Xtreem Science "Teaching 8th Grade Science" Glencoe
TAKS Objective 1--The student will demonstrate an understanding of the nature of science.
TEKS 8.5A&B--The students knows that relationships exist between science and technology. The student is expected to:
A) identify a design problem and propose a solution;
B) design and test a model to solve the problem; and
Using Models in Science
Engage Demo: Volcano One.
Demo: Volcano Two.
Explore Have students, in small groups, complete the activity "Making a Model from an Object".
Explain Discuss models. List models used in science.
Elaborate Students will create a rubric for evaluating models. Explore the emergence of important models in the history of science.
Evaluate The student will use his rubric to evaluate a model of a molecule, a cell, or the solar system.
TEKS 8.6--The student knows that interdependence occurs among living systems. Chap. 9
TEKS 8.12 A&C--The student knows that cycles exist in Earth systems. The student is expected to: Rocks
A) analyze and predict the sequence of events in the lunar and rock cycles. Chap. 10
C) predict the results of modifying the Earth's nitrogen, water, and carbon cycles. Plate Tectonics
TEKS 8.14--The student know that the equilibrium of a system may change. Chap. 11
Earthquakes and Volcanoes
Probing Questions Chap. 12
Engage Ask students to brainstorm as many examples of systems as they can. Traits and How They Change
Chap. 13
Clues to Earth's Past
Explore Key vocabulary: system, input, output, feedback Chap. 14
Geologic Time
Explain During a class discussion, have students brainstorm a list of characteristics that all systems have. Chap. 15
Atmosphere
Elaborate 1) Have students use4 what they know about systems to create a "gidget" that is a system. Chap. 17
2) Expand the study to include cycles. Clarify for students that a cycle is a special kind of system. Climate
Chap. 18
Evaluate Student will complete the Reflection Guide activity. Oceans
Chap. 19
Our Impact on Land
Chap 20
Our Impact on Water and Air
Chap. 21
Interaction of Human Systems
Chap. 22
The Sun-Earth-Moon System
TEKS 8.4A--The student knows how to use a variety of tools and methods to conduct science inquiry. The student is
expected to:
A) collect, record, and analyze information using tools including beakers, Petri dishes, meter sticks, graduated
cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales,
balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer
probes, water test kits, and timing devices; and
Safety
Engage
Explore
Explain
Elaborate
Evaluate
TAKS Objective 2--The student will demonstrate an understanding of living systems and the environment. Chap. 21
Interactions of Human Systems
TEKS 8.6B--The student knows that interdependence occurs among living systems. The student is expected to:
B) identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor
pressure, and chemical reactions.
Look Mama, It's Alive
Engage View video clip "The Search for Answers" beginning at 2:50 from the video Dying to be Thin.
Explore Students record serotonin units and serotonin receptors at 3:50, 3:56, and 4:03 in their journals.
Explain In the video, Dr. Kaye describes his research into the brains of patients suffering from anorexia nervosa.
Elaborate 1) Show the child birthing sequence at the end of the tape, Miracle of Life . Talk about the release of oxytocin.
2) Role Play: The Rise and Fall of Glucose
3) Ask Question: "How does the body keep from overheating?"
Evaluate 1) Student will produce a graph or sketch to describe a negative feedback system for serotonin production.
2) Student will produce a labeled sketch or graph and describe the positive feedback system that occurs during childbirth.
3) Student will produce a labeled sketch that describes thermal regulation in humans.
4) Student will demonstrate an understanding of how blood glucose is controlled in humans.
TEKS 8.6A--The student knows that interdependence occurs among living systems. The student is expected to: Chap. 21
A) describe interactions among systems in the human organism. Interactions of Human Systems
You Can't Have One Without the Other
Engage Activity 1 Show movie or clips from Ebola: The Plague Fighters . (Read passages from Hot Zone. )
Explore Simulate virus transmission within a population that contained one Ebola infected individual.
Explain Explain how the Ebola virus is transmitted through blood and body fluids.
