ABSTRACT
It seems that everywhere one turns, whether it be an administrator, a parent, or a state or federal legislator, the determining factor about what should be taught in the elementary classroom is the increase in the teaching of language arts and mathematics content. What message does this send to the elementary teacher about the importance of teaching science? The reality is clear. Science is getting less emphasis and instructional time in elementary schools across the nation (Lemonick, 2006).
