Intended to aid teachers of high ability elementary students in understanding the key components and generalizations that are critical to specific science concepts, this document contains eight papers addressing broad concepts common to many branches of science and teaching principles. A paper on the nature of the scientific process precedes six concept papers which address ideas of: (1) scale; (2) models; (3) change; (4) systems; (5) evolution; and (6) reductionism (structure, function, and pattern). Each of the papers defines the concept in question; gives examples of its relevance to a number of areas of inquiry, both scientific and nonscientific; gives a rationale for teaching the concept; and lists suggestions for teaching the concept to high ability learners at different grade levels. A final paper offers general suggestions that apply to the teaching of essentially all the concepts. This chapter considers appropriate use of laboratory activities in science programs for the gifted, problem-based learning, incorporating experiments and experimental design into a scientific problem-based learning experience, new science, scientists as classroom resources, and use of notebooks. References and additional readings for each concept are provided in a 38-item bibliography. (DB)