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Elementary

Learn and Experiment



Tensai Lab provides an opportunity for Elementary school students to learn about the purpose of conducting research, How to conduct research and most importantly, how to be safe while conducting experiments.


Experiments and Activities


Grade 1


Scientists observe things. When you observe something, you carefully look, hear, taste, touch, or smell it.

Scientists also compare and classify things. Compare means to see how things are alike or different. Classify means to group things by how they are alike.

Scientists also measure things. To measure means to find out the size or amount of something. Measuring can help you put things in order (sort), or compare.

Scientists make a plan of what they think they need to do to solve a problem or to understand something new.

Scientists can record their observations as data.

Scientists then write or tell their observations and results to others. This is called communicating what you have learned.

Scientists infer, that is, they use what they know to figure out new things. Scientists also predict. To predict is to use what you know to tell what you think will happen.

Scientists make plans to guide them on how they will conduct an experiment to solve a probem or to learn something new. Their plan is called the scientific method. You can use this plan, too!

When you want to use the design process, the first step is to think of the problem. Next you come up with a solution. A solution is a way to fix a problem. You can ask for ideas from your friends, parents, a teacher, or you could read books. Then you design your solution. To design is to draw, plan, and build your idea.

For example:
Design a paper airplane. Test your airplane and Make a chart to record how far your airplane flew.
1. How did you design your airplane?
2. How far did your airplane fly?
3. How would you make your airplane fly farther?

1. Be careful with sharp objects and glass.
2. Wear goggles when you are told to.
3. Wash your hands after each activity.
4. Keep your workplace neat and clean up when you are done.

Measurements can be made using standard methods or non standard methods. Nonstandard methods are usually estimates that may not be replicated by everyone. You can use objects to measure the length of some solids. Line up objects and count them. This measurement will be expressed in terms of how many objects you used. For example you can arrange paper pins to measure the length of a string. You can use your footsteps to measure the distance from your house to the playground.

Standard methods utilize instruments with units that can be used to express the measurement in the same way by anyone who uses the same instrument.

Measuring Length: You can also use a ruler to measure the length of some solids. You can measure in a unit called centimeters. You can also use a ruler to measure in a unit called inches. One inch is longer than 1 centimeter.

Measuring Volume: You can measure the volume of a liquid with a measuring cup. Volume is the amount of space a substance, such as a liquid, occupies.

Measuring Mass: You can measure mass with a balance. The side that has the object with more mass will go down.

Measuring Time: You can measure time with a clock. A clock measures in units called hours, minutes, and seconds. There are 60 minutes in 1 hour and 60 seconds in one minute.

You can measure temperature with a thermometer. Thermometers measure in units called degrees.

Look at pictures of different birds. Draw each bird’s beak. Observe the differences between the beaks, if any. How do you think the birds' beaks helps it eat certain types of food?

Observe and list everything you can see close to you in your classroom. Indicate whether each item/object you have on your list is 'Living' or 'Non-Living'

Complete the exercise below:

People classify objects so that similar objects are classified together. Similar objects may not be the same, you, the scientists will need to decide what criteria you will use to classify these objects. For example, you can decide to classify objects based on shape, in this case, all objects that are circular will be classified together even if they are in fact, different objects. If you decide to classify objects based on size, then all objects of similar size will be classified together.

Look at the fruit basket below and come up with a way to classify these fruits into similar groups.

Investigate how different body parts (such as hands, legs, fins, tail, claws, horns, teeth, eyes, ears etc) help animals meet their needs.

Describe a way to reuse something that you usually throw away.

1. Find out how leaves look different in each season.
2. Draw what kind of clothes you wear in different seasons.

1. Investigate what objects can sink and which objects float in water.

1. See if a magnet can pull through paper, water, or your hand.
2. Write or draw what happens when two like poles of a magnet are put together.
3. Use two different magnets. See which one picks up more paper clips. Compare the amounts.

1. Find things in your classroom or school that use electricity.
2. You need to conserve electricity. How can you use less electricity at home?
3. Find things at home that use batteries.

Grade 2


Scientists observe things. When you observe something, you carefully look, hear, taste, touch, or smell it.

Scientists also compare and classify things. Compare means to see how things are alike or different. Classify means to group things by how they are alike.

Scientists also measure things. To measure means to find out the size or amount of something. Measuring can help you put things in order (sort), or compare.

Scientists make a plan of what they think they need to do to solve a problem or to understand something new.

Scientists can record their observations as data.

Scientists then write or tell their observations and results to others. This is called communicating what you have learned.

Scientists infer, that is, they use what they know to figure out new things. Scientists also predict. To predict is to use what you know to tell what you think will happen.

Scientists make plans to guide them on how they will conduct an experiment to solve a probem or to learn something new. Their plan is called the scientific method. You can use this plan, too!

When you want to use the design process, the first step is to think of the problem. Next you come up with a solution. A solution is a way to fix a problem. You can ask for ideas from your friends, parents, a teacher, or you could read books. Then you design your solution. To design is to draw, plan, and build your idea.

For example:
Design a paper airplane. Test your airplane and Make a chart to record how far your airplane flew.
1. How did you design your airplane?
2. How far did your airplane fly?
3. How would you make your airplane fly farther?

1. Be careful with sharp objects and glass.
2. Wear goggles when you are told to.
3. Wash your hands after each activity.
4. Keep your workplace neat and clean up when you are done.

Measurements can be made using standard methods or non standard methods. Nonstandard methods are usually estimates that may not be replicated by everyone. You can use objects to measure the length of some solids. Line up objects and count them. This measurement will be expressed in terms of how many objects you used. For example you can arrange paper pins to measure the length of a string. You can use your footsteps to measure the distance from your house to the playground.

Standard methods utilize instruments with units that can be used to express the measurement in the same way by anyone who uses the same instrument.

Measuring Length: You can also use a ruler to measure the length of some solids. You can measure in a unit called centimeters. You can also use a ruler to measure in a unit called inches. One inch is longer than 1 centimeter.

Measuring Volume: You can measure the volume of a liquid with a measuring cup. Volume is the amount of space a substance, such as a liquid, occupies.

Measuring Mass: You can measure mass with a balance. The side that has the object with more mass will go down.

Measuring Time: You can measure time with a clock. A clock measures in units called hours, minutes, and seconds. There are 60 minutes in 1 hour and 60 seconds in one minute.

You can measure temperature with a thermometer. Thermometers measure in units called degrees.

Look at pictures of different animals in different habitats. How are they alike? How are they different?

What characteristics did you observe that enable an animal to live in its habitat?

What characteristics and behaviors change in the animal so as to survive in its habitat as the weather changes?

Notice that animals change with seasons. For example, the hare fur will change from brown (in summer) to white (in winter) so that it can hide better in snow. In some cases, some animals grow a heavy hair coat as it gets colder as a way to insulate themselves from extremely cold winters. These animals lose their haircoat in summer as it gets hotter.

