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In this activity (on page 2 of the PDF), learners explore surface tension by adding pennies to cups which are "full" of plain water or soapy water.

Learners observe a bottle containing water and oil. They are invited to pick up the bottle and mix the contents together.

Learners discover that soap can be used to power a boat. Learners make a simple, flat boat model, put it in water, and then add a drop of detergent at the back of the boat.

In this activity (located on page 3 of the PDF), learners investigate the way water moves and how we can control and direct water.

This warm weather activity introduces learners to the impact trees have on blocking the sun's heat and reducing temperature on the Earth's surface.

In this activity (on page 2 of the PDF), the learner places a golf ball between salt water and colored fresh water. The golf ball is not as dense as the saltwater.

Learners create hard water by mixing Epsom salt and water. Then they compare what happens when soap solution is mixed with hard water and regular water.

In this physics activity (page 10 of the PDF), learners will explore how energy from moving water can be used.

Experiment with liquids of different densities and create liquid layers. For example, oil and water have different densities: oil floats on water because it is less dense than water.

In this activity, learners use objects they find on a nature and water to make creative frozen sculptures.

In this activity, learners will be working with a sort of scientific magic, capillary action! They will set up 3 cups of water of different colors, connect them with paper towels and wait.

Learners add different liquids (water, salt water, alcohol, and detergent solution) to water and observe the different ways the different liquids combine with water.

In this activity, learners use the design thinking process to design and build their own aqueduct, or water bridge.

Learners investigate the properties of the liquids in two bottles. One contains layers of oil and water, and one contains oil, water, and soap.

Learners use filter paper and water to analyze six different markers. They mark the paper with ink, and dip the paper in water. The water travels up the paper and dissolved ink travels with it.

In this activity, learners will use simple materials to explore centripetal force and variables by swinging a cup of water without having the water spill out.

Does yeast breathe? Find out by watching how plastic bags filled with yeast, warm water and different amounts of sugar change over time.

Learners observe and compare the sizes of three toy “growing” crocodiles made from water-absorbent polymers. One is it its original state, dry, hard, and about 10cm long.

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

This activity provides instructions for using cornstarch and water to make an ooze which has the properties of both a solid and liquid.