Directions are given for student learning activities on illusions, shadows, the spectrum, and colors. (DT)

Describes eight investigatory science activities that can be used to study concepts related to heat. (PS)

Discusses the principles which the author believes are important for the style of primary science in the United Kingdom. These are spontaneity, open-mindedness, and integration. (HM)

Presents activities and experiments that can be performed with mirrors to illustrate the nature and behavior of light. Includes diagrams, directives and investigative questions. (ML)

Describes water-related activities in an elementary school science project. Activities focus on mini aquaria, permanent aquaria, water toys, sea power, imagination, and village ponds. (DH)

Three activities for involving students in projects that incorporate writing, drawing and recording their findings are included. The discovery approach is emphasized. (EB)

Discusses the use of shadows to explain such scientific phenomena as umbra and penumbra, eclipses, day and night, seasons, and length of day. Indicates that shadow plays can serve to help the students in understanding more about light. (CC)

Describes a series of optical illustions designed to explore the nature and behavior of light, the mechanics and optical principles of eyes, and the brain's learned ability to interpret what we see. (BR)

Provided are activities and demonstrations which can be used to teach infants about the nature of air, uses of air, and objects that fly in the air. The latter include airships, hot-air balloons, kites, parachutes, airplanes, and Hovercraft. (JN)

Addresses questions on classroom and lesson organization, objectives for primary science instruction, and concerns about teacher preparation in the scientific field. (GS)

Describes construction of a pinhole camera with simple materials and five experiments to be conducted, as well as instructions in creating a working camera obscura. (BR)

Experiences and experiments with mirrors will spark pupils' imaginations while providing insights into the nature and behavior of light. (Author/DF)

Summarized are general procedures for and student reactions to three different science units for primary students. Topics included are timing things, yogurt pot telephones, and parachutes. (DC)