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In this activity related to indoor air pollution, learners build take-home dust catchers with wax paper and petroleum jelly.

In this activity (on pages 18-29) learners explore the impact of the March 24, 1989 oil spill in Alaska caused by the Exxon Valdez tanker.

In this activity (on pages 24-34), learners explore the four-part stomach of cows (and other grazing animals called ruminants), and compare it to the human one-part stomach and its digestive process.

This activity guide features three related explorations to help learners ages 3-6 investigate shadows via the following science concepts: A shadow is made when an object blocks the light; you can chan

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

In this experiment, learners will conduct chemical and physical tests to identify mystery substances.

In this activity (on pages 10-15), learners investigate starch in human diets and how plants make starch (carbohydrates) to use as their food source.

In this activity about food safety and nutrition, learners investigate safe food preparation by making fruit ice cream.

In this hands-on activity, learners track and record the passage of colored "pompom traits" through three generations of gingerbread people.

In this water pollution activity, learners create pond water cultures and investigate the effects of adding chemicals or natural nutrients.

In this design challenge activity, learners add headphones to a previously built instrument (see "Build a Band" activity) to make it easier to hear.

In this physical sciences activity, learners explore how forensic investigators collect prints from a crime scene. Learners make hand impressions in damp sand and analyze the patterns they observe.

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.

This is an activity in which learners will find that they can detect differences in concentration better with their nose (smelling) than with their eyes (seeing).

In this optics activity, learners build a spy tool to secretly view things over walls or around corners.