The University of Northern Colorado allowed the Department of Science Education to convert a room into a classroom museum called the Zooroom City. The classroom contains 85 stuffed or injected animals and 30 live animals. The room is used eight hours a day, six hours for college methods classes and two hours for elementary students. Questionnaire…

This is one of a series of units for environmental education developed by the Highline Public Schools. This unit provides a number of activities to introduce students to ways of studying biotic communities, help them become good observers, and provide them with opportunities to use their skills. The materials include suggested activities, and…

This newsletter presents: an essay by Dr. Bentley Glass recalling his personal experiences with the early development of BSCS; an essay by Dr. William V. Mayer, Director of BSCS, outlining in detail the BSCS process of curriculum development, including detailed flow charts; and a guide to BSCS learning programs and materials. (SL)

Describes exploratory activities for a young child seeking to become acquainted with the world in which he lives. (EB)

This article tells how to prepare and use frog leg bones in the classroom. (BB)

Explains a way to determine the age of a turtle, how to care for them and what to feed them while in temporary captivity. (GA)

Describes a technique whereby students construct drawings of their bodies on cardboard with transparency overlays. (CP)

Provides suggestions for activities that focus on earthworms. Includes observational exercises on earthworms' reactions to light and touch. (ML)

Explains how to establish and maintain a woodland terrarium. Points out how this environment can be used to study animal interaction and can serve as a focal point for learning about a variety of elementary science concepts. (ML)

This article: (1) explains the respiratory patterns of several freshwater insects; (2) describes the differences and mechanisms of spiracular cutaneous, and gill respiration; and (3) discusses behavioral aspects of selected aquatic insects. (ML)

Suggests the use of a body puzzle as a student-centered and economic way of teaching human anatomy. Provides a full page diagram of the body with illustrations of selected organs. Lists activities that can serve as the basis for inquiry into the structure and function of the human body. (ML)

Suggests various observations that can be made while at a zoo, including behavior of animals, adaptations to special environments, locomotion, food type, and physical characteristics. Provides a sample data sheet for animal observations, citing the usefulness of organized observation. (JM)

An overview is provided of 50 years of research on naive theories in human biology. A set of recommendations aimed at confronting student misconceptions and facilitating conceptual change about the structure and function of the human body is presented, with five lessons described. (MNS)

Suggests a simple technique for collecting and observing human hair roots to compare structure, function, and variation. Students extract their own hair samples and view them using a 40-power microscope objective. Differences between active/inactive phases of hair growth are readily observed. (The activity can be adapted for younger students.) (DH)

Described is a method of rearing common house flies in a biology laboratory. Included are 16 suggested biological investigations utilizing the house-fly. (SL)