Explains an upper elementary game of tag that illustrates energy flow in food webs using candy bars as food sources. A follow-up field trip to a river and five language arts projects are also suggested. (CS)

Describes a three-step method to acquire elementary school classroom equipment by collecting recyclable materials from parents. Step One involves inventory, listing needed materials, and deciding on storage; Step Two, timing and introducing the project through various media; Step Three, cleaning, sorting and storing materials. (CS)

Describes a bulletin board activity that identifies scientific phenomena occurring worldwide during the school year. A map of the world is marked with colored pins as students find news information of places and kind of event (e.g.; volcanoes, floods, crop failures, human epidemics). (CS)

Describes early childhood activities that stimulate a child's curiosity about the action of dropping on various objects. Discusses the concepts that are developed from simple experiments, suggesting objects, and methods that illustrate the different effects of dropping. (CS)

Presents comments on problems voiced by teachers about conducting science fairs with middle school children, also cites some advantages of science fairs. A list of simple experiments is offered that are considered within the interests and intellectual range of middle school children. (Author/EB)

Presents a discussion and examples of the two categories into which solar homes have been classified. Classifications are based upon the method by which the sunlight is put to use: energy conversion, utilizing photoelectric cells; and direct heating, where sunlight heats water which then heats the home. Diagrams are presented. (Author/EB)

Discusses attitudes seemingly engendered by practices in science teaching. Comments on explanations of scientific phenomena which appear in recent science texts as over-simplified and thus impede the child's imagination. (Author/EB)

Opportunities for science learnings at a woodworking bench are listed and described. Scientific inquiry is promoted through free experimentation; opportunities to grasp spatial and mathematical understanding are two examples presented. Helpful information related to use of this instructional procedure is included. (Author/EB)

Describes a seventh grade mathematics curriculum built on the philosophy that there is a strong interplay of mathematics with the real world. The nature of the course, the pilot program and examples of type of estimation skills children develop early in the program are presented. (Author/EB)

Presents a series of lessons, developed to give children the opportunity to construct a classification system for animals and to analyze the classification. Procedural information and suggestions for preparation of materials are included. (Author/EB)

Presents part of a new series aimed at providing exploratory activities for preschool children as they seek to become acquainted with the world in which they live. (Author/EB)

The author defines and discusses the handicapped child and what mainstreaming will mean to both the child and teacher. Statistics are given indicating eight million school-age children are handicapped to the point they need special education. What state legislation and the judicial system are doing about this is discussed. (EB)

Presented are facts related to what putting handicapped children with normal children in regular classroom may or may not accomplish. The meaning of mainstreaming and factors included in labeling youngsters as mentally retarded are discussed. The article favors teaching handicapped and normal children together. (EB)

Minimal cerebral dysfunctions are noted as primary cause for learning disability in children. Although children have normal capacities for learning, it is stated that their cognitive processes have been altered and special instructional techniques and procedures are needed. The various types of learning disabilities are discussed. (EB)

Presented is an article urging teachers of science to handicapped students in the mainstream school to accept the challenge of involving the handicapped child as a contributing member of their regular classes. To do this the teacher must have access to a variety of materials. (EB)