The soliciting-and-reacting-moves questioning technique used in science classrooms is described. The importance of using both higher-order and lower-level questions during a lesson is discussed. An example of a dialogue between a student and teacher using this technique is included. (KR)

Activities designed around packaged items such as toothpicks are used to teach students to identify variables, gather and analyze data, use statistics, and draw conclusions based on evidence. A computer database used to keep track of data is described. Curriculum extensions in writing, math, and art are included. (KR)

Presents activities on the science of garbage to help elementary students learn to save the earth. A rotting experiment teaches students what happens to apple slices sealed in plastic or buried in damp soil. Other activities include reading stories on the subject and conducting classroom composting or toxic materials projects. (SM)

Described is how an elementary teacher established an environment conducive to learning in her classroom by implementing her own integrated science and mathematics curriculum. The implications for change on the county and state levels are discussed. (KR)

Different types of spiders, their ranges and habits are discussed. Activities associated with the study of spiders are suggested. Four references are listed which may be of interest to beginners. (CW)

Discusses science education reform based on constructivism. Explains that some educators view constructivism as a basis for a unifying theme for science education. (PR)

Describes a series of lessons on spiders that encompasses the varied interests and learning styles of young children. (PR)

Students examine the concepts of electrical circuits and switches by building their own alarm systems. Students apply their understanding by creating recorder, window, pressure sensitive, and lunch box alarms. (MDH)

Use of concept mapping as an assessment tool allows links to be made between concepts, and shows both scientifically correct propositions and misconceptions. Annotated drawings offer an alternative form of expression to children who may hold ideas but find it difficult to express them in words or to recognize links between them. (PVD)

A California program makes science real for elementary teachers by linking them with retired scientists who share their experience and knowledge of science. Teaching Opportunities for Partners in Science (TOPS) recruits, trains, and supports the scientists, and the scientists plan and deliver lessons to students and staff. The paper notes six…

Elementary teachers were surveyed both before and after attending science enrichment training and also after they had taught the curriculum. They reported that their anxiety decreased, curiosity increased, and confidence grew as they participated in these training modules. (SK)

Describes Minnesota's approach to science education. The state has a history of "hands-on" science and a logical, sequenced middle-school curriculum based on common standards for all children that emphasizes creative thinking, inquiry, and experimentation. (LMI)

Two hands-on science activities for K-6 students teach them how to determine if something is an acid or a base. The activities require acid/base indicator juice, testing strips, and a base solution. A recipe for making them in the classroom using red cabbage and baking soda is provided. (SM)

Reviews the following software: "Pizza to Go,""A World of Animals,""First Start Science,""MediClip,""Zurk's Learning Safari,""Paul Parkranger," and "Forces and Motion." (PR)

Describes collaborative efforts where museums and community organizations encourage family involvement in science, including the Girls at the Center (GAC) and Community Connections programs. Discusses challenges, strengths of partnerships, outreach efforts, and museum-based events. Contains 12 references. (JRH)