Below is a picture of a bison losing (shedding) its hair coat as the wether gets warmer.

Look at pictures of different plants in different habitats. How are they alike? How are they different? For example, how do the plants in a desert differ from plants in a rain forest?

How do plants change with seasons. For example, how do plants look during summer, fall and winter?

Can you observe plants that have flowers? What do you is the purpose of having flowers? Why do different plants have different flower colors? If you were keen, did you notice any insects (like bees or butterflies) on or near the flowers? If so, what do you think is the purpose of the insects?

Are there plants that have fruits on them? If so, pick one and get an adult to cut it for you to observe how it looks like inside. Can you identify fruits that have seeds in them? What do you think is the purpose of seeds?

Talk with a partner about how animals meet their needs for food, water, air, shelter and space. How do animals stay safe and avoid being harmed by other animals.

What characteristics would you use to group animals into different classes. For example, you could group all animals that have 4 legs into one group, and those that have two legs into a different group, you could group animals that have wings into one group and those that do not have wings into another group. You could group all animals that eat plants into one group and those animals that eat meat into another group. You could then give names to your groups, names that represent the characteristic that you used to classify them. So that if you find a different animal you can use the same criteria to decide which group that animal belongs.

To predict is to foretell on the basis of observation, experience, or scientific reason.

If you saw pictures of different habitats, how will you predict what animals or plants can survive in that habitat. Predictions can be easier in some situations than others. For example, it is easy to predict which animals live in the ocean.

Think of objects in outer space.

Make a list of the objects you can see in the sky with your own eyes.

Make a list of the objects you would need a telescope to see.

Push a stick straight into a pot of dirt. Place the pot in a sunny spot.

Look at the stick at different times of day. Sit in the same spot each time. Draw the Sun, stick, and shadow. Write the time of day on each drawing.

Talk to your partner about how the shadows changed. When was the shadow longest?

What does the time of day have to do with the length of shadows?

You can use regular instruments to measure different weather events. For example, you can use a ruler to measure the depth of snow. You can then express the amount of snow in terms of inches or centimeters. You can use a rain gauge (which looks a lot like a measuring cylinder) to measure the amount of rainfall. Most times the rainfall is expressed in millimeters.

Fill two cups halfway with water and mark the water levels. Cover one cup with plastic wrap. Tape it to the cup. Place both cups in a sunny place.
Make a prediction of how the levels of water change in each cup over several days.
Write down what you see/observe in each cup every day. What happened to the water levels after several days? Why?

Grade 3


Scientists observe things. When you observe something, you carefully look, hear, taste, touch, or smell it.

Scientists also compare and classify things. Compare means to see how things are alike or different. Classify means to group things by how they are alike.

Scientists also measure things. To measure means to find out the size or amount of something. Measuring can help you put things in order (sort), or compare.

Scientists form a hypothesis and test it. A hypothesis is a possible explanation for the problem being investigated. You can look at a hypothesis as a guess of the results that the researcher will find out. Scientists then test the hypothesis by collecting real data.

For example, some scientists might want to find out if lions are spread out (distributed) uniformly throughout a national park/reserve (habitat).

Previous knowledge would indicate to the scientists that most animals are not distributed uniformly in any habitat. Distribution of animals is influenced by the location of resources such as water.

The scientists will formulate a hypothesis that says.."Lions are not distributed uniformly in the national park, and the distribution is influenced by the availability of food and water. "

Scientists make a plan of what they think they need to do to solve a problem or to understand something new.

Scientists can record their observations as data.

The scientist will then analyze the data using various methods that might include computers or just visual analysis. Theanalysis will confirm (test) whether the hypothesis is true or false.

Scientists then write or tell their observations and results to others. This is called communicating what you have learned.

As part of writing or communicating results, the scientists can use visual methods such as graphs, drawings, pie charts etc. In the example above, the scientists may locate lions in the national park, count them and map their locations on a map. This way you can visually see where each lion is located, what features are close by and how the lions are distributed.

As indicated above, scientists infer, that is, they use what they know to figure out new things. Scientists also predict. To predict is to use what you know to tell what you think will happen.

Scientists make plans to guide them on how they will conduct an experiment to solve a probem or to learn something new. Their plan is called the scientific method. Scientists might not use all the steps, or they might do the steps in a different order.

A variable is something that can change, and could influence the outcome of the problem a scientist is investigating. Some variables need to be controlled so that they do not influence the results and mess up the things we measure.

When you want to use the design process, the first step is to think of the problem. Next you come up with a solution. A solution is a way to fix a problem. You can ask for ideas from your friends, parents, a teacher, or you could read books. Then you design your solution. To design is to draw, plan, and build your idea.

Sometimes, the best idea cannot be designed. It can be too expensive or the materials are not available. Other times, the design can have harmful results. Finally, not all great ideas work the way they are supposed to.

1. Read all of the directions. Make sure you understand them.
2. Listen to your teacher for special safety directions. If you do not understand something, ask for help.
3. Wash your hands with soap and water before you begin the experiment and after each activity.
4. Wear a safety apron if you work with anything messy or anything that might spill.
5. Keep your workplace neat, clean up all spills immediately, and clean up when you are done. Ask your teacher for help when necessary.
6. Tell your teacher if something breaks. If glass breaks, do not clean it up yourself.
7. Wear safety goggles when your teacher tells you to wear them.
8. Keep your hair and clothes away from open flames. Tie back long hair, and roll up long sleeves.
9. Keep your hands dry around electrical equipment.
10. Do not eat or drink anything during an experiment.
11. Put equipment back the way your teacher tells you to.
12. Clean up your work area after an activity, and wash your hands with soap and water.


Treat living things, the environment, and one another with respect.

Measurements can be made using standard methods or non standard methods. Nonstandard methods are usually estimates that may not be replicated by everyone. You can use objects to measure the length of some solids. Line up objects and count them. This measurement will be expressed in terms of how many objects you used. For example you can arrange paper pins to measure the length of a string. You can use your footsteps to measure the distance from your house to the playground.

Standard methods utilize instruments with units that can be used to express the measurement in the same way by anyone who uses the same instrument.

Measuring Length: You can also use a ruler to measure the length of some solids. You can measure in a unit called centimeters. You can also use a ruler to measure in a unit called inches. One inch is longer than 1 centimeter.

Measuring Volume: You can measure the volume of a liquid with a measuring cup. Volume is the amount of space a substance, such as a liquid, occupies.

Measuring Mass: You can measure mass with a balance. The side that has the object with more mass will go down.

Measuring Time: You can measure time with a clock. A clock measures in units called hours, minutes, and seconds. There are 60 minutes in 1 hour and 60 seconds in one minute.

You can measure temperature with a thermometer. Thermometers measure in units called degrees.

Find out some characteristics of living and nonliving things.

How are living things alike? How are nonliving things alike?

Make a table. Label the columns Living Things and Nonliving Things.

Place 4 sticks of almost equal size on the ground outside so that they form a square. Look for living things in your square area. List them in your table. Tell how you know they are living. Do the same with nonliving things that you see.

