The purpose of this guide is to aid K-12 curriculum planners in the development and implementation of well-defined programs of study in science suitable for their local school districts. Among the national trends reflected in this guide are the interdisciplinary approach; the use of performance-based student assessments; the utilization of diverse philanthropic, commercial, and scientific organizations to provide for academic enrichment; and the expanded use of appropriate educational technologies both in science and across other domains. This guide has the following contents, by chapter: (1) rationale, purpose, and the 14 steps in the suggested process; (2) philosophy, goals, and objectives of a typical program with examples of each category for elementary, middle, and secondary schools; (3) importance of up-to-date programs, suggested time allotments, and patterns and electives within a science program; (4) specific objectives within life science, physical science, and earth science for the attitudes, skills, and understanding of students completing grades 3, 6, 8, and 12; (5) requirements and materials for students with special needs; (6) planning essential for self-contained classrooms, science centers, and laboratories; (7) school safety programs and teacher responsibilities; (8) laboratory equipment, computer hardware and software, other interactive devices, and textbooks; (9) community interaction through field trips, consultants, internships, and clubs; (10) evaluation, assessment, and test instruments; (11) sources for the professional inservice development of teachers; and (12) appendices that include the following: statewide educational goals; pertinent legislation; examples of instructional units; the domains, skills, and concepts for Connecticut secondary schools science subjects; suggested criteria for textbook selection; laboratory safety rules form; instate field trip sites; state and national events of interest; state policy on academic freedom and public education; and a list of Connecticut's regional educational service centers. Lists of references and resources are furnished with each chapter, as appropriate. (JJK)