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In this activity, learners shrink the scale of the vast solar system to the size of their neighborhood.

In this activity, learners plan and create a 24-foot long, two-dimensional model of our solar system, and compare and contrast the differences between planets and the sun.

In this activity, learners build a 1:140 "scale model" of NASA's X-33 Reusable Launch Vehicle (RLV) Technology Demonstrator, and investigate how the model dimensions compare to the real vehicle.

Learners compare a life-size drawing of a Tyrannosaurus rex head and a full-size Sinornithosaurus body to understand that dinosaurs varied in size.

In this activity, learners help create and then navigate an outdoor course of the traditional "planets" (including dwarf planet Pluto), which are represented by small common objects.

This is a classic exercise for visualizing the scale of the Solar System.

In this activity, learners will create a diagram of the ocean zones and determine what organisms live in each zone.

In this demonstration, learners compare the relative sizes and masses of scale models of the planets as represented by fruits and other foods.

In this activity, learners model the gravitational fields of planets on a flexible surface.

In this activity (on pages 16-21), learners get a sense of geological time by understanding how big a million is.

Learners use red cabbage juice and pH indicator paper to test the acidity and basicity of household materials. The activity links this concept of acids and bases to acid rain and other pollutants.

In this experiment, learners design and build a model room in a shoebox and furnish it with tiny furniture.

In this water pollution activity, learners create pond water cultures and investigate the effects of adding chemicals or natural nutrients.

In this activity, learners find Xi'an, the archaeological area in China where the Terra Cotta Army was discovered, on a map or globe and look more closely at the relationship of the warrior site to ot

Learners explore water adhesion and learn about why water molecules are more strongly attracted to some substances than others.

Working in groups, learners model the continuous destruction and creation of ozone (O3) molecules, which occur in the ozone layer.