Discusses computer testing and test generation programs, focusing on generating printed tests with the computer and advantages of interactive computer testing over paper/pencil tests (providing that sufficient computer equipment is available to make it feasible). (JN)

The crucial objective of the transitional curriculum is to make only a small intended change at a time, uncomplicated by other considerations. To illustrate, an elementary science curriculum is presented that features an inquiry approach with the pupils handling materials. (Author/MLF)

Describes indoor and outdoor activities using shadows to develop skills in observing, predicting, and justifying conclusions. (SK)

An annotated list (books, magazines, and media) of sources of free and inexpensive science materials is provided, including addresses and costs (if any). (SK)

Suggests six reasons why plants should be grown in science classrooms and gives instructions for constructing miniterrariums from plastic, two-liter, nonreturnable soft-drink bottles. (SK)

Explains the rationale behind using educational games in the classroom and lists rules for effectively using games. Describes a versatile game called "practice pockets" and gives examples of how to use it to teach science, math, English, reading, and social studies. (DC)

Describes a multimedia, active participation unit for elementary school children which focuses on nutritious breakfast habits. (CS)

Discusses the principles which the author believes are important for the style of primary science in the United Kingdom. These are spontaneity, open-mindedness, and integration. (HM)

Compares elementary school science curricula in Japan, Thailand, the Republic of Korea and the Philippines. Tables summarize data for some of these countries concerning general characteristics of the curricular design, general objectives of elementary and secondary science curricula, teaching units covered, and hierarchy of process skills. (CS)

Describes a two-part energy unit for gifted fifth and sixth graders. Students conduct energy use/waste surveys and participate in a simulation game concerning a particular environmental/energy problem. (SJL)

Indicates one method for the improvement of primary science instruction is to examine a selected topic and enumerate problems it can pose to the teacher in terms of the nature of science and ease of acquisition of relevant information. Provides examples of this approach in the area of bird study. (GS)

Reported are previsit, during visit and postvisit activities for a class zoo trip. A list of basic zoo manners and a zoo visit checklist of ideas for students are also included. (DS)

This is the second of a series of three seasonal environmental learning stations that create a land lab on the elementary school grounds. Graded science activities for 10 learning stations are outlined. For the first article in this series, see the September 1980 issue of this magazine. (Editor/SJL)

Suggests children's books and media about imaginary monsters and real ones: dinosaurs, sharks, and whales; as well as mysteries and strange occurrences. (SJL)

Suggestions are listed for using similes as bases for learning activities in science. Adages such as "as wise as an owl,""as busy as a bee," and "as blind as a bat" are discussed as topics for library and reading skills, science, and communicative arts. (CS)