Provides three fully developed library media activities that are designed for use with specific curriculum units in science, language arts, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

Presents a project in which students monitor their use of trash, input and analyze information via a database and computerized graphs, and "reconstruct" extinct or endangered animals from recyclable materials. The activity was done with second-grade students over a period of three to four weeks. (PR)

To successfully generate student excitement in science, teachers need to be flexible regarding their curriculums. Students also need to be open to novel, hands-on experiences. This article describes a student teacher (ST) who taught a science unit on "Our Environment." She had already prepared her lesson and unit thoroughly but she changed the…

Science requires active learning--it is something that children do, rather than something that is done to them. The learning process involves students' thinking and doing to develop higher-order thinking skills, strengthen their reading and mathematical skills, and attain scientific knowledge. In the elementary grades, children learn biological…

The problem addressed in the study was whether 10- and 11-year-old children, collaborating within a computer-supported classroom, could engage in progressive inquiry that exhibits an essential principal feature of mature scientific inquiry: namely, engagement in increasingly deep levels of explanation. Technical infrastructure for the study was…

Overviews of three studies which focused on achievement as related to instructional time are presented. The first study investigated whether or not time spent in science with fourth and fifth graders (N=86) detracted from learning in more basic areas. The second study examined reading and mathematics achievement in grades 1 and 3 as related to…

This article discusses the foundations for the assessment of primary science learning with a focus on the place of assessment in the curriculum, the association between pedagogy and assessment, and the role of formative and summative assessment. Alternative strategies are recommended for the assessment of science learning at primary level, and…

Provides a partially annotated bibliography of journals and book chapters which deal with acid rain. Includes selections which provide background information, ideas for introducing acid rain into science or social studies curricula, inventories of audio-visual aids, and non-print media to supplement classroom, laboratory, and field instruction.…

Describes some instructional modules that focus on the interactions of science, technology and society and are designed for insertion into existing school courses and curricula. Provides review criteria and reviews modules on the farm crisis, land use, life styles, and ecological issues. Includes a complete module outline on food and agriculture.…

Discusses recent propositions by science educators and social studies educators on a Science/Technology/Society (S/T/S) approach to education. Identifies links between these emerging trends and the work of environmental educators over the past 20 years. Notes the potential significance to the contribution of S/T/S education by environmental…

Presents exercises that demonstrate some of the ways humans have helped to save endangered species. Cites cases where species have been saved and populations have increased. Identifies individuals and groups that have been of assistance to endangered species. (ML)

Describes an environmental education program being implemented at the United Nations International School in New York. Discusses the scope, structure, and style of the program. The appendices include the conceptual framework (stating nearly 200 individual concepts) and the curriculum framework for kindergarten through grade 12. (TW)

Reports on a survey of resource centers and classroom teachers in Arizona regarding their use of energy education materials. Results indicated that a variety of energy education materials are available but are underutilized and that the implementation of energy education may be more dependent on the administration than the teachers. (TW)

Discusses the process of increasing academic standards of students and broadening their knowledge in a balanced science education program. Describes assessment levels of knowledge with understanding and the basis for choosing course content material. Cites problems arising from management of project. (RT)

Indicates that books with realistic views of both war and peace are still rare. Claims children cannot escape the subject of nuclear war so they deserve books that will confront their fears honestly and present reasonable solutions. (RT)