Two units of study on snowflakes, one a starter unit and one advanced, are offered. Classification activities for learning about snowflakes are included. (MT)

Suggests activities designed to introduce elementary school students to the idea of inherited traits. Discusses dominant and recessive genes, genotypes and phenotypes, and such traits as attached earlobes, tongue-rolling, and widow's peak. (DH)

Points out that snails are interesting and easily-managed classroom animals. One advantage of this animal is that it requires no special attention over weekends or holidays. Background information, anatomy, reproduction, and feeding are discussed, along with suggestions for housing aquatic and/or land snails. (DH)

Compares and contrasts the habitats, behaviors, feeding habits, and physical characteristics of centipedes and millipedes. Offers suggestions for acquiring and maintaining these invertebrates in the classroom. Sample questions for discussion and investigation are also given. (ML)

Provides: (1) background information on features of the night sky and on how to observe them; (2) five activities; and (3) three ready-to-copy student materials. Activities include objectives(s), recommended age level(s), subject area(s), list of materials needed, and procedures. (JN)

Describes the natural history of the leopard frog and factors which make it appropriate for short-term study in the classroom. Information on the frog's habits, life cycle, housing, care, and health is included. (DH)

Suggests using Play Doh to mold models of the nucleus, mitochondria, and inner cellular structures. Students can conceptualize the cell's structures as three-dimensional even though they appear two-dimensional under a microscope. Includes instructions for preparing homemade dough. (Author/JN)

Activities that are part of an elementary school science study unit on snakes, spiders, earthworms, snails, caterpillars, and crocodiles are described. (CJ)

Suggests science activities using amaryllis plants. Includes information on growing the plant and its annual growth cycle. (SK)

The author advocates science teaching that fosters curiosity, inquiry, and hands-on experience. (Condensed from "Virginia Journal of Education," May 1981, p13-15.) (Editor/SJL)

Activities are listed for a field trip study of a fresh water pond. (SJL)

Presents 33 interdisciplinary activities for enhancing a classroom unit on the ocean. Selected learning resources are listed. (Editor/SJL)

Discusses how a science teacher can explain to his youngsters what happens when an ice cube is added to tap water or other liquids. How long melting a standard ice cube takes is also discussed. (HM)

A monthly exchange of tips, projects, ideas and resources. (Editor)

Scientific method marks the learning in a student flight center. (Editor)