Presents a variety of outdoor and classroom activities in which soil is used to teach environmental concepts and to provide students with science process skills practice. Areas considered include: site selection and description; compaction; infiltration rate; temperature; components; water content; and microorganisms. (DH)

Teachers may introduce students to anamorphic art (images designed to be looked at with conical mirrors or with mirrors diagonal to the image) with inexpensive cylindrical mirrors. By using polar graph paper, images can be made "correctly distorted" and will appear normal when viewed with a cylindrical mirror. (DH)

Suggests using funnels and tunnels in combination with water, blocks, transportation toys, and other materials to help teach preschoolers to make predictions. Many examples are included for using funnels to understand properties of liquids and for using tunnels to predict order. (DH)

Discusses six strategies for improving student attitudes toward science. It is suggested that teachers: project a credible image; take advantage of social/environmental influences; identify unique student needs; be aware of present student attitudes and skills; use discrepant events to teach science; and involve students in the process of…

Suggests using ring doves in the classroom for observing behavior patterns and the entire reproductive cycle. Requirements for space, food, and care are minimal and easily obtained. Students can observe: male participation in nest-building; care of young; and (using candlelight) embryos and heartbeats because of the thin egg shells these birds…

Outlines activities for each of eight science process skills (observing, using space/time relationships, classifying, using numbers, measuring, communicating, predicting, and inferring). Directions for the activities (all of which use sea shells) are included. (DH)

Advocates using slides to supplement classroom instruction in many ways: introducing a concept; teaching a skill; reviewing for an examination; developing critical thinking; and instilling values. Slides of pictures in books, magazines, and newspapers can also prove useful in lessons when firsthand experience is not possible. (DH)

Describes elementary school science trade books written in Spanish. Topics considered in these books include: animal life; astronomy; biology; earth sciences; mathematics; general science; and general technology. (DH)

The slime mold Physarum polycephalum provides an easily maintained classroom plant which can act like an animal. Directions are given for: acquiring the organism; activating it; observing its life cycle; and viewing protoplasmic streaming. (DH)

Describes the natural history of the leopard frog and factors which make it appropriate for short-term study in the classroom. Information on the frog's habits, life cycle, housing, care, and health is included. (DH)

Explains how preschoolers use KINDER (the less difficult form of LOGO) to draw pictures on Apple II+/IIe microcomputers. Indicates that this activity is a source of fun and introduces youngsters to computer language and programing. Directions for teachers, and information on preparatory games, LOGO editor, student activities, and saving programs…

Rather than memorize numbers for sidereal periods of planets (time to orbit the sun), students can learn to determine these times through simple calculations. Comparison of a planet's synodic period to earth's year of 365 days is made, then multiplication to derive a full circle of 360 degrees establishes the sidereal period. (DH)

Explains a lesson in which the scientific method is used as a teaching strategy. Discusses when this approach can be used, the interdisciplinary method, and sample science concepts that can be appropriately taught this way. (RT)

Presents a strategy for science learning through a game activity which uses human and/or animal footprints. Provides numerous ideas for creativity in constructing a story and adapting tracks for experiential experiences. (RT)

Presents a view of Japanese education based on the experiences and observations of an American educator. Explains cultural contrasts, educational aspects and model, and the question of discipline. A Japanese educator responds with a personal view on educational equality in ability. (RT)