What characteristics do the living things share? Which do the nonliving things share?

1a. Suppose you were a bird. Share with your group members what you would need to live? How would your life be different?

1b. What specialized structures do you have and how do your structures help you meet your needs?

2. How are lungs like gills, and how are they different?

3. What structures help animals to stay safe? (It may be helpful to select a specific animal and describe how it stays safe.)

4. How do various animals obtain their shelter?

1. Which characteristics help you know that cattle are mammals?

2. Research the number of bones different animals have in their bodies. Then put this information into a bar graph.

3. Choose two animals you like. Learn more about them. Then write a paragraph that describes how the animals are alike and different.

4. How might growing bigger help an animal survive?

1. How is a reptile's life cycle similar to a frog’s? How does it differ?

2. Choose two animals you like and describe their life cycles.

3. Pretend you are a specific animal and describe how you change and grow as you get older.

1. How do decomposers help a pond ecosystem?

2. How are organisms connected in an ecosystem? How could you express this?

3. How does it help an animal to be part of more than one food chain?

4. Choose two animals. Find out where they live and what they eat. Find out what eats them. Then compare the animals in an essay.

5. Research an ecosystem of your choice. Make a poster to show how organisms in that ecosystem depend on one another.

6. How is a forest different from a desert? How are the two ecosystems similar? Draw a Venn diagram to present your answers.

7. Discuss the differences between mimicry and camouflage?

8. Choose an ecosystem. Make up a new kind of organism that could live in this ecosystem. What adaptations would your organism have? How would it behave? How would it get food?

1. List some items you can reuse.

2. How might recycling paper protect your environment?

3. What are some things you could reduce your use of?

4. Keep track of the paper, metal, plastic, and food scraps that you throw away in one week. Make a bar graph that shows how many of each item you threw away during that week.

5. What might happen to an elephant if its habitat suddenly becomes too cold?

1. Pour one cup each of sand, soil, and pebbles into a jar. Fill the jar almost to the top with water. Seal the jar tightly. Shake the jar 10 times. Then let it sit. Draw what you see.

2. In which order do the materials settle?

3. What happens to eroded materials in a river as the river gradually slows down?

4. Suppose you are a small rock in a stream. Write a story about what happens to you due to weathering and erosion.

1. Use the hand lens to observe the soil. Is soil made of small bits of stuff? What is the shape and color of these small particles? Wash your hands. Record what you see.

2. What do people do to try to solve the problem of keeping soil healthy?

1. Look at a bird flying in the sky. Describe the bird's motion in the sky. How fast do you think the bird is flying?

2. Invent a machine that runs on wind. Draw it and describe how it works.

3. List some objects that move round and round.

4. A blue car moves faster than a red car. Both move for 20 seconds. Which car moves farther?

5. Suppose you rode a bike at 10 kilometers per hour for thirty minutes. How far would you travel?

6. Stack two books on the floor. Then lean a piece of cardboard against the top book to make a ramp. Tape down the edge of the cardboard along the floor. Place a toy car at the bottom of the ramp. Hold a tennis ball at the top of the ramp. Then let the ball go so that it pushes the toy car. Describe what happens. Add 2 more books to the stack and let the tennis ball movedown the ramp again. How fast did the ball move down the ramp this time round? How far did the ball push the toy car? (Notice that the higher the ramp, the faster the ball moves and the farther it pushes the toy car.)

1. When you are swinging on a swing, what force causes you to slow down as you go up?

2. In what ways can friction keep you safe?

3. Why does a bowling ball slow down when it hits a pin?

4. A rock on a hill has potential energy. What happens to this energy as the rock rolls down the hill?

Grade 4


Scientists observe things. When you observe something, you carefully look, hear, taste, touch, or smell it.

Scientists also compare and classify things. Compare means to see how things are alike or different. Classify means to group things by how they are alike.

Scientists also measure things. To measure means to find out the size or amount of something. Measuring can help you put things in order (sort), or compare.

Scientists form a hypothesis and test it. A hypothesis is a possible explanation for the problem being investigated. You can look at a hypothesis as a guess of the results that the researcher will find out. Scientists then test the hypothesis by collecting real data.

For example, some scientists might want to find out if lions are spread out (distributed) uniformly throughout a national park/reserve (habitat).

Previous knowledge would indicate to the scientists that most animals are not distributed uniformly in any habitat. Distribution of animals is influenced by the location of resources such as water.

The scientists will formulate a hypothesis that says.."Lions are not distributed uniformly in the national park, and the distribution is influenced by the availability of food and water. "

Scientists make a plan of what they think they need to do to solve a problem or to understand something new.

Scientists can record their observations as data.

The scientist will then analyze the data using various methods that might include computers or just visual analysis. Theanalysis will confirm (test) whether the hypothesis is true or false.

Scientists then write or tell their observations and results to others. This is called communicating what you have learned.

As part of writing or communicating results, the scientists can use visual methods such as graphs, drawings, pie charts etc. In the example above, the scientists may locate lions in the national park, count them and map their locations on a map. This way you can visually see where each lion is located, what features are close by and how the lions are distributed.

As indicated above, scientists infer, that is, they use what they know to figure out new things. Scientists also predict. To predict is to use what you know to tell what you think will happen.

Scientists make plans to guide them on how they will conduct an experiment to solve a probem or to learn something new. Their plan is called the scientific method. Scientists might not use all the steps, or they might do the steps in a different order.

A variable is something that can change, and could influence the outcome of the problem a scientist is investigating.

The variable that changes in an experiment is the independent variable. Most experiments test only one independent variable at a time. Which means the other variables that can influence the experiment should be controlled so that they do not influence the results and mess up the things we measure.

An experiment is a scientific test that can be used to support or disprove a hypothesis.

When you want to use the design process, the first step is to think of the problem. Next you come up with a solution. A solution is a way to fix a problem. You can ask for ideas from your friends, parents, a teacher, or you could read books. Then you design your solution. To design is to draw, plan, and build your idea.

Sometimes, the best idea cannot be designed. It can be too expensive or the materials are not available. Other times, the design can have harmful results. Finally, not all great ideas work the way they are supposed to.

A scientist should plan what data needs to be collected and how frequent it will be collected. The data needs to be associated with the variables that can influence the anticipated results.

Data can be in numbers, or words. This depends on the nature of the variable and on the type of analysis that needs to be done.

Numerical data such as counts can also be expressed as tallies.

Data needs to be collected in a way that makes sense and to make it easy for scientists to anlayze it.

Data analysis has several purposes.

Data analysis can be used to identify errors. Errors can happen when collecting or recording the data. Scientists must decide on a way to handle errors such as discarding the data, collecting the data once again or analyzing the rest of data excluding the errors.

Data analysis can also be used to identify patterns and trends. Patterns and trends are present when a variable tends to result in a consistent change in the result. For example, if you are testing if a particular medication makes people sleep more, then you may observe the trend that people who take the medication generally sleep longer than the people who did not take the medication.

