Discusses some of the ways that rocks can be used to enhance children's creativity and their interest in science. Suggests the creation of a dramatic production involving rocks. Includes basic information on sedimentary, igneous, and metamorphic rocks. (TW)

Describes a school-wide science event which focused on the theme of earth in space. Reviews how the teach-in was organized and includes examples of student involvement. Provides a listing of activities and topics for grades K-6. (ML)

Sixth graders participated in a long-term project involving archaeological processes. Activities included finding background information, site preparation, excavation, record keeping, cleaning artifacts, and classifying items. This pilot project was very successful in Arizona and will be expanded to include more grade levels and groups. (DH)

Children in grades two and five explained such weather phenomena as wind, clouds, thunder, lightning, rain, snow, and rainbows during interviews. Results indicate that most students in both grades were at a stage of nonreligious finalism and do not use true causality in explanations. Implications for teaching are discussed. (DH)

Highlights the views and comments of Commander Dick Scobee of the space shuttle Challenger, and his wife on various aspects of the space mission. Provides responses to questions involving the goals, values, and tasks of the crew and of the total space shuttle program. (ML)

Discusses use of local newspaper weather maps (and related weather information) to create activities for the science classroom. Basic weather vocabulary and weather patterns are also discussed. (JM)

A science laboratory was developed for use by kindergarten through sixth-grade students. The operation of and the types of science activities used in this laboratory are described. (JN)

Reviews "Earthquakes and Volcanoes" (grades 3-6), "Metric Football" (a game), and "Happy Metrics I and II" (grades 4-6). Includes format, nature of activities, source, price, and reviewer's comments. (JN)

Emphasizes the importance of imagination in scientific discovery and science education and identifies three processes which increase the richness of the visualization experience: relaxing, concentrating, and seeing. Suggests topics for guided experiences and example models for earth/space, life, and physical sciences. (DC)

Offers suggestions for designing outdoor activities to provide students with opportunities for exploring, observing, and discovering. Outlines several science activities for each of the following topics: trees, rocks, soil, insects, wild flowers, grasses, lichens, and clouds. (DS)

Describes the use of solar cookers in the science classroom. Includes instructions for construction of a solar cooker, an explanation of how solar cookers work, and a number of suggested activities. (DS)

Describes a one-week unit in Earth science for the elementary science classroom. The concepts included are land formation, erosion, the water cycle, and human impact on the Earth's surface through planning and building a massive outdoor drainage model. (Author/DS)

Describes several elementary science learning experiences and activities concerning the concept of space. Activities described include tracing children's shadows at different times of day, moon observations, and planetarium activities. (DS)