This elementary school science project involves making a car out of pegboard, spools, rubber bands, and dowel. (BB)

The McGraw-Hill Elementary Science Study materials, a set of eight science modules, are reviewed. Modules consist of teacher's guide, activity cards, and related equipment. (MR)

Tips for raising and caring for spiders are given. Feeding habits, web spinning, and ecological relationships are discussed as possible areas for study during the school year. Directions for catching the spiders and making a home for them are included along with suggestions for food sources. (MA)

Specific characteristics of the different spiders' webs are discussed. Photographs illustrate the various web designs and web-making spiders. Included also are the numerous uses a spider makes from its own web. (MA)

Many children develop a mistaken attitude about the predator-prey relationship in the ecosystem. Fairy tales portray the predator as evil or worthless. This article attempts to clarify the role of the predator by giving numerous examples of the value of predators. (MA)

Two units of study on snowflakes, one a starter unit and one advanced, are offered. Classification activities for learning about snowflakes are included. (MT)

Project SUPPORT provided instruction and encouragement in activity-oriented elementary science teaching to 38 teachers. The project involved two summer sessions and school-year activities including teacher partnering. The project is described, and teachers' perceptions of their partnerships are reported. (Author/MT)

Suggests activities designed to introduce elementary school students to the idea of inherited traits. Discusses dominant and recessive genes, genotypes and phenotypes, and such traits as attached earlobes, tongue-rolling, and widow's peak. (DH)

Points out that snails are interesting and easily-managed classroom animals. One advantage of this animal is that it requires no special attention over weekends or holidays. Background information, anatomy, reproduction, and feeding are discussed, along with suggestions for housing aquatic and/or land snails. (DH)

Compares and contrasts the habitats, behaviors, feeding habits, and physical characteristics of centipedes and millipedes. Offers suggestions for acquiring and maintaining these invertebrates in the classroom. Sample questions for discussion and investigation are also given. (ML)

Provides: (1) background information on features of the night sky and on how to observe them; (2) five activities; and (3) three ready-to-copy student materials. Activities include objectives(s), recommended age level(s), subject area(s), list of materials needed, and procedures. (JN)

Describes the natural history of the leopard frog and factors which make it appropriate for short-term study in the classroom. Information on the frog's habits, life cycle, housing, care, and health is included. (DH)

Lists some materials from Australia, Britain, New Zealand, and the United States appropriate for elementary-aged students and provides comments on the usefulness of these materials. (GS)

Following a review of the impact of Piaget's theories of cognitive development on science curriculum design, the evolution and development of the Science 5/13 Project, designed to extend the work of Nuffield Junior Science Project, is described. Evaluation studies assessing the aims and objectives of this project are detailed. (BT)