Intended for regular classroom teachers in intermediate science classes serving the gifted and talented student, the curriculum handbook is designed to give a basic understanding of gifted education, to list appropriate goals and objectives for the gifted student, and to suggest materials and strategies for implementation within the regular classroom. The philosophy of the Lee County School System (Sanford, North Carolina) is mentioned, traits common to intellectually gifted students are listed, and a definition of giftedness is offered on initial pages of the document. In the next section, student objectives are outlined for 17 goals which include using abstractions in particular and concrete situations, developing productive and divergent thinking skills through generating responses, and being aware of a broad range of feelings. A section on learning theories explains B. Bloom's Taxonomy model in terms of knowledge, comprehension, application, analysis, synthesis, and evaluation. Also provided are a table of an instructional model in the realm of feelings, a graphic illustration of a model for implementing cognitive-affective behaviors in the classroom, and charts of teacher and pupil behaviors. F. Williams' model of thinking behaviors is also considered. A methodology section describes the techniques of brainstorming, the inquiry process, and thinking operations. The bulk of the document consists of five science units on sound, light, magnetism and electricity, weather, and plants. Each unit (with the exception of the sound unit) is presented in two parts--teacher plans and strategies, and a student guidebook. Within units are students' activities, worksheets, illustrations, and suggested resources. Appended is a 16 page booklet entitled "A Handbook about Gifted Education for Parents, Teachers, and You." (SW)