Elaborate Repeat the experiment, but give students option to abstain from sharing with other students. (Change Ebola to HIV.)
Evaluate Student will describe the connection between the circulatory system and the immune system.
Engage Activity 2 Play song "Turn the Beat Around" by Gloria Estefan
Explore Students measure resting heart rate and after exercise.
Explain Teacher will guide a discussion about pulse rate.
Elaborate 1) Students will work in a group and design an experiment using exercise to explore the relationship between the
respiratory and circulatory systems.
2) Ask students to take a deep breath. Elaborate on diaphragm, alveoli, air pressure.
3) Investigate the relationship between oxygen and muscle fatigue.
Evaluate 1) Student will design and implement an experiment to demonstrate the relationship between heart and
respiration rates.
2) Student will create two labeled drawings of the lungs and diaphragm during inhalation and exhalation.
3) Student will write a 100-150 word summary about oxygen debt and muscular contractions.
Engage Activity 3 Teacher will prepare beakers of tap water containing bromothymol blue indicator.
Explore Students will bubble carbon dioxide into the beakers and record color changes in a chart.
Explain Teacher will explain pH and titration, how the muscular, skeletal, circulatory, and the respiratory systems work
together during inhalation and exhalation.
Elaborate Ask students to suggest an experiment to change the solution back to blue.
Evaluate Monitor students as they design and perform the experiment. Debrief the class using questions.
Engage Activity 4 Tell students about tips of villi being sloughed off each day.
Explore Ask students which type of cloth they think will absorb the most water. Perform comparison.
Explain Most of the process of digestion and practically all absorption occur in the small intestine.
Elaborate Demonstrate diffusion across a cell membrane (osmosis) using raw eggs with no shell.
Evaluate Monitor students as they design and perform the experiment. Guide class debriefing using questions.
Summative Distribute one Human Body Systems Figure to each student. Ask students to pair up with a partner and then
describe to the class how the two systems interact. Repeat with three systems.
TEKS 8.11A&B--The student knows that traits of species can change through generations and that the instructions for traits Chap. 12
are contained in the genetic material of the organisms. The student is expected to: Traits and How They Change
A) identify that change in environmental conditions can affect the survival of individuals and of species; and
B) distinguish between inherited traits and other characteristics that result from interactions with the environment.
To Be or Not to Be
Engage Activity 1 Initiate discussion about the malformed frogs.
Explore Read aloud "Don't Leap to Conclusions: Deformed Frogs in Minnesota".
Explain Use questions to explore the role of environmental conditions with regard to survival of individuals and species.
Elaborate Students can learn more about malformed frogs from websites.
Evaluate Students should describe in their journals some environmental conditions that can have significant impact on the
survival of individuals and species.
Engage Activity 2 Introduce the UV Index as a daily prediction of Ultraviolet exposure.
Explore Students will do experiments with Energy Beads (UV beads).
Explain Discuss UV light and the ozone layer.
Elaborate 1) Evaluate sunscreens.
2) Use MD Anderson Hospital's "Sun Awareness for Educating Today's Youth" about skin cancer.
Evaluate Students will record hypothesis, illustrations of the experimental setup, data collection instruments and conclusions
for each experiment.
Engage Activity 3 Show students pictures of dominant and recessive traits.
Explore Make cards with pictures of these traits and have students work with a partner to sort them according to
whether they are environmental traits or genetics traits and why.
Explain Help students understand why a trait is genetic.
Elaborate Students may conduct independent research about birth defects.
Evaluate 1) Using a digital camera, the internet, or other resource, the student will create a picture portfolio that
demonstrates understanding of the differences between genetic and environmental traits.
2) The student will use research materials to prepare a paper or brochure about a birth defect.
TEKS 8.11C--The student knows that traits of species can change through generations and that the instructions for traits Chap. 12
are contained in the genetic material of the organisms. The student is expected to: Traits and How They Change
C) make predictions about possible outcomes of various genetic combinations of inherited characteristics.
Who's Da Mama?
