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In this activity, learners sublimate dry ice and then taste the carbon dioxide gas.

In this simple activity (on page 7 of the PDF), learners use water and liquid dish detergent to see which one removes lipstick better from an index card.

In this activity, learners explore why humans sweat. Learners compare the effects of heat on a balloon filled with air and a balloon filled water.

Some bugs can walk on the surface of a lake, stream, river, pond or ocean.

In this activity, learners make a model of the hot water of a deep sea vent in the cold water of the ocean to learn about one of the ocean's most amazing and bizarre underwater habitats.

In this activity (12th on the page), learners investigate their ability to discriminate (see) different colors.

Extract your DNA from your very own cells! First, learners swish salt water in their mouth to collect cheek cells and spit the water into a glass.

In this quick and easy activity and/or demonstration, learners use two empty 2-liter bottles and hot tap water to illustrate the effect of heat on pressure.

In this activity (12th activity on the page), learners conduct an experiment to demonstrate how muscles are constantly feeding information to the brain about what they are doing.

In this demonstration, learners observe vinegar and baking soda reacting to form carbon dioxide (CO2) gas.

In this activity, learners interact with a 3-D model of a watershed to better understand the interconnectedness of terrestrial and aquatic environments.

In this optics activity, learners explore how light bends and affects what we see.

In this optics activity, learners make a lens and explore how the eye manipulates the light that enters it.

In this activity, learners discover how sweating makes us feel cooler. Learners put on one damp sock and one dry sock and sit in front of a fan.

In this activity, learners explore how air warms when it condenses water vapor or makes clouds.

In this activity, learners explore clouds and how they form.

Learners blow into balloons and collect their breath--carbon dioxide gas (CO2). They then blow the CO2 from the balloon into a solution of acid-base indicator.

In this demonstration, learners compare and contrast regular water ice to dry ice (frozen carbon dioxide). Both samples are placed in a solution of acid-base indicator.

Learners cover a bottle with a balloon. When they immerse the bottle in warm water, the balloon inflates. When they immerse the bottle in a bowl of ice, the balloon deflates.