Research begins with a question. A conclusion is way to provide an answer to the question. It either confirms or disapproves the hypothesis. If you begin an experiment with the question ... Does a variable 'A' cause an outcome/result 'B'? Then the conclusion will read saomething like... Based on the results and the trends observed in outcome 'B' among individuals that were exposed to variable 'A', it is evident that variable 'A' causes outcome 'B'.

A scientist's results may lead to new questions. What other variables affect the result? Is the same result observed in a different population? If the results indicate that the medication is effective, what are its side effects?

1. Read all of the directions. Make sure you understand them.
2. Listen to your teacher for special safety directions. If you do not understand something, ask for help.
3. Wash your hands with soap and water before you begin the experiment and after each activity.
4. Wear a safety apron if you work with anything messy or anything that might spill.
5. Keep your workplace neat, clean up all spills immediately, and clean up when you are done. Ask your teacher for help when necessary.
6. Tell your teacher if something breaks. If glass breaks, do not clean it up yourself.
7. Wear safety goggles when your teacher tells you to wear them.
8. Keep your hair and clothes away from open flames. Tie back long hair, and roll up long sleeves.
9. Keep your hands dry around electrical equipment.
10. Do not eat or drink anything during an experiment.
11. Put equipment back the way your teacher tells you to.
12. Clean up your work area after an activity, and wash your hands with soap and water.


Treat living things, the environment, and one another with respect.

Measurements can be made using standard methods or non standard methods. Nonstandard methods are usually estimates that may not be replicated by everyone. You can use objects to measure the length of some solids. Line up objects and count them. This measurement will be expressed in terms of how many objects you used. For example you can arrange paper pins to measure the length of a string. You can use your footsteps to measure the distance from your house to the playground.

Standard methods utilize instruments with units that can be used to express the measurement in the same way by anyone who uses the same instrument.

Measuring Length: You can also use a ruler to measure the length of some solids. You can measure in a unit called centimeters. You can also use a ruler to measure in a unit called inches. One inch is longer than 1 centimeter.

Measuring Volume: You can measure the volume of a liquid with a measuring cup. Volume is the amount of space a substance, such as a liquid, occupies.

Measuring Mass: You can measure mass with a balance. The side that has the object with more mass will go down.

Measuring Time: You can measure time with a clock. A clock measures in units called hours, minutes, and seconds. There are 60 minutes in 1 hour and 60 seconds in one minute.

You can measure temperature with a thermometer. Thermometers measure in units called degrees.

One way to classify plants is by using the shape of their leaves. For this activity, you will collect at least 10 leaves from trees in your neighborhood.
Classify the leaves according to their characteristics.
Can you identify the tree by its leaves?
What other characteristics can you use to classify and/or identify trees?

Everyone in class or in your group should write the name of a cell type on a pieace of paper. this can include blood, nerve, muscle etc. Students then raise their cards up for everyone to see the type of cell they have written. To model tissues, students with the same word on their card should move to one area of the class and stand adjacent to each other.

Ask some students to describe how they would model an organ, such as the heart.

Samples that will be viewed on a microscope should be mounted on a slide. There are two types of techniques for preparing microscope slides; dry mount and wet mount.

Dry Mount Slides:
a. Collect your sample and place it in the middle of a clean, dry slide.
b. If necessary, cover the sample with a coverslip so as to hold the sample in place. This works easily if the sample is thin and flat.
c. Place the slide on the stage of the microscope stage and start viewing.

Wet Mount Slides:
a. Collect a thin slice of your sample and place it on a clean, dry slide.
b. Place one drop of water over your sample.
c. Place the coverslip at a 45-degree angle with one edge touching the water and let go. The coverslip will fall over the sample and be held in place by surface tension. Make sure there are no air bubbles trapped under the cover slip.
d. Place the slide on the microscope stage and start viewing.

How to view samples on a microscope

  • Ensure the light source is switched on. Some microscopes use a light bulb embedded in the microscope base, in this case you just need to turn the switch to the ON position. Other microscopes use lens. In this case, the microscope should be positioned close to a light source then the angle of the lens should be positioned so that the light is reflected onto the stage.
  • Position your eyes on the eye piece and start moving the coarse adjustment know gently up at first. If you cannot observe the image start moving the coarse adjustment know downward. You should be gentle because the objective lens can press on the slide and crack it. At some point you will be able to view the image on the eye piece. At this point move the knob very slowly to obtain a shapr focus of the image.

There are multiple ways you can record what you observe on a microscope. The simplest way is to draw what you see. This is easier when observing a simple sample, for example the surface of a leaf. Some microscopes can be connected to a camera and monitor so that the image is observed on a computer screen and can be saved, edited and shared directly.

Its always advisable to begin with a lower magnification, record your observations, then move to a higher maginification to observe more details.

1. Go outside on a warm day when there is green vegetation on the ground and possibly insects.
2. Mark off an area of ground that is about one meter square. Push a clothespin in the ground at each corner. Tie a string around the tops of the four clothespins as a border.
3. Observe Using your hand lens, look at the living and nonliving things inside the square.
4. Make a data table to record what you see. Label each object as living or nonliving.
5. Communicate your findings with a classmate. Compare what was in the environments each of you observed.
6. Draw Conclusions: Classify How many different kinds of living and nonliving things were in your environment? Which did you see more of?

Is the following statement a fact or an opinion? A small ecosystem can have many kinds of living and nonliving things. Explain.

Pour 10 mL of water in each of two cups. Cover each cup with plastic wrap. Place one cup in the refrigerator for ten minutes. Keep the other cup on a flat surface.

Remove the cup from the refrigerator. Set it beside the other cup.

Observe and compare the water in both cups. What differences do you notice?

Which cup do you think has greater humidity—the warm cup or the cold cup? How do you know?

1. Describe today’s weather in your region and in surrounding regions.

2. Study a weather map from the Internet. Compare it to maps from yesterday and the day before, if they are available.

3. Use these weather maps (todays and the previous 2 days) to predict tomorrow’s weather. Explain your prediction.

Study tomorrows weather map online. Compare it to your prediction. How close was your forecast to the actual weather?

How can weather maps be used to predict future weather?

The equator has a warm climate. Is this statement a fact or an opinion? Explain.

Choose a climate. Why would you enjoy living in this climate? Why would you not enjoy this climate?

For 5 years, a weather station recorded high temperatures of 32C, 29C, 34C, 31C and 30C for the same date. What was the average for that date over the five years?

1. Look around your school or classroom. List examples of solids, liquids, and gases.

2. Choose two states of matter. How are they alike? How are they different?

3. Place several ice cubes in a pan. What state do they represent? Leave the ice cubes in the pan for 30 minutes and observe again. Now what states are represented? Have your teacher or any adult heat the pan. Observe the states you see during and after the pan is heated?

