(page numbers are from Science Interactions)

pg. 21 "Why doesn't the penny move?"

Have students bring in simple toys and demonstrate/ explain how forces affect the motion of the toys.

pg. 32 "Acceleration and Mass"

pg. 36 "How can forces be measured?"

Develop common simple machines using legos pulleys, Kinex; or other children's construction toys and classify the type of machine they represent.

Have students use student-built or everyday examples of simple machines (brooms, door/hinge/spring systems, pencil sharpeners, screwdrivers, screws) to determine the ways in which the machines make completing a job easier by reducing the force or distance required to move an object.l

Have students compare and contrast the force-distance product that is involved in moving an object unaided to the force-distance product hat is involved in moving an object with pulleys, levers, and inclined planes.

Have students measure the weight of objects in air and in water, and ask them to investigate the source of the discrepancy.

pg. 44 "How much water does an object displace?"

Have students investigate energy transformations in toys ( i.e. balls, wind up, toys, cars and ramps)

Using hot wheels tracks and ultrasonic or photogate timers, examine how the change in potential energy (mgh) equals the change in kinetic enegy (1/2mv2).

Using hot wheels tracks and ultrasonic or photogate timers, examine how the change in potential energy (mgh) equals the change in kinetic enegy (1/2mv2).

pg. 126 "Potential and Kinetic Energy"

pg. 194 "Watching ice melt."

pg. 184 "How cold is it?"

pg. 184 "How cold is it?"

pg. 190 "How does thermal energy transfer from one object to another?"

Have students examine how chemical reactions are affected by changing temperature (e.g., starch-iodine timed reactions) pH (e.g., metals and acids at different pH levels) and the addition of a catalyst (the enzyme amylase in liver and its effect on decomposition rate of hydrogen peroxide)

Demonstrate chemical hand-warmers, cold packs, chemiluminescence of Luminol or light sticks

Have students examine the temperature changes that occur during various chemical reactions (e.g., sodium hydroxide in water; HCl-Zn reactions; HCl-NaOH reactions; H2O2 catalyzed by MnO2

Frog dissection: have students observe/describe the cells, tissues, of the circulatory, nervous, and digestive systems and describe the relationships that exist among these. This may be accomplished using actual dissection specimens or computer simulations.

pg. 92 "Earthworms Pulse"

Frog dissection (see above)

pg. 96 "Blood pressure"

This may be accomplished via additional dissections (actual or digital) or by using diagrams in books.

Frog dissection.

"Bad Breath" - give each student a straw. Pass a flask of very weak base solution around the class with pink phenolphthalein indicator (or a solution of limewater) and have each student bubble a puff of air into the flask. Eventually the CO2 in the students' breath will turn the pink phenolphthalein colorless (or the limewater solution cloudy). Follow this up with examination of the effects of known CO2 samples (e.g., from dry ice).

Have students xperiment using yeast to show products of respiration

Diffusion - Demos using food coloring and tea bags (could also tie this to temperature and rate if done in cold, warm, and hot water)

Lab activities: micro/macroscopic examinations of algae, protozoa, Elodea, human skin, etc.

pg. 103 "What happens to liquid flow in a clogged tube?"

Construct visual display (collage, poster, mobile) showing healthy life styles.

Construct models of cell structures using jell-o, cookies or other materials.

Make and view wet mount slides of various types of cells. Describe the functions of the parts of the cells observed.

Have students compare systems among various organisms; for example, when a flower dissection is conducted, use several different species that all demonstrate similarities amone the fundamental male and female structures of each plant's reproductive system

pg. 348 "Very Sedimentary"

Have students collect, classify and label minerals and rocks

pg. 348 "Very Sedimentary"

Have students collect, classify and label minerals

"Journey to the center of the Earth" activity - students create an imaginary technology which allows them to travel to the center; describe the properties of the regions of the Earth they pass through

Develop a family plan of earthquake preparedness.

Develop a family plan of earthquake preparedness.

Develop a family plan of earthquake preparedness.

Have students research current volcano activity using the Internet

When teaching students about the formation of rocks and minerals, and the actions of earthquake and volcanoes, emphasize that these processes occur today and have occurred throughout Earth's history.

Have students draw diagrams that the sun is the ultimate source of energy contained in fossil fuels.

Have students observe, describe, and classify chemical and physical changes as reversible (energy transformations in roller coasters, stretching or compressing a spring); irreversible (combustion reactions, energy transformations involving friction; exceeding the elastic limit of a spring).

Students can make a video or other multimedia simulation of a mission to another planet or star system. Students should base this simulation on research from the Internet or other sources and should reflect current knowledge of space travel, scientific principles related to planets, stars, motion, human biology, etc.

Bottle Biology Ecocolumn activity

Bottle Biology ecocolumn.

Bottle Biology ecocolumn, predator/prey column.

Have students identify adaptations of organisms that live in various biomes.

Have students create recycled paper.

Take students on field trips to local and/or regional sources of natural resources (recycling plant, mines, water treatment, manufacturing, power generation farming/ranching). Have students look for links between the resource acquisition activities, economics, scientific and technological principles involved in the acquisition processes, and societal values connected to the need for those resources.

Take students on field trips to local and/or regional sources of natural resources. Have students evaluate environmental impacts (both positive and negative), of the acquisition processes, and how those processes might be modified or remediated to address the impacts.

p. 410 "Warming Race"

p. 393 "How can thermal energy be converted to kinetic energy?"