Modifies an extended lab activity from a cookbook approach for determining the percent mass of water in copper sulfate pentahydrate crystals to one which incorporates students' prior knowledge, engenders active mental struggling with prior knowledge and new experiences, and encourages metacognition. (Contains 12 references.) (ASK)

Reviews scientific evidence for the age of the earth, solar system, galaxy, and universe instead of following creationist beliefs about the history of Earth, the universe, and Earth's biota. (ASK)

Develops and modifies a series of 11 lab activities designed to strengthen and build science laboratory and inquiry skills for students in physical science classes. Includes a figure that summarizes the sequencing skills and concepts developed by these lab activities. (ASK)

Presents an activity in which students use microscopes and digital images to examine Elodea, a fresh water plant, before and after the process of plasmolysis, identify plant cellular structures before and after plasmolysis, and calculate the size of the plant's vacuole. (ASK)

Explains the basics of soil color and the Munsell Soil Color Chart. Presents a chart showing the relationship between minerals and soil color. Introduces a soil color activity. (YDS)

Most teachers use multiple intelligence theory in teaching but evaluate student learning with traditional assessment methods. Focuses on classroom assessment and advocates that students' should be evaluated using a variety of approaches. Recommends that teachers make their evaluations more objective and reliable. (YDS)

Describes an experiment in which students design the experiment and observe different liquids' effects on germination. Presents directions for laboratory writings. (YDS)

Discusses the polluting effects of petroleum products. Introduces an activity for measuring the molecules of oleic acid that integrates mathematics and science. (YDS)

Explains the different belief systems and conflicts between scientists and creationists regarding the concept of evolution. Recommends that students be exposed to intellectual problems from the earliest grades so they will be able to address the evolution/creationism question by high school. (YDS)

Explains the procedure for creating a field guide for high school students. Provides field guide questions and a sample format of the guide's insect page. (YDS)

Presents information on the Latin School of Chicago astronomy club and their activities. Explains the effects of light pollution. (YDS)

Discusses the GIRLS (Gifted, Intelligent, Real-Life Scientists) Science Camp. (YDS)

Speculates on the negative effects on children while focusing on saving the environment. Proposes that children have been frightened by the presentation of this information and suggests acceptable ways of integrating environmental education topics into the curriculum. (DDR)

Presents two video project ideas for use with middle and secondary students. Focuses on cell biology and environmental issues. Provides the rubric used for the project evaluation. (DDR)

Reports on the realization that science is boring to large numbers of students. Focuses on work with making science more interesting. (DDR)