1. Pour 100 mL of water into a cup. Then pour 100 mL of oil into the cup. Last, slowly add 100 mL of syrup. What happened when you added each liquid to the cup? Can you explain your observation?

2. What should a hot-air balloonist do to go higher? Explain.

3. Write a brief paragraph (or explain to your friends) about some of the ways you use various elements in daily life.

4. Over time, a copper statue will turn green. Is this a chemical change? Explain.

5. Describe the physical and chemical changes that occur when making bread.

6. You have been asked to give a presentation to Grade 3s about physical and chemical changes. Prepare a presentation to give to the glass and ensure to include examples.

1. Which method would you use to separate a mixture of:
a. Sand and water
b. Buttons and beads
c. Spaghetti and water

To obtain pure water from salt water, would you use evaporation or distillation? Explain.

Blood is made of water, solids, and gases. Of these parts, the solids are densest. Is blood a mixture or a solution? How would you separate the solids from blood?

Copper and gold form a hard alloy. The amount of gold in the alloy is measured in karats. Pure gold is 24 karats. Gold with half copper is 12 karats. How much copper is there in 6 karat gold alloy?

You breathe in oxygen from the air. Explain why you cannot breath in water even though water contains oxygen and hydrogen.

1. Place a deflated balloon over the mouth of an empty plastic bottle. What will happen if you put the bottle in hot water?
What happens if you put the same bottle in cold water?
Place the bottle in a bucket of warm water. Wait five minutes. What happens to the balloon?
Now place the bottle in a bucket of ice water. What happens?
Explain what you think caused the balloon to inflate and deflate?

Explain why a metal object feels cooler at room temperature than a wooden object.

Explain why thermal energy will not flow from an ice cube to a hot drink.

Grade 5


Scientists observe things. When you observe something, you carefully look, hear, taste, touch, or smell it.

Scientists also compare and classify things. Compare means to see how things are alike or different. Classify means to group things by how they are alike.

Scientists also measure things. To measure means to find out the size or amount of something. Measuring can help you put things in order (sort), or compare.

Scientists form a hypothesis and test it. A hypothesis is a possible explanation for the problem being investigated. You can look at a hypothesis as a guess of the results that the researcher will find out. Scientists then test the hypothesis by collecting real data.

For example, some scientists might want to find out if lions are spread out (distributed) uniformly throughout a national park/reserve (habitat).

Previous knowledge would indicate to the scientists that most animals are not distributed uniformly in any habitat. Distribution of animals is influenced by the location of resources such as water.

The scientists will formulate a hypothesis that says.."Lions are not distributed uniformly in the national park, and the distribution is influenced by the availability of food and water. "

Scientists make a plan of what they think they need to do to solve a problem or to understand something new.

Scientists can record their observations as data.

The scientist will then analyze the data using various methods that might include computers or just visual analysis. Theanalysis will confirm (test) whether the hypothesis is true or false.

Scientists then write or tell their observations and results to others. This is called communicating what you have learned.

As part of writing or communicating results, the scientists can use visual methods such as graphs, drawings, pie charts etc. In the example above, the scientists may locate lions in the national park, count them and map their locations on a map. This way you can visually see where each lion is located, what features are close by and how the lions are distributed.

As indicated above, scientists infer, that is, they use what they know to figure out new things. Scientists also predict. To predict is to use what you know to tell what you think will happen.

Scientists make plans to guide them on how they will conduct an experiment to solve a probem or to learn something new. Their plan is called the scientific method. Scientists might not use all the steps, or they might do the steps in a different order.

A variable is something that can change, and could influence the outcome of the problem a scientist is investigating.

The variable that changes in an experiment is the independent variable. Most experiments test only one independent variable at a time. Which means the other variables that can influence the experiment should be controlled so that they do not influence the results and mess up the things we measure.

An experiment is a scientific test that can be used to support or disprove a hypothesis.

When you want to use the design process, the first step is to think of the problem. Next you come up with a solution. A solution is a way to fix a problem. You can ask for ideas from your friends, parents, a teacher, or you could read books. Then you design your solution. To design is to draw, plan, and build your idea.

Sometimes, the best idea cannot be designed. It can be too expensive or the materials are not available. Other times, the design can have harmful results. Finally, not all great ideas work the way they are supposed to.

A scientist should plan what data needs to be collected and how frequent it will be collected. The data needs to be associated with the variables that can influence the anticipated results.

Data can be in numbers, or words. This depends on the nature of the variable and on the type of analysis that needs to be done.

Numerical data such as counts can also be expressed as tallies.

Data needs to be collected in a way that makes sense and to make it easy for scientists to anlayze it.

Data analysis has several purposes.

Data analysis can be used to identify errors. Errors can happen when collecting or recording the data. Scientists must decide on a way to handle errors such as discarding the data, collecting the data once again or analyzing the rest of data excluding the errors.

Data analysis can also be used to identify patterns and trends. Patterns and trends are present when a variable tends to result in a consistent change in the result. For example, if you are testing if a particular medication makes people sleep more, then you may observe the trend that people who take the medication generally sleep longer than the people who did not take the medication.

Research begins with a question. A conclusion is way to provide an answer to the question. It either confirms or disapproves the hypothesis. If you begin an experiment with the question ... Does a variable 'A' cause an outcome/result 'B'? Then the conclusion will read saomething like... Based on the results and the trends observed in outcome 'B' among individuals that were exposed to variable 'A', it is evident that variable 'A' causes outcome 'B'.

A scientist's results may lead to new questions. What other variables affect the result? Is the same result observed in a different population? If the results indicate that the medication is effective, what are its side effects?

1. Read all of the directions. Make sure you understand them.
2. Listen to your teacher for special safety directions. If you do not understand something, ask for help.
3. Wash your hands with soap and water before you begin the experiment and after each activity.
4. Wear a safety apron if you work with anything messy or anything that might spill.
5. Keep your workplace neat, clean up all spills immediately, and clean up when you are done. Ask your teacher for help when necessary.
6. Tell your teacher if something breaks. If glass breaks, do not clean it up yourself.
7. Wear safety goggles when your teacher tells you to wear them.
8. Keep your hair and clothes away from open flames. Tie back long hair, and roll up long sleeves.
9. Keep your hands dry around electrical equipment.
10. Do not eat or drink anything during an experiment.
11. Put equipment back the way your teacher tells you to.
12. Clean up your work area after an activity, and wash your hands with soap and water.


Treat living things, the environment, and one another with respect.

Measurements can be made using standard methods or non standard methods. Nonstandard methods are usually estimates that may not be replicated by everyone. You can use objects to measure the length of some solids. Line up objects and count them. This measurement will be expressed in terms of how many objects you used. For example you can arrange paper pins to measure the length of a string. You can use your footsteps to measure the distance from your house to the playground.

Standard methods utilize instruments with units that can be used to express the measurement in the same way by anyone who uses the same instrument.

Measuring Length: You can also use a ruler to measure the length of some solids. You can measure in a unit called centimeters. You can also use a ruler to measure in a unit called inches. One inch is longer than 1 centimeter.

