The purpose of this project was to determine whether third grade students, given written directions and necessary materials, could work without teacher direction for 30 minutes. Students (N=25) were to gain skill and confidence in carrying out the processes required for completing an independent learning activity by completing science learning activity packets. The objective was to guide these students from the initial stage of seeking constant teacher direction to the end stage of seeking peer assistance and independence. Development of the learning activity packet included application of Gagne's nine instructional events and a formative evaluation. The packet was then implemented with the target population and a summative evaluation followed. The entire process followed the five stages of Instructional Systems Design. The introduction, analysis, design, development, implementation, evaluation, and summary and recommendations are included. A task analysis, independent learning activities development plan, a list of objectives sequenced and clustered into lessons, an entry behavior test, the pretest and posttest, a learning packet for six magnet activities, student answer packet, two attitude surveys with results, and teacher checklists for evaluating group and individual progress are appended. (KR)