A description of a learning center built on a low budget with a design aimed toward enhancing academic programs through a variety of environments. (EB)

Describes a systems model for designing environmental education programs in schools. Four major phases are identified which suggest planning experiences for environmental awareness, knowledge, and action. (PS)

Sixth grade students with cooperative direction of departmentalized reading and science teachers develop questions for research papers and activity projects during aerospace science unit. Student initiative and self-direction and teacher guidance are emphasized in the individualized reading instruction and small group science activities. (JM)

Described is a technique for the development of survival reading activity packets for the science classroom. The reading packets described include labels from different food and medicine products and from magazine and newspaper articles. Three types of questions were used with each packet: factual, interpretive, and application. (DS)

Describes a program for intellectually gifted middle school students, providing them with an opportunity to investigate relationships between freshwater and estuarine environments. Students choose among four areas for intensive study: (1) artistic and creative expression, (2) problem solving, (3) historical and cultural explorations, and (4)…

Describes a science curriculum, grades 1-12, which features an interdisciplinary approach with a focus on science as an adjunct to reading and math. (Author/MA)

Describes a laboratory school environmental science program that utilizes university students of all majors to develop and teach lessons for field trips. Activities include water analysis and stream gradient determination. (MA)

Describes the activities of a school district in establishing an Outdoor Education Center. Includes information on budget, resource organizations, and community involvement. (MA)

Explains a 4th grade lesson on oceans in which students create imaginary marine animals. Creatively assesses student understanding of habitat and adaptation. Overviews 14 lessons in the oceanography unit. (SOE)

Investigates elementary school preservice teachers' attitudes and backgrounds in science with a Likert scale instrument. Reports that preservice teachers believe in the importance of science in elementary education and points out gender trends in confidence in teaching. (YDS)

Describes the development, contents, and use of an elementary school-level Multisensory Instructional Package on the topic of global warming. (WRM)

Describes an activity for primary students on bees. Demonstrates life in a beehive using students playing bees. Reports the effects of this activity on student learning. (YDS)

Investigates teachers' impressions of stereotypes of scientists and science. Uses the Draw a Scientist Test (DAST) for nonverbal assessment and makes recommendations for strategies to build more realistic and positive images. (Contains 12 references.) (YDS)

Discusses population growth in the U.S. and questions the appropriate time to teach about environmental protection to elementary school students. Introduces activities on conservation, natural resources, and endangered species. (YDS)

Based on the assumption that if occupants of buildings knew which places in these buildings were relatively safe in disasters such as tornadoes, and if they had sufficient warning, architects and engineers feel there is a significant opportunity to advance the art of school (or building) design to provide tornado-protected areas. (EB)