This paper describes a follow-up to a 1998 study that reexamined several aspects of elementary science students' achievement, attitudes, and journal writing in conjunction with an Alabama Hands-on Activity Science Program (HASP) grant utilizing the Full Option Science System (FOSS) kit. During the four weeks of the study, 20 fourth grade students were requested to reflect upon instruction through journal writing. Results suggest that an increase in posttest achievement scores may be attributed to incorporating the FOSS kit into science instruction. Results also support the use of science manipulatives as a means of increasing students' favorable attitudes toward science and science-related activities. (Contains 34 references.) (WRM)