With the encouragement of parents and teachers, many young people would raise more questions than they typically do about nature. Examples of questions about animals which might lead to creative, thought-provoking discussions and explorations are offered. (CB)

Discusses five- and six-year-old children's conceptions of life and death. Children were questioned about animals, plants, and inanimate objects. The most errors occurred when children judged inanimate objects; the fewest when they judged animals. The order of questions about either life or death significantly influenced children's responses. (NH)

Addresses the question of why a dog's eyes appear red and glow when a flash photograph is taken. Conditions for the red-eye effect, light paths involved, structure of the eye, and typical cameras and lenses are discussed. Also notes differences between the eyes of nocturnal animals and humans. (JN)

Eight stump-tailed macaques were reared individually and either given all of their daily social experience in darkness or given half in the dark and half in the light. Results suggest that vision is especially important in the maintenance of assertive behaviors and in the instigation and direction of aggressive behaviors. (Author/RH)

Addresses the problem of cruelty to animals from a research perspective. Studies of possible causes of childhood cruelty to animals are reviewed and common contributing environmental factors are identified. Implications for educators are discussed and directives for detection and prevention of cruelty are suggested. (ML)

Tree frogs are small (2-5 cm) animals which not only interest students but also can be maintained in classrooms for a few days. Characteristics (species, ranges, habitat, reproductive cycle, and locomotion) and housing/care needs are described. Long-term maintenance is not recommended due to the difficulty of providing live food. (DH)

Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)

Presents suggestions of what teachers and employees of welfare organizations can do to encourage people's observance of "Be Kind to Animals Week." Includes places to go, people to see, and things to do. (BC)

Annotates six books dealing with careers in wildlife work, genetics, pets without homes, cacti, oaks, and catnip. (FL)

This document features a guide for elementary and secondary school teachers integrating animals into their curriculum and classrooms. Topics discussed include suitable classroom pets, care and housing, integrating the classroom pet into the curriculum, live animal studies, earthworms, dissections, science fairs, and resources. (YDS)

This document presents a resource for elementary teachers in the form of a collection of facts and measurements of animals and planets to be used in generating student interest for these different topics. It is suggested that the teacher make an overhead transparency of the measurements related to the current topic, then have students guess at…

This field guide provides guidance to beginners on how to look for clues to animal activities; remember bird songs; attract birds, butterflies, and other wildlife to the backyard; develop the skills needed to identify wildflowers; look for distinctive field marks on wildlife; keep an accurate journal of outdoor discoveries; and make on-the-spot…

This two-part document features an activity book for students to learn about the diversity of life in the ocean. Activities include crossword puzzles, detailed drawings of sea creatures, connect-the-dot activities, and word searches. (CCM)

This guide provides detailed information, resources, and activities to teach students about the bats of Arizona. Chapters include: (1) "What is a Bat?"; (2) "Megabat or Microbat?"; (3) "Bat Anatomy"; (4) Diet and Feeding"; (5) Echolocation"; (6) Reproduction and Lifespan"; (7) "Flight"; (8)…