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Many people get water from a source deep underground, called groundwater.

In this astrobiology activity (on page 11 of the PDF), learners consider what organisms need in order to live (water, nutrients, and energy).

In a class demonstration, learners observe a simple water cycle model to better understand its role in pollutant transport.

In this demonstration, learners observe vinegar and baking soda creating carbon dioxide (CO2) in a bottle. The gas is poured out of a bottle onto a candle flame, putting out the candle.

Learners develop awareness and understanding of the daily air quality using the Air Quality Index (AQI) listed in the newspaper or online.

In this activity (on pages 10-17), learners discover how scientists study biodiversity and the health of the environment based on inspection of small areas—a process known as sampling.

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

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 test two jars containing hot water, one covered with plastic and one open, for changes in temperature.

In this activity on page 27, learners perform an experiment to learn about how different types of marine debris degrade and how weather and sunlight affect the rate of degradation.

In this activity, learners explore how engineers design devices that can detect the presence of pollutants in the air.

In this design challenge, learners design a storm drain cover that catches litter to protect waterways to learn about how local actions can have system-level effects.

Working in groups, learners model the continuous destruction and creation of ozone (O3) molecules, which occur in the ozone layer.

Learners observe and discuss a vacuum cleaner as a model of a baghouse, a device used in cleaning industrial air pollution.

In this activity on page 24, learners perform experiments to examine whether or not trash can float, blow around, or wash away.

In this activity, learners build a model of a self-sustaining habitat (growing grass and beans from seeds).

In this activity, learners construct models of plants that are adapted to living under specific environmental conditions.

In this group activity, learners consider environmental conditions—temperature, presence of water, atmosphere, sunlight, and chemical composition—on planets and moons in our solar system to determine

This is an activity about turbidity, or the amount of sediment suspended in water.

Learners test two jars of ice water, one covered and one open, for changes in temperature. After placing the jars in the sun, learners discover that the covered jar cools down more slowly.