Objectives and content of an interdisciplinary social studies-art program for elementary children are discussed. A sample lesson and evaluation activities from a successfully implemented pilot program are provided. (RM)

Lessons involve K-12 students in analyzing teacher-developed state and local thematic maps, identifying countries of the world with which their city has a linkage as indicated by local ethnic restaurants, discussing local companies involved in international trade, and learning about foreign-made products in their home and community. (RM)

Describes Nature-in-the-City (an environmental awareness program) materials and their use by students in the urban environment. The materials include an adventure guide (the teacher's manual) and set of four colorful season cards with activities for students. (JN)

Describes a unit on Ancient Greece designed to make social studies meaningful to fourth and fifth graders. Individual projects and group activities helped students learn about ancient Greek culture. (AM)

Individual and classroom learning activities that involve "no-cook cookery" (cooking without heat) and that teach concepts in the areas of science, mathematics, social studies, language arts, visual arts, and botany are described. (CJ)

Reported is how junior high school students, prompted by the construction of a local housing authority scheme, produced an information booklet for new residents which covered the history, facilities, and services of the community. Outlined are procedures, activities, problems, and results. (DC)

Presents teaching techniques and ideas to motivate remedial and developmental students by relating mathematical concepts to real-world applications. Provides eight mathematical problems to be solved and discussed. Offers problems on such global issues as pollution, hunger, and war. Suggests ways of enhancing class interest. Lists resources for…

Describes a curriculum which uses an interdisciplinary approach to help junior high school students understand some of the complex issues of life in modern, technologically-oriented societies. Presents worksheets and discussion questions from several of the 15 modules in the curriculum. (DB)

Maintains that children's literature and well-planned extension activities can help students understand time, one of the most important concepts in geography and history. Provides definitions of macro, meso, and micro time and discusses theme-related children's books for each concept. Includes a chart of key time activities. (MJP)

Describes a cooperative learning project with fourth-grade teachers and students. Discusses the K-W-D-L technique (what we know-what we want to know-what we did-what we learned) for mathematical problem solving. Concludes that having students write about their problem-solving experiences connects mathematics and communication skills and enhances…

Describes the Math Pals program which emphasized mathematics communication, allowed students to become active problem solvers with a pal in a different school, and gave students a multicultural experience. (JRH)

Included are four learning activities that focus on using and interpreting data as a basis for integrating mathematics, science, and sports. Each activity includes grade level, objectives, materials, directions, answers to questions, extensions, and reproducible handouts. (KR)

A Washington State first-grade teacher and her students created the Learning-Centered Curriculum-Making Project, developing each unit over a two-week period and highlighting language and thinking skills related to various subject disciplines. They used dialog, coaching, modeling, questioning, and reinforcing techniques. Students helped select…

Presents background information and learning activities about Camp Hoover, the presidential retreat built by President Hoover and later renamed Camp David. Includes three readings, three maps, two photographs, two drawings, and four student activities. (CFR)

Discusses the Business and Economics Education (BEE) portion of the National Curriculum in Great Britain. Describes a project for incorporating technology training into other subject areas for a common, practical approach to learning. Emphasizes the importance of having a specialist to teach BEE to provide a quality experience and ensure…