Describes a game in which elementary school students learn the importance of plants and some techniques of plant identification. (LS)

Describes elementary school activities in which the students learn to associate the length of a shadow cast by an object with the position of the sun in the sky, thus allowing the students to form an operational definition of high noon. (MLH)

Presents excerpts from the speech given by Hugh Downs at the elementary science luncheon, 1975 national convention of the National Science Teachers Association (NSTA), in Los Angeles last March. (PEB)

Describes the author's experiences in using individualized or small-group, self-contained learning units (kits) to teach science. Problems encountered and procedures used in the development of these kits are included. (PEB)

Gives illustrations for experiences designed to help intermediate (grade 6) children learn to follow directions. Activities, in the form of five stations contained in one classroom, were developed with each activity focused on a different approach to problem solving and observation. (PEB)

Article describes how inservice instruction can make a field trip for primary grades a good learning experience for teachers and students. (BR)

Two instruments are described which were designed to provide beginning students with the tools for determining sun-time and the altitude of the sun. Both can be constructed by the student. A simple-to-construct scale is included. Activities are suggested to use with the instruments. (Author/EB)

Describes how to teach metrication in the classroom and home without spending a lot of money. The study should be on-going and not a unit of instruction on metrics. (Author/EB)

Teachers and administrators are encouraged to re-evaluate the instructional program as it relates to the teaching of measurement. Strongly suggests that the primary grades are where an intuitive feeling for units of measurement will take root. (Author/EB)

Describes an exploratory activity leading preschool children to become acquainted with the concept of time. (Author/EB)

The classification of inquiry skills into three subdivisions of data collection, data organization, and data use is proposed as a means of allowing teachers to be more aware of the reason for teaching skills. The author questions whether recently developed science programs encourage children in decision making. (EB)

In order to stimulate the need for science teaching in the already overcrowded teaching program, it is shown how the science program can serve as a vehicle for providing unique and valuable school experiences, a way to express curiosity, develop useful attitudes, and demonstrate various skills. (EB)

Describes activities dealing with the surface tension of water designed to capture interest and raise questions in students. (BR)