Measuring Volume: You can measure the volume of a liquid with a measuring cup. Volume is the amount of space a substance, such as a liquid, occupies.

Measuring Mass: You can measure mass with a balance. The side that has the object with more mass will go down.

Measuring Time: You can measure time with a clock. A clock measures in units called hours, minutes, and seconds. There are 60 minutes in 1 hour and 60 seconds in one minute.

You can measure temperature with a thermometer. Thermometers measure in units called degrees.

Research different ecosystems in the world and make a poster showing the different plants and animals that live in the ecosystem you chose.
Discuss if the plants and animals in your ecosystem could survive in the ecosystems that your classmates chose.

How to view samples on a microscope

  • Ensure the light source is switched on. Some microscopes use a light bulb embedded in the microscope base, in this case you just need to turn the switch to the ON position. Other microscopes use lens. In this case, the microscope should be positioned close to a light source then the angle of the lens should be positioned so that the light is reflected onto the stage.
  • Position your eyes on the eye piece and start moving the coarse adjustment know gently up at first. If you cannot observe the image start moving the coarse adjustment know downward. You should be gentle because the objective lens can press on the slide and crack it. At some point you will be able to view the image on the eye piece. At this point move the knob very slowly to obtain a shapr focus of the image.

How is a mitochondrion similar to a tiny power plant?

Do you think a cell would function without a nucleus? Explain your answer.

Do bigger organisms have bigger cells? What kind of test could you do to answer this question?

Fill 3 plastic cups with water. Be sure that each cup has the same amount. Add 3 drops of food coloring in each cup of water.

Select three stalks of celery. In one stalk, remove all the leaves off. In the second stalk, remove some leaves and leave one leaf left. In the third stalk, do not break off any leaves. Place one stalk in each cup leave them there overnight. On the following day, examine each cup. What happened to the water? Note any changes. Measure how far up the water traveled in each celery stalk.

What are the independent and dependent variables in this experiment?

Did the amount of leaves affect the transport of water through the stalk?

What other factors can affect the movement of water through the celery stalks?

How will adding sugar or salt affect water transport in a plant?

Explain why an insect cannot survive in a covered jar, even though the jar contains food and water. Explain why the same insect can survive if you add a plant into the jar.

Entomology is the scientific study of insectsto understand their structures and functions.

Insects are the largest group within the arthropod phylum. Insects have an exoskeleton made of chitin. They also have a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes, and a pair of antennae.

Insects are the most diverse group of animals, with more than a million described species; they represent more than half of all animal species.

Use a hand lens and begin observing insects. Be cautious because some insects can bite, or may elicit allergic reactions.

Observe the structure of the legs, the antennae, the three body parts, the mouth parts etc and record your observations. You may draw or describe what you see.

You can also observe insects under a microscope. Be sure to use the lower magnification first.

Suppose about 70,000 different beetles were identified in a habitat. If 350,000 total animals were identified, what percent are beetles?

Examine a legume plant such as beans, peas, clover etc. Pull the plant from the ground and clean off all dirt on the roots. Use a hand lens or microscope to examine the roots. What did you observe?

Pull a carrot root and observe it using a hand lens or microscope.

Compare these roots to the legume roots.

A farmer’s crops are less healthy than in previous years. What could be the possible cause(s)> What can the farmer do to get better crops?

1. How plants survive in water

Fill a cup with fresh water. Fill another cup with salt water. Label each cup respectively. Place flowers by their stems in each cup and leave them for 2 hours. Did you see any changes to either flower? Explain your observations.

2. How oceans become salty

In the plastic cup, mix 2 tablespoons of salt then add a few drops of food coloring. Use the spoon to stir until it’s well-mixed. Pour 2 cups of soil into one side of a shallow baking pan. Mix the salt with the soil in the pan. Tip the pan so the side with the mixture in it is slightly off the table. As you hold the pan slightly off the table, slowly pour some water onto the mixture. Note the color of the water when it reaches the other side of the pan. How does this model resemble what happens as fresh water flows to the ocean?

1. What is in Soil?

Collect a sample of soil, maybe a handful and transfer it into a petri dish. Place the soil sample on a microscope stage and begin to observe its contents. You can use a toothpick to separate the contents in the petri dish.

Does your soil sample contain nonliving things? What about once-living things?

Repeat these steps using soil samples from other places in your neighborhood. Do the soil contents differ depending on the source of the sample?

What differences do you expect to observe between desert and forest soils.

Apply petroluem jelly onto an index card using a plastic knife. Place the card in th corner of a room for a day, rhen observe it again after a week.

What does the index card look like after one day? After one week?

How does the petroleum jelly help you track air pollution?

This activity requires at least three people. One person represents an observer on Earth. The other person represents the Sun and will hold a lamp. The third person will represent the moon and will hold a ball. A black ball may be ideal but any color would work. If there are other people, they can represent several observers on different locations on the earth by standing at different positions.
The observer(s) should face the person with the lamp. Then let the second person position himself in between the lamp and the observers and hold the ball high so that the light from the lamp bounces off the ball. How much of the surface of the ball is lit? Record what you see. Ask the person holding the ball to rotate the ball one eighth of the way around you. Turn to face the ball and record what you see. Repeat these steps until your classmate returns to the starting position.

This activity requires three people, a large ball, a small ball and a lamp. You will use the large (soccer) ball to represent the Earth. The small (tennis) ball will represent the moon and the lamp will represent the sun. One person should hold the large ball and walk slowly around the lamp. The person holding the small (tennis) ball should walk slowly around the person holding the large ball. Ensure that people do not block the light.

Fill one cup with water and another cup with sand. Place a thermometer in each material. Record the temperatures. Position a lamp so that it shines evenly on both cups. Measure the temperature every 5 minutes for 30 minutes.

Plot a graph of temperature with time for each cup.

Switch off the lamp and measure the temperature again.

Which might cool faster, sand or water? Explain.

Use a paper plate and divide it into six sections. Color two sections red, two sections blue, and two sections green. Mount the plate on a pencil or the end of a stick using a thumbtack. Spin the plate by rolling the pencil between your fingers and observe the colors you see.

Grade 6


Scientists observe things. When you observe something, you carefully look, hear, taste, touch, or smell it.

Scientists also compare and classify things. Compare means to see how things are alike or different. Classify means to group things by how they are alike.

Scientists also measure things. To measure means to find out the size or amount of something. Measuring can help you put things in order (sort), or compare.

Scientists form a hypothesis and test it. A hypothesis is a possible explanation for the problem being investigated. You can look at a hypothesis as a guess of the results that the researcher will find out. Scientists then test the hypothesis by collecting real data.

For example, some scientists might want to find out if lions are spread out (distributed) uniformly throughout a national park/reserve (habitat).

Previous knowledge would indicate to the scientists that most animals are not distributed uniformly in any habitat. Distribution of animals is influenced by the location of resources such as water.

