Describes a career education program for elementary school children which uses an interdisciplinary approach to integrate science with creative arts in developing career units in each class. Activities include writing and performing playlets which depict what people do in different careers. (MLH)

Describes the design and materials for an elementary school science laboratory which can be installed for approximately $3,000. (MLH)

Describes how children can learn fundamental concepts of measurement by using nonstandard measuring devices and simple comparisons. (MLH)

Based on the assumption that if occupants of buildings knew which places in these buildings were relatively safe in disasters such as tornadoes, and if they had sufficient warning, architects and engineers feel there is a significant opportunity to advance the art of school (or building) design to provide tornado-protected areas. (EB)

Presented is an idea for combining popular hobby interest with the big ideas of science. Suggestions are presented and detailed directions given for terrarium building. (EB)

Activities are suggested and presented in some detail so that science process skills can be applied to the study of energy conservation. Presented are some observing activities and measuring activities. A table presenting energy used by home appliances is included. (EB)

Describes on-site activities designed to help students learn how natural systems work. (PB)

Presented are activities relating science and Halloween. (PB)

Described is an environmental studies unit which forms part of Interrelated Explorations in Science, including ecology, balances of nature and interrelations of organisms. Some of the activities and major topics of the unit are given. (EB)

An activity utilizing a bucket of pond water for study of microorganisms as presented to elementary school preservice and inservice teachers, and subsequently to their pupils, is described. Procedures for collecting, studying, tabulating data and extended activities are presented. (EB)

Suggestions are given relating to having plants and animals in the classroom to stimulate development of the understanding of the concept of being alive, a concept not really understood by children under age nine. The research reviewed promotes firsthand experiences to help form concepts of living and nonliving, of identity and causality. (EB)

Presented is a description of a program developed which provided students, forestry agencies, mine operators and individual instructors an opportunity to exchange ideas, to learn more about strip mining, and to survey the kinds of conservation education programs needed in the schools. (EB)

Stresses the importance of learner involvement, and adult patience and understanding, for a child's success in learning and consequently in living. (EB)

Discusses methods for introducing young children to the study of ecology. (PB)

Describes an inner-city project which utilizes a skit, group study, and audiovisual aids and textbooks to teach gardening to elementary students. (LS)