Engage "What if you could design your own baby?"
Explore Students will investigate experimental probability using cards, dice, spinners, and coins.
Explain Each group will record results on a table and share with the entire class. Teacher will guide the
discussion with questions.
Elaborate 1) Using the interactive "Dragon Genetics CD", the student will practice monohybrid cross practice problems.
2) Students will complete activity sheet "More Monohybrid Crosses".
3) Students will conduct an out-of-class experiment demonstrating application of knowledge about
Punnett square and their use.
4) Students will create brochures about genetic disorders.
5) For homework, the students will complete the Punnett square problems.
Evaluate 1) The student will write in his journal about probability.
2) The student will compete the activity sheet.
3) The student will conduct an out-of-class experiment.
4) The student will create a brochure about a genetic disorder.
5) The student will complete the Punnett square problems.
TAKS Objective 3--The student will demonstrate an understanding of the structures and properties of matter.
TEKS 8.8A&B--The student knows that matter is composed of atoms. The student is expected to: Chap. 2
A) describe the structure and parts of an atom; and Inside the Atom
B) identify the properties of an atom including mass and electrical charge. Chap. 3
The Periodic Table
A Tiny Big Discovery
Engage 1) Cut a piece of notebook paper in half again and again.
2) Show the animation of the STM (Scanning Tunneling Microscope).
Explore 1) The students will try to determine information about what is in sealed boxes.
2) The students will explain how scientists are able to discover the properties of the atom.
Explain Show the video "The Atomic Field". Show the PowerPoint of the structure of an atom.
Discuss with students the limitations of models.
Elaborate 1) Particle Play--Students with cards will interact as protons, neutrons, and electrons.
2) Stripping Electrons--Students will understand that electrons can be removed from the atom
without changing the original material.
3) Students may form groups and choose a project that demonstrates the development of the atomic theory.
Compose a song, poem, or rap
Make a poster
Act out a dramatization
Other-student choice
Evaluate Allow students to choose a particle and write its "biography". (May be a pictorial story of the particle with
verbal comments or written comments.)
TEKS 8.9 A, C,&D--The student know that substances have chemical and physical properties. The student is expected to: Chap. 4
A) demonstrate that substances may react chemically to for new substances. Chemical Reactions
C) recognize the importance of formulas and equations to express what happens in a chemical reactions, and
D) identify that physical and chemical properties influence the development and application of everyday materials
such as cooking surfaces, insulation, adhesive, and plastics.
It Was Here Just a Moment Ago!
Engage 1) Build a Pringles Pop Can.
2) Dissolve metal salts in alcohol in a spray bottle and spray over a flame.
Explore 1) The student will demonstrate chemical change as evidenced by a change in color (red cabbage juice).
2) The student will measure temperature change as the result of a chemical reaction (steel wool and vinegar).
Explain Build upon the experiences and review key vocabulary. Ask students how to identify a chemical change.
Elaborate 1) The student will demonstrate a chemical reaction that produces gases (battery and water).
2) The student will demonstrate chemical change as evidenced by a change in color (metals salts).
3) The student will use models to explain chemical formulas (color gumdrops).
4) The student will investigate irreversible reactions (baking soda and vinegar).
5) The student will identify that physical and chemical properties influence the development and application
of everyday materials such as cooking surfaces, insulation, adhesive, and plastics.
Evaluate 1) How many molecules of copper are produced from two molecules of Cu2O?
2) What happens to atoms in a chemical reaction?
3) What physical properties can change in a chemical reaction?
TEKS 8.9B-- The sutdent knows that substances have chemical and physical properties. The student is expected to:
B) interpret information on the periodic table to understand that physical properties are used top group elements;
Table the Discussion
Engage
Explore
Explain
Elaborate
Evaluate
TEKS 8.10C--The student know that complex interactions occur between matter and energy. The student is expected to: Chap. 4
C) identify and demonstrate that loss or gain of heat energy occurs during exothermic and endothermic Chemical Reactions
chemical reactions.
