Rural schools may have an advantage over urban schools in science teaching if sciences are perceived as means of exploring our surroundings, are presented as many viewpoints of one overall picture, and are taught in a form that deals with human situations. Collaboratively taught, rural science curricula can include study of agricultural ecology, rural biology, rural science, rural studies, world food supplies, the energy crisis, and solar energy. Taken as a whole, these courses illustrate an expanded approach to teaching about food production and the life and work of the countryside in general. Such an interdisciplinary approach gives the science teacher the opportunity to help meet some of the educational needs of young people by providing practice in enquiry; calculation and measurement; design; communication; values; and in organizing information, making decisions, and thinking critically. For such a curriculum to be successful, rural science teachers need training and continued financial and resource support as well as flexibility in scheduling. Specific topics are included for each course suggested. (SB)