Describes modifying a slide projector into a macro-projector to show objects too small for an overhead projector and too big for a micro-projector. Describes a box to produce multiple images of objects. (BR)

Describes how beekeeping became a class project and the educational benefits of the project. Also describes how to prepare a group to maintain its own hive and suggests resource materials. (BR)

Presents detailed teaching plans for activities with "rubberized" magnets as well as background information and alternative teaching-learning approaches. This activity may be used to develop student skills in inferring and in observing evidence of interaction. Includes instructions for equipment construction. (BR)

Describes the construction of a model to show circumpolar stars. (BR)

Describes springs as an inexpensive piece of science equipment to use in a first grade classroom. (BR)

Making pickles developed from a laboratory lesson during a unit on solutions, suspensions, acids, and bases. The pickle lab has been used as a summation and application of these topics. Directions for setting up the lab experience and actually making the pickles are included. (MA)

Describes use of a shoe box containing assorted elementary school science materials in grades one through six to motivate children and to encourage discovery learning. (JM)

Describes elementary school activities in which the students learn to associate the length of a shadow cast by an object with the position of the sun in the sky, thus allowing the students to form an operational definition of high noon. (MLH)

Describes the author's experiences in using individualized or small-group, self-contained learning units (kits) to teach science. Problems encountered and procedures used in the development of these kits are included. (PEB)