Hot Stuff
Engage 1) Glycerin and potassium permanganate (do only with ventilation).
2) Let students squeeze warm-packs and cold-packs from athletic stores.
3) Stretch a rubber band and feel the warmth on your upper lip. Discuss.
Explore Hot or Not. Baking soda and calcium chloride.
Explain As molecules are going through this change, they are rapidly releasing energy as their bonds break.
Elaborate 1) Ice ice baby. Sodium bicarbonate and vinegar.
2) Full of energy. Copper II chloride dehydrate and aluminum foil.
3) Chill out. Citric acid solution and baking soda, and magnesium metal and hydrochloric acid.
4) I scream, you scream, we all scream, "Ice Cream". Make ice cream.
Evaluate 1) Use a table to classify exothermic and endothermic reactions, chemical and physical changes.
2) Give students a graph to answer questions regarding the Effect of Compound Amount on Temperature of
Solution.
TAKS Objective 4--The student will demonstrate an understanding of motion, forces, and energy.
TEKS 8.7A--The student know that there is a relationship between force and motion. The student is expected to: Chap. 6
A) demonstrate how unbalanced forces cause changes in the speed or direction of an object's motion; and Newton's Laws of Motion
The Force is With You!
Engage 1) Set up a scenario for students to discuss about a flying saucer and turning off the engine.
2) Show an action video and allow student to talk about the force/motion of events depicted.
3) Show a cartoon action and ask students to explain what is wrong with the science of force and motion.
4) Demo a "come back can".
Explore 1) Dare you to stop me. Student will measure time and distance using an air puck.
2) Knocked off course. The student will explain the results of applying a force to an object (mallet and air puck).
3) Lean on me (ladders.)
4) Football.
Explain Review the pictures or video of the pucks in motion. Talk about vocabulary and concepts.
Elaborate 1) Flag me down. The student will add a sail to the air puck.
2) Help me I'm falling. The student will design and build parachutes.
3) Lean your ladder carefully. The student will apply the laws of motion to real world examples.
4) The student will put the puck on an inclined plane.
5) Flying football forces. Make and launch paper footballs.
Evaluate Bring video examples of extreme sports force and motion. Have each student discuss in writing or with diagrams,
what is happening with force, velocity, acceleration, and direction of motion.
TEKS 8.7A&B--The student knows that there is a relationship between force and motion. The student is expected to: Chap. 7
A) demonstrate how unbalanced forces cause changes in the speed or direction of an object's motion; and Waves
B) recognize that waves are generated and can travel through different media.
Catch the Wave
Engage Tell the story about the dark and stormy night and the static on the radio.
Explore 1) "Cheerleader" wave. The students can demonstrate that a wave moves forward which the material does not.
2) Falling like dominoes. The student can demonstrate that a wave moves forward using dominoes.
3) Rope Rally. Students will explore transverse waves on a rope.
4) Ocean in a Bottle. Student will compare and contrast the behavior of surface waves between different media.
5) Mill Race Run. The student will explore the nature and properties of water waves in a gutter waveguide.
6) Seismic Jell-O. The student will observe waves in Jell-O.
Explain The wave is the motion of the object. They are the "medium". Discuss transverse and longitudinal waves and other
vocabulary.
Elaborate Use some experiment/demonstrations. Blow a whistle into a bag, coiled spring toy, Jell-O, etc.
Evaluate Have the student write a brief paragraph detailing different kinds of waves and what causes them.
TAKS Objective 5--The student will demonstrate an understanding of Earth and space systems. Chap. 5
States of Matter
TEKS 8.10B--The student knows that complex interaction occur between matter and energy. The student is expected to: Chap. 15
B) describe interactions among solar, weather, and ocean systems. Atmosphere
Chap. 16
Red at Night, Sailor's Delight Weather
Engage Show the Xtreem Science News video about Sunspots Spotted. Chap. 17
Oceans
Explore Blowing smoke. The student can explain how the ocean affects weather and can describe how radiant
energy from the Sun affects weather on Earth and the other planets (2-litter bottle and incense).
