In this classroom activity, students will show how soil composition affects the amount of water the soil holds. They will test sand and topsoil independently and then create their own mixture.

This activity is a guided inquiry investigation where students gather data on which soil is the best for growing plants. Student will interpret their data, and develop a conclusion from the data. The student will determine which type of soil they would like to use in the next activity of making their own terrariums. The data collected could lead to further questions, which can be investigated in some extension activities.

In this activity, students roll miniature cars down a ramp and measure speed and acceleration every 10 cm. Students manipulate variables such as type of car, height of ramp, or ramp material to investigate how these changes affect speed and acceleration. Values for speed and acceleration can be graphed; graphs can be compared and the slope differences discussed.

In this physics interactive lecture demonstration, students will observe the constancy of gravity in a variety of different situations. They will predict what will happen if a plastic bottle, filled with water and having a hole near the bottom, is dropped. Will the bottle fall at the same rate as the water inside the bottle?

In this water cycle activity, students investigate the evaporation process by participating in an outdoor evaporation experiment held on the school grounds. Students will determine where evaporation takes place the fastest and how nature and humans can affect the process. Observations will be done and data is recorded in each student's science notebook so that the process can be discussed and analyzed.

In this science activity, students investigate the water cycle by testing the water evaporated from leaves (transpiration). They investigate concepts of evaporation and the movement of water through the different states of the water cycle by various guided inquiry experiments. Students compare evaporation of trees in the shade and in the sun. Students are asked to diagram their results for the experiment in their lab notebooks. Students are also asked to develop a testable question related to and formulate a method to evaluate their results. During another investigation, with a spin of the spinner, students simulate the movement of water within the water cycle and track their results.

In this lab-based activity, students will investigate the topic of specific heat and heat capacity using different temperatures of water and solids. Students will collect information based on observations and apply the mathematical equations of specific heat and heat capacity to their data. Students will write a lab report in their laboratory notebooks describing their experiment and results. As a final assessment, students will complete a problem-solving lab based on real-life situations using a water heater, also writing a lab report on the procedure used. The goal of this activity is to promote critical thinking skills and improve data analysis.

In this lab students will conduct an investigation to find out if substance either lose or gain mass after a chemical reaction takes place. Students will combine (and measure the mass of) 200 ml of water with a measured mass of antacid. They will add these two masses together BEFORE combining them. Students will then combine the two substances together in a capped bottle and record observations. Students will wait for the reaction to finish, then measure mass of the system. Students will then answer lab questions, and balance the chemical equation for this reaction.

This inquiry-based activity reinforces the idea that a mixture can be taken apart by physical means. Students will have 3 hours to separate as much pure substance as they can. These will be broken into percentages based on purity and the amount they have been able to separate. There is no set procedure for this open, inquiry-based activity; students will record the procedure they use as they complete the activity.

In this advanced physics lesson, students will review electricity and circuitry concepts through a Power Point presentation and then dissect a disposable camera to investigate the internal circuit structure.

In this activity, students (and staff) wear nametags containing the name of a cation or anion. Students must meet students and/or staff "ions" and create ionic compounds. Students gain practice balancing ionic formulas and naming ionic compounds. Students should "bond" with students/staff outside their classroom. Naming handout and flowchart also included.

In this activity, students will investigate how light reflects off smooth surfaces (mirrors), learn about angles of reflection, and apply that knowledge in a relay experiment where they must direct a light beam around the room by reflecting it off 3 mirrors to hit a target placed in the classroom. Each group will investigate different paths and angles of reflection to hit a target. Once they have found a viable solution, they need to demonstrate their success to the teacher. Teachers will record observations throughout this exploration, documenting student progress in the groups and recording when each group has found a successful solution. Each group is required to complete one relay, but may continue hitting other relay targets as time allows.

This activity provides students the basic rules for drawing Lewis dot diagrams and asks students to use manipulatives (colored fruit loops cereal pieces) to represent valence electrons and model covalent bonding between atoms.

Using simple math, students will figure out their lung capacity by breathing into a bottle filled with water and measuring the volume of water displaced.

In this activity students will investigate magnets and what they attract through observation and discussion. Students will record their findings in a science journal.

In this lab activity, students will design and build a complete circuit, record diagrams and notes in their journals, and use a compass to record the directionality of electricity in the circuit.

In this investigative activity, students will gather materials from their outdoor environment and work individually (or in pairs) to create a model of a fossil using primarily modeling clay and glue. Students will form and discuss the differences between a "mold" and a "cast" model fossil(s).

In this activity, students will make go-carts and measure the speed, then change different factors of the experiment and see how the speed changes. In day 1, students will design and build a cart based on a specified set of materials, and then complete several trials to test the cart by rolling it down a ramp. Through discussion and journaling students will share their designs and compare the speeds of carts. In day 2, students will experiment with ways to increase or decrease the speed of their cart.

In this activity, students use a map of electron configuration (patterned after the Bohr model) and round markers (bingo chips or other similar object) to configure electrons for assigned elements.

Students will view the different phases of the moon by viewing images in a "moon phases box." Note: This activity requires the students, acting as the Earth, to revolve around a stationary moon. This is of course the opposite of what actually occurs. Some students may be aware that the moon revolves around the Earth, others may not, so you may want to clarify the actual movement.