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Learners are challenged to create solutions that conduct electricity and make a buzzer buzz (or an LED light up).

In this activity on page 13 of the PDF, use a special plastic card that has been painted with a chemical that changes color when it is in UV light.

In this activity on page 2 of the PDF, learners test different materials to find out which is the best insulator.

Make your own mummy! Using a combination of salts, transform an apple into a mummy and discover how the Ancient Egyptians used drying as one step in the mummification process.

In this simple activity (on page 2 of the PDF), learners make a crystal garden using salt, water, and a brick.

In this activity, learners compare frog eggs to chicken eggs to better understand why frog eggs need water. Learners compare a boiled chicken egg to "frog eggs" represented by boiled tapioca.

In this outdoor activity/field trip, learners conduct experiments to explore where dragonflies and damselflies perch or rest, and how the flies change behavior in reaction to other flies or fly decoys

In this environmental science activity (page 4 of the PDF), learners use vinegar and chalk to observe the effect of acid rain on various building materials and plant life.

In this chemistry activity (on page 2 of the PDF), learners corrode a penny in a cup with vinegar, salt water, and a source of iron (nails, paper clips, or twist ties).

Learners observe glow-in-the-dark objects in a homemade light-proof box. Objects can include glow sticks, glow-in-the-dark toys, and toys with fluorescent paint.

In this chemistry activity, learners prepare two petri dishes, one filled with water and one filled with milk.

In this activity, learners make colored sugar and add it to water, alcohol, and oil to discover some interesting differences in dissolving.

In this experiment, learners test multiple food items to see if they are an acid or base using an indicator solution created with red cabbage.

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

Glare from the sun and ripples from the wind can make it hard to see what's below the surface of a body of water.

Learners make kimchee or sauerkraut, which is really just fermented cabbage, in a 2-liter plastic bottle.

In this experiment, learners use JOY liquid detergent and glycerin to make the largest bubble they can that lasts 15 seconds.

Learners mix liquid water with solid cornstarch. They investigate the slime produced, which has properties of both a solid and a liquid.

The Sacred Cenote at Chichén Itzá is a sink hole, or well, containing groundwater. In this activity, learners create their own cenote using chalk, limestone, acids, and rain water.

In this activity, learners add different liquids to water and apply their working definition of “dissolving” to their observations.