A set of core ideas in the life sciences revolve around genetics, variation, and inheritance. While the "Next Generation Science Standards" (NGSS; NGSS Lead States 2013) emphasize teaching and learning about these concepts across K-12 grades, it is critical for early learners to begin to develop understanding of them. By the end of fifth…

Describes the use of a microcomputer-based laboratory (MBL) in teaching the concepts of heat and temperature to eighth grade students. Discusses the advantages of being able to instantly display the results of their experimentation with the use of temperature and light probes, and heat pulsors. (TW)

Describes an activity in which young children explore the concepts of light by predicting the shape of shadows. Different configurations of light sources are used and objects are held in different positions. Sample questions to be asked of the children before, during, and after the activities are included. (TW)

Describes a set of 10 activities which introduce mainstreamed junior high school students to concepts relating to fossils and dinosaurs. Provides students with opportunities for learning the concepts of change and adaptation, as well as fossil facts and terminology. (TW)

Presents thirteen concepts about water and suggests science activities for each. Designed as early childhood learning experiences. (MA)

Illustrated and described is a convection box for classroom use to stimulate concept development in elementary school children. Other equipment and apparatus that may be used in open-ended science activites are listed. (CS)

Suggests that a variety of approaches to teaching science should be used so that concept development occurs. Sensory experiences alone may not be enough. It is suggested that the current trend towards "hands-on" learning may represent a reaction to overemphasis on the verbal and abstract in science. (Author/SA)

Supports the approach for young children that allows them to perform actions on objects and observe the reactions. Describes some techniques to use to encourage an inquiry approach. (DDR)

Shares some strategies for encouraging students to notice their environment in the broadest sense through using the Socratic method. Focuses on specific examples with historical significance such as exploring the period of a pendulum. (DDR)

Recommends the use of puzzles to help elementary school children sharpen their problem solving skills. Describes the use of a Puzzle Day to promote problem solving. (DDR)

Illustrates the concept of phototropism and the development of root systems using a classroom-constructed clinostat. Provides instructions to construct the clinostat and tips to promote plant growth. (MDH)

Presents a teacher-made instructional material that can be used to help students understand and retain the concepts of magnet and magnetic field. Doughnut-shaped magnets levitate above each other when placed over a post with like poles facing each other. Instructions are provided to make the device. (MDH)

Presents activities that utilize balloons to encourage students to explore questions related to scientific concepts. Concepts explored include light, heat, charged ions, polarization, and the sense of smell. (MDH)

Presents follow-up activities to learning scientific concepts that utilize concepts from books obtained from the school library. Suggests seven books and related science activities involving shadows, force, animals, nature, dinosaurs, machines, and mirror reflections. (Contains 10 references.) (MDH)

Describes a unit on magnetism that utilizes hands-on activities in which students make hypotheses for discrepant behavior, discover whether a magnet attracts one object through another, measure the strength of magnets, explore levitating paper clips, and play a game dependent on magnetic attraction. (MDH)