These guidelines, presented in five chapters, propose a framework to support the planning, designing, constructing, and renovating of school science facilities. Some program issues to be considered in the articulation of a science program include environmental concerns, interdisciplinary approaches, space flexibility, and electronic communications. The translation of this educational concept into the three-dimensional space is accomplished by a planning committee in phases that include planning, designing, constructing, and occupying the space. Appropriate science facilities need to be designed around experiences that reflect relevancy within the community. Resources to this end may include: regional and global; career and technology education facilities; commercial, research, and industrial facilities; natural and institutional resources; and electronic resources. The organizational requirements based on the type of school (elementary, middle, or secondary) and its educational philosophy are presented. Once the science education framework within a school has been articulated, the design development and materials specifications for programming space should be considered. At the elementary school level, the majority of science education takes place in the general classroom. At the secondary level, most science education takes place in the laboratory. Other dedicated spaces used for science education at this level are the lecture area, the preparation area, the storage area, the student project area, the seminar room, the greenhouse, and the science studio. Detailed guidelines for laying out these program spaces and overlaying the supporting systems are presented. The design considerations are made from an architectural standpoint as well as within a technical framework. (Contains 39 references and 3 agency addresses.) (RE)