Explain Warmer air tends to rise and cooler air moves in beneath it.
Elaborate 1) Wind and water. The student is expected to plan and implement investigative procedures, collect data by
observing and measuring, organize, analyze, evaluate, make inferences, and predict trends from direct and
indirect evidence, and construct graphs, tables, maps, and charts using tools.
2) Where the wind blows. The student will investigate web sites to find out about weather on other planets.
The student will create a flyer and discuss whey the differences exist in weather patterns.
Evaluate Let each student pick an extreme event and write a paper, song, poem, or make a drawing describing their ideas
of how the weather would change.
TEKS 8.12A--The student knows that cycles exist in Earth systems. The student is expected to: Chap. 9
A) analyze and predict the sequence of events in the lunar and rock cycles. Rocks
Chap. 10
The Never Ending Cycle Plate Tectonics
Engage Activity 1 Lunar Cycle--Show the Xtreme News clip featuring news anchor Luna Tique in The Terminator. Chap. 14
Geologic Time
Explore 1) My birthday Moon. The student will be able to analyze and predict the phases of the Moon. Chap. 22
2) Analyzing a Moon phase calendar. Students observe pictures of the phases of the Moon The Sun-Earth-Moon System
for one-month cycle and analyze the patterns found on the calendar.
Explain The Moon rises about one hour later every day. Talk about the Moon phase calendar and the labels.
Elaborate Using a Moon clock to tell time.
Evaluate Moon phases quiz. Students are given real pictures of various phases of the Moon and are asked to place
them in order while naming the phases.
Engage Activity 2 Rock Cycle--Use real rocks or a video to show discrepant facts: Rock are heavy, Rocks are dull, Rocks are
ugly, Rocks never change.
Explore Which rock made this sand? Observe playground sand under a microscope and predict which rock it came
from.
Explain Define terms as necessary: metamorphic, sedimentary, igneous, sediment, pressure, etc.
Elaborate 1) Chocolate rocks! Students use four kinds of chocolate chips to model the rock cycle.
2) Students watch a rock cycle movie on the Internet and create a diagram of the rock cycle in Excel.
Evaluate The student will draw his own Rock Cycle.
TEKS 8.12B--The student knows that cycles exist in Earth systems. The student is expected to: Chap. 17
B) relate the role of oceans to climatic changes. Climate
Chap. 18
Blow the Man Down! Oceans
Engage With no explanation, allow students to taste the water from each of three bottles
Explore 1) Students will be able to describe how water temperature and salinity affect ocean currents.
(Use warm and cold water, salty and pure water).
2) You've got gas. Students will compare results with pure water and room temperature and cold Club soda.
Explain 1) Results of the activities show that cold salty water sinks and warm unsalted water rises. Show a diagram
of prevailing winds and discuss how the winds blow across the surface of the oceans and cause waters to
move in circulating patterns over the globe.
2) Show the NOVA production titled "What's Up With the Weather?"
Elaborate 1) Climate through the ages. Students investigate climate conditions and changes that have occurred over the
centuries.
2) Climate conditions across the globe. Students will research weather and climate conditions in a country or
part of the world.
3) Is global warming threatening? Hold a mock congressional committee meeting on global warming.
Evaluate 1) Ask students to draw a pictorial representation of the oceans and how they affect global climate.
2) Ask students to argue the point: maintain the present condition of the oceans is important to the
survival of the world.
TEKS 8.12C--The student knows that cycles exist in Earth systems. The student is expected to: Chap. 15
C) predict the results of modifying the Earth's nitrogen, water and carbon cycles. Atmosphere
Chap. 19
Lord of the Rings Our Impact on Land
Engage Activity 1 Extreme Carbon Rings. Show the "Carbon Guy" video clip. Chap. 20
Our Impact on Water and Air
Explore Use the diagram from the website to examine the elements of the carbon cycle.
Explain Explain why carbon is a very important element.
Elaborate Debrief students with questions about the relationship between temperature and carbon dioxide.
