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In this nutrition and estimation activity (page 12 of PDF), learners estimate serving sizes of different foods and compare their estimates to serving size information provided on nutrition food labels

In this outdoor activity, learners design devices that will catch prey or gather plants.

In this activity, learners test the rate of ripening fruit and vegetables and use a chemical to inhibit the ripening process.

In this activity, learners will plan a snack within a budget. With a $20 limit (theoretical) to spend on snack for everyone, learners look over grocery store circulars and make their shopping lists.

Use this activity to build division and number sense into any snack time or whenever there is a limited set of things to share among a group: If we deal these out, could everyone get two pieces?

In this activity, learners will estimate how many seeds are in a fruit or vegetable, then count to find out. The result: mix estimation with healthy eating.

In this activity, learners perform an experiment that replicates the dilemma faced by birds in acquiring food from a confined area.

In this nutrition activity (page 26 of PDF), learners consider the nutritional needs of people with specific dietary requirements, such as athletes, persons with diabetes and vegetarians, and create a

In this activity, learners investigate the food, water, and space needs of common livestock animals.

In this math game (Page 15 of the Dining Out! PDF), learners figure discounts and/or profit increases for various food totals. Learners add decimals to $100.

In this nutrition activity (page 16 of PDF), learners document their individual eating habits and learn whether their eating patterns meet their needs.

In this food science activity, learners conduct an experiment that demonstrates the importance of light to plants.

Choose a recipe to double (or triple, quadruple, or halve). Show everyone the recipe and engage them in figuring out: How much will we need to increase the recipe to feed everyone?

In this activity about the relationship between food and energy (page 8 of PDF), learners estimate average daily baseline energy (Calorie) needs and energy needs for different levels of activity.

This is an activity about robotics programming. Learners will discover how precise programmers have to be as they instruct a friend to make a peanut butter and jelly sandwich.

In this activity (located on pages 23-24 of the PDF), learners are introduced to structural engineering and encouraged to practice goal-oriented building.

In this simple exploratory activity (1st activity on the page), blindfolded learners try to identify mystery items by smell.

In this activity about olfaction (7th activity on the page), learners use natural ingredients to concoct their own perfume.

In this matching activity (3rd activity on the page), learners use their sense of smell to match pairs of opaque containers filled with various smelly items like orange peel, roses, or moth balls.

No glue is needed for learners of any age to become marshmallow architects or engineers.