This project was an outgrowth of an earlier minipracticum which analyzed and evaluated the implementation of the Science Curriculum Improvement Study (SCIS) in the elementary classrooms of the Jericho (New York) School District. Coinciding with the project, the author received a grant from the National Science Foundation (NSF) for the purpose of training the district's elementary teachers in the methodology intrinsic to SCIS. This midipracticum was designed to reexamine the science curriculum one year after the implementation of SCIS. Among other objectives, the study was to ascertain whether the new science programs were meeting the classroom teacher's needs, to develop supplemental units of study at each grade level that were consistent with the philosophy and methodology of the SCIS and Elementary Science Study (ESS) programs, and to reexamine teacher and pupil attitudes after using the SCIS and ESS science programs over a time span of 6-18 months. Training was provided through the employment of trained science consultants. Results were obtained by the use of pretreatment and posttreatment questionnaires. Strengths and weaknesses of the program are discussed in the concluding section of the report. (CP)