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In this activity on page 7 of the PDF (Chemistry—It’s Elemental), learners use iodine to identify foods that contain starch.

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.

In this activity (page 32 of PDF), learners investigate the nutritional needs of healthy bones and muscles.

In this activity about human anatomy (page 20 of PDF), learners investigate the structure of muscles by comparing yarn and cooked meat.

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

In this chemistry activity, learners use spaghetti to explore density and chemical reactions.

This activity (on page 3 of the PDF under GPS: Body Electricity Activity) is a full inquiry investigation into conductivity.

In this activity on page 6 of the PDF (Chemistry—It’s Elemental), learners explore some of the properties of copper using a few common household ingredients.

In this biology activity (page 8 of the PDF), learners will explore how saliva assists in the beginning of the digestive process.

In this activity, learners make a yeast-air balloon to get a better idea of what yeast can do. Learners discover that the purpose of leaveners like yeast is to produce the gas that makes bread rise.

In this activity on page 8 of the PDF, learners investigate vitamin C. Learners conduct a chemistry experiment to determine if Tang drink mix or orange juice contains more vitamin C.

In this matchmaking activity (on page 2 of the PDF under GPS: Animal Scent Activity), learners will each have a scented cotton ball taped to their shoulder. The scent (e.g.

In this chemistry activity (page 5 of the PDF), learners will use milk and a few other basic ingredients to create a chemical change to make a color wheel.

In this math lesson, learners apply the concepts of ratio and proportion to the capture-recapture statistical procedure.

In this food science activity, learners observe different plant-originated foods.

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

This is a hands-on activity that uses bread and household materials to grow mold. Learners collect dust from a room, wipe it on food, and contain it. One to seven days later, mold has grown.

In this environmental health activity, learners grow and observe bread mold and other kinds of common fungi over the course of 3-7 days.

In this activity, learners use water, oil, and food coloring to observe a chemical reaction that creates a shower of colors inside of a glass.

In this activity, learners investigate vitamin C.