The scientists will formulate a hypothesis that says.."Lions are not distributed uniformly in the national park, and the distribution is influenced by the availability of food and water. "

Scientists make a plan of what they think they need to do to solve a problem or to understand something new.

Scientists can record their observations as data.

The scientist will then analyze the data using various methods that might include computers or just visual analysis. Theanalysis will confirm (test) whether the hypothesis is true or false.

Scientists then write or tell their observations and results to others. This is called communicating what you have learned.

As part of writing or communicating results, the scientists can use visual methods such as graphs, drawings, pie charts etc. In the example above, the scientists may locate lions in the national park, count them and map their locations on a map. This way you can visually see where each lion is located, what features are close by and how the lions are distributed.

As indicated above, scientists infer, that is, they use what they know to figure out new things. Scientists also predict. To predict is to use what you know to tell what you think will happen.

Scientists make plans to guide them on how they will conduct an experiment to solve a probem or to learn something new. Their plan is called the scientific method. Scientists might not use all the steps, or they might do the steps in a different order.

A variable is something that can change, and could influence the outcome of the problem a scientist is investigating.

The variable that changes in an experiment is the independent variable. Most experiments test only one independent variable at a time. Which means the other variables that can influence the experiment should be controlled so that they do not influence the results and mess up the things we measure.

An experiment is a scientific test that can be used to support or disprove a hypothesis.

When you want to use the design process, the first step is to think of the problem. Next you come up with a solution. A solution is a way to fix a problem. You can ask for ideas from your friends, parents, a teacher, or you could read books. Then you design your solution. To design is to draw, plan, and build your idea.

Sometimes, the best idea cannot be designed. It can be too expensive or the materials are not available. Other times, the design can have harmful results. Finally, not all great ideas work the way they are supposed to.

A scientist should plan what data needs to be collected and how frequent it will be collected. The data needs to be associated with the variables that can influence the anticipated results.

Data can be in numbers, or words. This depends on the nature of the variable and on the type of analysis that needs to be done.

Numerical data such as counts can also be expressed as tallies.

Data needs to be collected in a way that makes sense and to make it easy for scientists to anlayze it.

Data analysis has several purposes.

Data analysis can be used to identify errors. Errors can happen when collecting or recording the data. Scientists must decide on a way to handle errors such as discarding the data, collecting the data once again or analyzing the rest of data excluding the errors.

Data analysis can also be used to identify patterns and trends. Patterns and trends are present when a variable tends to result in a consistent change in the result. For example, if you are testing if a particular medication makes people sleep more, then you may observe the trend that people who take the medication generally sleep longer than the people who did not take the medication.

Research begins with a question. A conclusion is way to provide an answer to the question. It either confirms or disapproves the hypothesis. If you begin an experiment with the question ... Does a variable 'A' cause an outcome/result 'B'? Then the conclusion will read saomething like... Based on the results and the trends observed in outcome 'B' among individuals that were exposed to variable 'A', it is evident that variable 'A' causes outcome 'B'.

A scientist's results may lead to new questions. What other variables affect the result? Is the same result observed in a different population? If the results indicate that the medication is effective, what are its side effects?

1. Read all of the directions. Make sure you understand them.
2. Listen to your teacher for special safety directions. If you do not understand something, ask for help.
3. Wash your hands with soap and water before you begin the experiment and after each activity.
4. Wear a safety apron if you work with anything messy or anything that might spill.
5. Keep your workplace neat, clean up all spills immediately, and clean up when you are done. Ask your teacher for help when necessary.
6. Tell your teacher if something breaks. If glass breaks, do not clean it up yourself.
7. Wear safety goggles when your teacher tells you to wear them.
8. Keep your hair and clothes away from open flames. Tie back long hair, and roll up long sleeves.
9. Keep your hands dry around electrical equipment.
10. Do not eat or drink anything during an experiment.
11. Put equipment back the way your teacher tells you to.
12. Clean up your work area after an activity, and wash your hands with soap and water.


Treat living things, the environment, and one another with respect.

Measurements can be made using standard methods or non standard methods. Nonstandard methods are usually estimates that may not be replicated by everyone. You can use objects to measure the length of some solids. Line up objects and count them. This measurement will be expressed in terms of how many objects you used. For example you can arrange paper pins to measure the length of a string. You can use your footsteps to measure the distance from your house to the playground.

Standard methods utilize instruments with units that can be used to express the measurement in the same way by anyone who uses the same instrument.

Measuring Length: You can also use a ruler to measure the length of some solids. You can measure in a unit called centimeters. You can also use a ruler to measure in a unit called inches. One inch is longer than 1 centimeter.

Measuring Volume: You can measure the volume of a liquid with a measuring cup. Volume is the amount of space a substance, such as a liquid, occupies.

Measuring Mass: You can measure mass with a balance. The side that has the object with more mass will go down.

Measuring Time: You can measure time with a clock. A clock measures in units called hours, minutes, and seconds. There are 60 minutes in 1 hour and 60 seconds in one minute.

You can measure temperature with a thermometer. Thermometers measure in units called degrees.

Your teacher or an adult will collect a sample of water from a pond.
Place 1 drop of the water sample on a clean microscope slide using a dropper. Gently lower a coverslip onto the slide so it lies flat on the drop ensuring there are no water bubbles. Place the slide on the microscope stage and observe it under low magnification.

Try to focus on finding living things in the drop. Can they move? What characteristics do they have?

This is a continuation from Activity 1. Ensure you have the miroscope slide you prepared in Activity 1.

Gently position a clear ruler on the microscope stage next to the slide.

Using low magnification, move and focus the microscope stage until you find a protist.

Estimate the length of the protist by counting approximately how many units its legnth corresponds to on the ruler. You can also estimate the length by estimating how much space the protist occupies on the field of view and obtain a fraction of the entire field of view. For example, if the field of view is 8 millimeters long and the protist occupies about 25% (one quarter) of it, then its length is approximately 2 millimeters.

One way to classify plants is by using the shape of their leaves. For this activity, you will collect at least 10 leaves from trees in your neighborhood.
Examine each leaf with a hand lens, and write down each structure that you can identify. Classify the leaves according to their characteristics.
Can you identify the tree by its leaves?
What other characteristics can you use to classify and/or identify trees?

How are simple and compound leaves alike? How are they different?

Obtain samples of insects and earthworms from your teacher. Handle live insects and worms gently and carefully.

Use a hand lens and begin observing the earthworms and insects. Be cautious because some insects can bite, or may elicit allergic reactions.

Observe the structure of the legs, the antennae, the three body parts, the mouth parts etc and record your observations. You may draw or describe what you see.

What features on the earthworm are new to you? How is the earthworm able to move?

'All spiders are arachnids, but not all arachnids are spiders.' Explain this statement.

In this activity, you will need a spraying bottle, 3 paper towels, water, measuring cylinder, waxed paper, tape and a tray.

Measure some water into a measuring cylinder then transfer this water into a spray bottle. Spray the water onto the paper towels so that they are evenly moist but not dripping wet. Use the same volume of water for each paper towel.