Evaluate 1) The student will identify and classify at least two natural and two human activities that influence the carbon cycle.
2) After graphing the temperature and carbon dioxide data, the student will use data to predict the results of
global warming.
Engage Activity 2 The Fate of the Nitrate. Students view the nitrogen strike news clip animation.
Explore Nitrogen game. Introduce students to the nitrogen cycle using Chutes and Ladders .
Explain Use questions to debrief the students about the nitrogen cycle.
Elaborate Use diagrams of the nitrogen cycle or visit website to views diagrams of the nitrogen cycle. Students compare
the diagram to the game.
Evaluate The student will predict the results of denitrification, volatilization, leaching, runoff, and immobilization on the
nitrogen cycle.
Engage Activity 3 Extreme Water. Use the textbook or pictures from the Internet to show students several pictures of the
effects of diminished water quantity and quality.
Explore Visit the Environmental Protection Agency website to lean about the water cycle.
Explain Debrief students over the video clip using questions.
Elaborate The student will create a diagram showing the effects of global warming on the water cycle.
Evaluate The student will summarize the effects of human activity on the water cycle, global warming, water quality and
quantity by writing in the science journal and including one diagram.
TEKS 8.13 A,B,&C--The student knows characteristics of the universe. The student is expected to: Chap. 23
A) describe characteristics of the universe such as stars and galaxies: The Solar System
B) explain the use of light years to describe distances in the universe; and Chap. 24
C) research and describe historical scientific theories of the origin of the universe. Stars and Galaxies
Dust and Gases
Engage Show the Xtreem science news cast featuring Cole Ission reporting when galaxies collide.
Explore 1) Students predict how big and how far eight objects in space are by looking at a set of Space Object Cards.
2) Students classify eight different pictures of galaxies.
Explain Use questions to get students to think about how scientists measure such large distances and sizes.
Elaborate 1) What can observing stars tell us?
2) Scale of the Universe.
3) Assign students a research project that answers the question: What are the historical scientific theories
concerning the origin of the universe?
Evaluate Go over TAKS questions.
TEKS 8.14A,B,&C--The student knows that natural events and human activity can alter Earth systems. The student is Chap. 9
expected to: Rocks
A) predict land features resulting from gradual changes such as mountain building, beach erosion, land Chap. 10
subsidence, and plate tectonics; Plate Tectonics
B) analyze how natural or human events may have contributed to the extinction of some species; and Chap. 11
C) describe how human activities have modified soil, water, and air quality. Earthquakes and Volcanoes
Chap. 14
World Altering Events Geologic Time
Engage Show the Lorax Video to introduce the effect of human activity on the environment. Chap. 15
Atmosphere
Explore Download the learning activity from the website: fastplants.org Chap. 17
Climate
Explain Salt is introduced into an ecosystem in a variety of ways. Our Impact on Land
Chap. 20
Elaborate 1) Salt infiltration may be modeled using the TerrAqua columns. Our Impact on Water and Air
2) As the human population continues to grow on this planet, there is an increased competition for limited
resources required for survival.
3) Discuss rainwater and acid rain.
4) Investigate the effects of excess carbon dioxide on plant growth.
5) Use the webquest from the following website to engage in an issue investigation to explore the impact of
human activity on the rainforest. (www.geocities.com)
Evaluate 1) The student will describe the effect of excess salt on terrestrial and aquatic plant life.
2) The student will complete the acid precipitation group investigation and present group findings.
3) Each group of learners will present and defend their position on building a bridge, road, and lodge in
Tman Negra.
4) The student will create a book jacket to demonstrate understanding of natural and human activities that alter
Earth's systems.
5) Given information about extinct species in Texas, the student will conduct web research and record in the
science journal.
