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This activity offers learners and their families several ways to raise their awareness together about home water.

In this activity, learners will engineer a water irrigation system. Learners will create a ditch irrigation system -- or an acequia-- to move water with the help of gravity.

In this activity, learners use sieves with different-sized holes to sort balls by size.

This is an activity/demo in which learners are exposed to the difference bewteen hydrophobic surfaces (water repelling) and hydrophilic surfaces (water loving).

In this nanoscience activity, learners discover that it's easy to pour water out of a regular-sized cup, but not out of a miniature cup.

Design a vessel that tests the limits of wind power given a set of off the shelf and recycled materials.

In this activity, learners use found natural materials to create a water haven for bees and other insects.

Visitors mix water and sodium bicarbonate (baking soda) in a large flask. They then add citric acid to the mixture and stopper the flask. The resulting reaction creates carbon dioxide gas.

This quick demonstration (on page 11 of PDF) allows learners to understand why scientists think water ice could remain frozen in always-dark craters at the poles of the Moon.

In this activity, learners explore how water behaves differently when it comes in contact with "nano sand" and regular sand.

In this activity, learners discover how a super-absorbing material can be used to move a straw.

In this activity, learners play with surprising sand that doesn’t get wet! Learners explore how water behaves differently when it comes in contact with "magic sand" and regular sand.

In this activity (on pages 4-5), learners make fake snow by adding water to the super-absorbant chemical from diapers, sodium polyacrylate.

Using electrolysis, learners produce hydrogen gas and oxygen gas from water molecules in a solution.

In this activity, learners explore how the application of nano-sized "whiskers" can protect clothing from stains.

Visitors separate a mixture of pebbles, salt crystals, and wood shavings by adding water and pouring the mixture through a strainer.

Visitors mix urea with water in one flask and mix calcium chloride with water in another flask. They observe that the urea flask gets cold and the calcium chloride flask gets hot.

Visitors observe three beakers. One beaker contains an egg immersed in vinegar. Visitors observe carbon dioxide gas escaping from the shell as the calcium carbonate reacts with the vinegar.

This is a demonstration about how nature inspires nanotechnology. It is easily adapted into a hands-on activity for an individual or groups.

Where rainwater goes after the rain stops? And why there are rivers and lakes in some parts of the land but not in others?