

Discusses the history and origins of the moon including analysis of highland and basin samples, volcanic activities, the surface soil, and origin issues. Provides pictures and diagrams. (YP)

Describes how interactive programs for scientific modeling may be created by using spreadsheet software such as LOTUS 1-2-3. Lists the advantages of using this method. Discusses fractional distillation, batch partial melting, and combination models as examples. (CW)

Describes how the limitations of the built-in graphics capabilities of spreadsheet software can be overcome by making full use of the flexibility of the grahics options. Uses triangular plots with labeled field boundaries produced using Lotus 1-2-3 to demonstrate these techniques and their use in teaching geology. (CW)

Tells the story of Maarten Schmidt and the discovery of quasars. Discusses the decomposition of light, crucial observations and solving astronomical mysteries. Describes spectroscopic analysis used in astronomy and its application to quasars. (CW)

Described is a simple device, that uses a laser beam to simulate P waves. It allows students to follow ray paths, reflections and refractions within the earth. Included is a set of exercises that lead students through the steps by which the presence of the outer and inner cores can be recognized. (Author/CW)

Describes an activity using a large balloon to help children understand that, even though the horizon appears to be flat, the Earth is, indeed, round. Uses a toy ship to reinforce evidence from the first part of the activity. Stresses the importance of confronting naive theories at an early age. (CW)