Implementation of technology in classrooms is becoming a necessity for all teachers with the advent of the 21st century. This document presents the development process of a computer software project about invertebrates for fifth grade students. The project uses a HyperStudio program that displays information on cards linked to each other. The…

This paper tries to explain why all the students of a same class who have got the same teaching do not go so far in their conceptual change. Here we have studied the students' conceptual change about volcanoes in a French 5th grade. The different students' preconceptions before teaching have been categorized and related to the well-known…

This guide, designed for fourth- through sixth-grade classrooms, contains information teachers will need to teach an educational unit on indoor air quality. It draws on a variety of students' skills, including science, vocabulary, reasoning, math, and basic biology. Each lesson comes with suggested activities that highlight and reinforce what is…

Describes a graduated series of writing, reading, and listening exercises designed to develop student experience and self-confidence in receiving and giving technical information. (MM)

Describes the framework and 31 model lessons developed by the University of Georgia's Sea Grant Project, the major purpose of which is to make upper elementary and secondary students more aware of coastal and marine affairs. An illustrative lesson is included. (RM)

Fourth-grade gifted students are shown to be capable of developing a researchable problem in psychology, gathering data and reporting results. As a result of the experimental course, several students expressed interest in becoming psychologists. Also, the number of science fair projects based on psychological research increased the next year. (RM)

A United States teacher visited an art class in a Chinese commune and observed fifth grade students working on line drawings. (AM)

A middle school teacher describes how his class actually practiced democracy by writing a classroom constitution. Students made rules by which they were governed within the classroom. (RM)

Describes the poems written by sixth grade students in response to William Carlos Williams's poem "The Dance" and Pieter Bruegel's painting "The Peasant Dance." (HTH)

Describes a museum experience for fourth, fifth, and sixth graders designed in the form of a treasure hunt/questionnaire. This tour format, which does not require the presence of an art specialist, was used at the Isabella Stewart Gardner Museum in Boston. (SJL)

Fifty children, eight to twelve years old, took part in a summer Medieval Arts Workshop in which they studied and produced art, music, and drama typical of that era. (Author/SJL)

A collaboration among classroom teachers and television artists has produced a unique educational program with infinite potential. Teachers supply themes, purposes, and methods for television shows to writers, who develop and revise scripts to meet these goals. (CJ)

Argues that students are capable of discovering a great deal about a poem simply by exploring their thoughts, ideas, and feelings instead of worrying about whether their analysis matches that of the teacher. Presents a "lively and insightful" discussion with a group of sixth graders on Robert Frost's "Stopping by Woods on a Snowy Evening." (SR)

Discusses how interviews with fifth-grade students about their literacy journeys--the experiences that led them to where they are now in reading and writing--gave great insight (to their teacher as well as to many other teachers) into what makes language arts instruction "take." Conveys the importance of authentic literacy experiences. (SR)

Talks about the "writing from the heart" practiced in one sixth-grade classroom by students and teacher, for many different purposes. Describes instructional approaches that encourage such writing. (SR)