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)

Presents activities and experiments that can be performed with mirrors to illustrate the nature and behavior of light. Includes diagrams, directives and investigative questions. (ML)

Describes water-related activities in an elementary school science project. Activities focus on mini aquaria, permanent aquaria, water toys, sea power, imagination, and village ponds. (DH)

Provided are activities and demonstrations which can be used to teach infants about the nature of air, uses of air, and objects that fly in the air. The latter include airships, hot-air balloons, kites, parachutes, airplanes, and Hovercraft. (JN)

Addresses questions on classroom and lesson organization, objectives for primary science instruction, and concerns about teacher preparation in the scientific field. (GS)

Summarized are general procedures for and student reactions to three different science units for primary students. Topics included are timing things, yogurt pot telephones, and parachutes. (DC)

Describes water-related activities in an elementary school science project. These activities focus on electric generators, rainfall, erosion, floating, water conservation, and other areas. Brief comments on developing such a project are included. (JN)

Lists 25 energy activities and describes two experiments (materials needed and procedures used included) for secondary/middle school students. Like activities for younger children listed in part 1 (appearing in Vol. 65, No. 229), these activities are designed to provide concrete experiences for teaching various aspects of the energy concept. (JM)

Describes simple, electrical projects with dry cell batteries and lamps designed to teach children about conductors, insulators, and switches. Instructions for construction of circuits, the science ideas in each project, and suggestions for extending each of the investigations are included. (JM)

Provides lists of instructional strategies for elementary school science focusing on: (1) the biological sciences; (2) forces, movement, and energy, and (3) the physical sciences. (JN)

Suggests some of the basics and reasons for teaching balance. Explains how the concept of a cantilever can be used. Describes 25 activities for observing, testing and learning about balance. (CW)

Provides background information and suggestions for concrete experiences to help nonscientists teaching 5- to 13-year-old children. Includes a list of 25 ideas for energy activities and a list of 10 key energy concepts. (JM)

Presents ideas intended to provoke thinking about how science teaching can engage the imagination and spark the creative faculties of students and teachers. Provides examples of ways that teachers can improve their questioning techniques. (TW)

Science activities with soap bubbles for primary school children are described in this article. Another activity involves children in determining the whereabouts of sugar as it dissolves in water. (SA)

Illustrated are five classroom projects about the relationship between weight and size in animals. Background information and procedures are provided. Ten extension activities are suggested. (CW)