This book presents 15 tales that bring the animal world into the classroom. The stories in this book are divided into two sections: stories from aquatic ecosystems (both fresh- and saltwater systems), and from terrestrial systems, including desert, meadow, woodland, mountain, Arctic tundra, savanna, pine forest, and jungle ecosystems. All predator…

Offers guidelines for setting up a science fair, establishes criteria for project evaluation and discusses judging and awards. (BR)

This practicum addressed the problem of decreased participation of fifth-grade students in the science fair. At this grade level, the science fair guidelines mandate that students enter a research-type project. For many fifth-grade students the desire to tackle this monumental task does not match their developing cognitive skills. The literature…

This collection of 20 articles from "The Science Teacher" and "Science and Children" is provided to assist teachers, students, and parents in preparing for science fairs. Four major questions about science fairs are addressed in the articles. They are: (1) Who should participate in a science fair? (2) How should a fair be organized? (3) What makes…

Feeling that projects in chemistry could be used effectively to enhance appreciation of chemistry, a project-based course for the first-year sixth formers was developed in 1973 and because of its success another was organized. Projects from both courses are described. (EB)

Presents an experimental design for feeding experiments requiring minimal equipment, small numbers of animals, and limited expenses. These projects provide insights into animal nutrition, food selection, animal behavior and animal husbandry. (Author/GS)

Describes school science activities in which students race model cars built from mousetraps, construct inventions using discarded junk, and compete in an egg dropping contest. (SL)

Presents an account of the making of a wildlife garden. Reviews the problems and outlines the plans and methods that succeeded in the project. Includes 21 illustrations of vegetation as well as descriptions of pond, marsh, meadow, and woodland areas. (ML)

Presented are views, on planning science fairs and science fair projects, of a fair coordinator, a science teacher, and students. Also included are 25 questions which might result in science fair projects. (SL)

Describes a Malaysian school project which deals with tin, and extracting tin from its ore in the laboratory, as well as the economics involved and the locating and mining the ore. (HM)

Using the example of a ten-year-old boy working on a science project, the author discusses the question of when and how much the teacher should intervene and direct a child's independent learning activity. (SJL)

Describes a high school project which integrates art and science by providing biology students with opportunities to exhibit student art work on biological subjects. (CS)

An experiment is described in which undergraduate students can optimize the relative yield of sec-butylbenzene by varying molar ratio and temperature. (Author/SA)

Describes the collection, care, and maintenance of protozoa by elementary school students. Techniques for collecting and observing them are given. (SA)