Suggestions are given for using sand play to teach science related vocabulary and concepts to preschool and primary age children by using dry sand, wet sand, different sizes and shapes of spoons and containers, sieves, and funnels. (DC)

This study designed to use Piagetian logical operations and open-ended, clinical interviews to collect data amenable to a developmental analysis of children's levels of understanding of specific science topics: gravity, energy, and magnetism. Results indicated a correspondence between a child's overall cognitive development and the specific…

Suggests the use of spores and spore-producing structures to show adaptations facilitating spore dispersal and dispersal to favorable environments. Describes several activities using horsetails, ferns, and mosses. Lists five safety factors related to use of mold spores in the classroom. (DS)

Offers a rationale for the effective use of bulletin boards in the science classroom. Provides illustrations of eight bulletin boards including materials useful in their construction. (DS)

Provides instructions for the construction of a paper mache classroom planetarium and suggests several student activities using this planetarium model. Lists reasons why students have difficulties in transferring classroom instruction in astronomy to the night sky. (DS)

Following evidence indicating lack of science instruction in schools, a science curriculum expressed as a modified pyramid, with the majority of process skills, content, and contemporary issues introduced at the K-6 level is described. Includes two tables indicating which grade level skills, content, and issues should be introduced and emphasized.…

Information is given on how to put together a learning center. Discusses information and activity packets for a complete learning center on tornadoes including objectives, directions, materials, photographs of physical arrangements, and posttest. (DC)

An elementary activity based energy education unit which utilizes student contracts is described. Examples of the preparation involved, student involvement entailed, and examples of contracts and grading criteria are included. (DS)

Techniques are described for using living plants in the elementary science classroom including the germination and planting of seeds, transplanting seedlings, vegetative propagation, stem and leaf cuttings, and other plant studies. (DS)

Activities are described which provide opportunities for students to make the connection between the wind's variable force and energy. Outdoor activities with the wind, toys that use the wind, a wind walk, and integrating personal experiences with the wind are topics of activities included. (DS)

Describes the Pocono Environmental Education Center (PEEC) in Pennsylvania which seeks to develop the knowledge, skills, values and attitudes necessary to improve the relationship of man to nature and man and man. The facility is utilized for elementary student activities, teacher workshops, handicapped programs, and college university groups. (DS)

Describes activities to be used with young children to enhance their awareness of color and visual perception skills. Activities described relate to such content as primary and secondary colors, shades and tints, coloring with crayons, chalk painting, and visual differences. (DS)

Provides an explanation of guided inquiry. Questioning techniques, time involved, and inferences drawn from guided inquiry are discussed with applications for the elementary science classroom. (DS)

Describes Project Omega for Research in Remote Sensing Education, a program in space education designed for inservice training of elementary social studies teachers. Explains a few research areas dealing with the classroom applications of Landsat imagery. (CS)

Described is the use of high school students in the elementary classrooms as resource teachers. This program has increased enthusiasm in the high school science students and, through providing new topics and teachers, elementary science has been enhanced. (Author/DS)