Described is a student project for collecting and preserving crystals, snowflakes, and frost. (SL)

Instructions are given for working with a class on building kites. Included are the plans for a bullet kite, a section on the history of kites in America and spin-off activities from the kite exercise. (SA)

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

The article outlines an activity for providing a hands-on opportunity for elementary and middle school science students to study the theory of the earth's crustal change over the past several hundred million years. The theory of continents drifting away from one super continent is presented with the supportive evidence that scientists have…

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…

From the Cuyahoga River to the halls of Congress, environmental education is coming into its own as a force for educational reform and environmental conservation. (Editor/JR)

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)

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)

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

Presents a mini-environment project as a valuable teaching tool for presenting ecology. The procedures for setting up a mini-desert in the classroom are presented as a model. Basic components of the mini-environment project are also included. (HM)

Describes a school project on energy conservation, in which fifth and sixth grade students involved the town community in becoming aware of the extent of the energy shortage and considering modes of cutting down on energy usage. Included are ideas for projects and science fairs. (CS)