Place one paper towel in between two identical pieces of waxed paper. Hold the edges together with tape.

Roll up a second paper towel, and cover it with waxed paper. Hold the edges together with tape.

Leave the third paper towel flat and uncovered.

Place all three paper towels on a tray in a sunny location for 30 minutes then observe them.

Which paper towel retained the most moisture? Which retained the least?

Would a different type of coating or covering help reduce moisture loss the same way as the waxed paper?

Animal cells are specialized to perform specific functions and as a result they develop specific structure, shape and organelles to support these functions.

Your teacher will provide you with microscope slides with already prepared cells from different tissues including epithelial, nerve, connective, and muscle.

Be prapared to record your observations for each slide on a separate piece of paper.

Select one of the slides, record on the paper which tissue this slide corresponds with and start observing it under the microscope. Draw how the cells look like, and repeat this for the rest of the slides.

Review all the drawings for each tissue. What are some of the characteristics of each type of cell? Can you identify any cell structures? Make additional notes on your diagrams. Label any parts you can identify.

Attempt to explain why the cells look the way they do and how that might influence their functions.

Make a wet-mount slide of a leaf from near the tip of the leaf. Place a small drop of water on the slide with a dropper. Use the forceps to pick up a leaf and place it in the drop of water on the slide. Place a cover slip onto the leaf and observe.

Observe an already prepared slide of human cheek cells.

Describe or write down the similarities and differences in your observations of the plant cells and the human cheek cells.

1. Diffusion

Obtain three jars or beakers. In one jar, add cold water. In another jar add warm water and in the third jar add hot water. Be careful when handling hot water and please ask an adult for assistance if necessary to avoid burns.

In each jar, add a tea bag and wait for one minute as you observe what happens.

After one minute, remove the tea bags and place them on a paper towel. Which jar change color the most? Did you notice how fast the color change occured?

Why do people use a spoon to stir tea bags or sugar when making tea or coffee?

2. Osmosis

a. Obtain two jars. In one add plain water and in another add a concentrated sugar solution. Add dry raisins in both jars and leave them for 30 minutes. Remove the raisins and observe the changes.

b. Your teacher will provide you pieces of a tube made using an semi-permeable membrane. Tie one end of each tube tightly with a string. Add equal amounts of concentrated sugar solution into the tube and then tie the other end. Obtain two jars and in one add plain tap water and in the other tube, add the same concentrated sugar solution. Place a tube in each of the jars and leave for 30 minutes, then remove the tubes and observe.

Did the volume of the solution inside the tubes change? Was there a change in both tubes? How can you explain this change?

Active dry yeast can be obtained from the baking needs isle at the supermarket.

Take a small scoop of dry yeast approximately a quarter of a tea spoon and place in a large petri dish. Use your hand lens to observe them. Move the same petri dish onto a microscope stage and observe at low magnification. What do you see?

Make two other similar petri dishes with almost the same amount of dry yeast. Into each petri dish, add 4 g of sugar. The into one petridish add 20ml of warm water about 45°C. Into another petri dish, add 20ml cold chilled water. And in the third petri dishx add 20ml of tap water at room temperature. Label each tube as warm, RT and cold.

mix the contents of contents in each petri dish to ensure all the sugar is dissolved and let them stand for 15 minutes.

What differences do you notice in the petri dishes. What indicates to you that the yeast cells are growing? In which petri dish is there more activity?

Move the petri dishes, one at a time, onto the microscope stage, focus and observe under low magnification. What do you observe?

What is the importance of the sugar in each of these experiments?

How did the temperature of the water impact the growth of the yeast?

1. How do variations help animals survive?

2. What types of creatures might you encounter in the deep ocean?

3. How does it help an animal to be part of more than one food chain?

4. How can an animal’s coloring affect its chances of survival?

5. Research an ecosystem of your choice. Make a poster to show how organisms in that ecosystem depend on one another.

6. How is a forest different from a desert? How are the two ecosystems similar? Draw a Venn diagram to present your answers.

7. Discuss the differences between mimicry and camouflage?

8. Choose an ecosystem. Make up a new kind of organism that could live in this ecosystem. What adaptations would your organism have? How would it behave? How would it get food?

9. How does natural selection compare to selective breeding?

10. What causes bacterial resistance? What can people do to prevent bacterial resistance from occuring?

11. How does sunlight affect life in an ecosystem?

Students can work in groups or by themselves. The teacher or an adult should print a map showing all the continents with clear boundaries.

Carefully cut along the outlines of all continents so that you have a separate piece of paper for each continent.

Try to match the outlines of the continents to attempt to make one large landmass as proposed in the Pangaea theory.

In this activity, you need to work in pairs. Each person should have a map with latitudes and longitudes.

Working in turns, player A should choose a city and tell player B only its latitude and longitude.

Player B should use their map to find the location, and call out the name of the city.

Place 2 books adjacent to each other such that the loose unbound sides are in contact.

Slowly slide one book past the other. What happens

1. Describe today’s weather in your region and in surrounding regions.

2. Study a weather map from the Internet. Compare it to maps from yesterday and the day before, if they are available.

3. Use these weather maps (todays and the previous 2 days) to predict tomorrow’s weather. Explain your prediction.

Study tomorrows weather map online. Compare it to your prediction. How close was your forecast to the actual weather?

How can weather maps be used to predict future weather?

The equator has a warm climate. Is this statement a fact or an opinion? Explain.

Choose a climate. Why would you enjoy living in this climate? Why would you not enjoy this climate?

For 5 years, a weather station recorded high temperatures of 32C, 29C, 34C, 31C and 30C for the same date. What was the average for that date over the five years?

Cut out three strips of filter paper, each about 5 cm wide by 10 cm long. Be Careful. Using a black marker, make a small (0.5 cm) dark spot on each strip. Each spot should be about 2 cm from the bottom edge of the piece of filter paper. Experiment Using a paper clip, secure the first piece of filter paper to the cup as shown. Add enough water to just touch the filter paper.

Weigh out 10 g of table salt using a balance scale. Experiment Add the salt to 100 mL of water in a beaker. Stir until the salt has dissolved completely and the solution is clear. Add more salt and stir until no more salt can dissolve.

Pour equal amounts of water of the same temperature into two beakers. Crush one antacid tablet on paper. Do not lose any of the pieces.

At the same time, add the whole antacid tablet to the 'whole' container and the crushed tablet to the 'Crushed' container.

In which container did the reaction start first? Finish first? In which container was the reaction stronger?

What variable did you test? How did this variable affect the rate of the chemical reaction?

Which variable(s) did you control for?

Obtain two paper cups and about 10 m of string. Make a small hole in the bottom of each cup. Thread one end of the string through each hole. Tie a knot in each end of the string so the ends cannot slip through the holes. Experiment Try your model with a partner. Each partner should take one of the cups. Move far enough apart that the string is taut between the two of you.