Xtreem Science
Time required Equipment Chemicals Consumables Technology Print Materials
Using Models in Science
meter sticks baking soda clay Making a Model from an Object
tape measures red food coloring plaster of Paris
vinegar matchbook cars
drawing paper (dotted or grid)
pencils or pens
Probing Questions
Safety MSDS sheets Sergeant Welch, Frey Scientific,
Flinn, ScienceKit, etc. safety
materials
Look Mama, It's Alive magic wanes for wizards video clip "The Search for Answers" Play script: The Rise and Fall of Glucose
video "Dying to Be Thin" Labels for actors
video "Miracle of Life"
You Can't Have One Without the Other test tube per student sodium hydroxide solution 0.1M stirring straws video clip "Ebola: The Plague Fighters" Check Sheet for Independent Investigations
test tube rack phenolphthalein solution raw eggs song "Turn the Beat Around" by Gloria Estefan
eyedroppers bromothymol blue indicator karo syrup cards showing body systems
stop watches base (ammonia) gloves
tennis balls distilled water
graduated cylinders vinegar
beakers
pieces of smooth cotton cloth
pieces of terry cloth
triple bean balances
To Be or Not to Be UV beads (energy beads) sunscreen pictures of malformed frogs-ck websites Don't Leap to Conclusions
MD Anderson Hospital's "Sun Awareness
for Educating Today's Youth"
pictures of dominant and recessive traits
Digital camera
Who's Da Mama? playing cards Dragon Genetics Kit video clip from "Gattaca" Exploring Probability using Playing Cards,
dice tracing paper Interactive "Dragon Genetics CD" Dice, Spinners, and Coins
spinners colored pencils copies of materials from Dragon Genetics
coins
A Tiny Big Discovery scissors paper video "The Atomic Field" posters depicting history of the atom
opaque boxes aluminum pie plates website of Scanning Tunneling Microscope cards for parts of atoms
solids objects for boxes Styrofoam cups
marbles Styrofoam plates
baggies
tape
It Was Here Just a Moment Ago! thermometers metal salts Pringles pop can
beakers alcohol Styrofoam cups
evaporating dish vinegar cabbage juice
ammonia medicine cup or dropper
distilled water steel wool
sea salt jars with lids
baking soda nine-volt batteries
wire
unbleached strips of paper
aluminum pie plates
gumdrops (3 different colors)
toothpicks
Table the Discussion
Hot Stuff goggles glycerin warm packs Table of examples for Evaluation
glass stirring rods potassium permanganate cold packs Hot or Not
graduated cylinders phenol red solution quart & gallon freezer baggies Ice Ice Baby
triple beam balance baking soda plastic spoons Full of Energy
aprons calcium chloride gloves Chill Out
copper II chloride dehydrate aluminum foil
citric acid solution milk
6M Hydrochloric acid solution dream whip
magnesium ribbon sugar
ice
salt
Saran wrap
The Force is With You Come back can pencils/straws action video
air pucks paper for sails digital camera
meter sticks tightly woven cloth/trash bags video camera
stopwatches string
rubber mallets cups
scissors weights (balls)
glass surface model ladder
wood surface popsicle sticks
sand-paper surface rubber bands
spring scale graph paper
duct tape
Catch the Wave scissors mineral oil duct tape
meter sticks vegetable oil 3-1.5 liter water bottles
stopwatches blue food coloring Jell-O
two diameters of rope
2-8'sections of gutter with ends
clamps
dominoes
molding 42 to 48 inches long
Red at Night, Sailor's Delight sand two 2-liter plastic soda bottles Xtreem Science News video
hotplates baggies about Sunspots Spotted
bright, hot incandescent lamp ice Violent weather clip
thermometers incense stick
stopwatches dirt
graph paper
The Never Ending Cycle scissors brad fasteners Xtreem Science News video My Birthday Moon worksheet
pumice tape about The Terminator Moon Phase Calendar
popcorn rock milk chocolate chips Starry Night program Using Moon Clock to Tell Time
geode white chocolate chips Flash animation of diamond Which Rock Made This Sand?
sand peanut butter chips Rock Cycle movie on Internet Chocolate Rocks!
microscope slide semi-sweet chocolate chips Rock Cycle pictures and Arrows
microscopes paper towels
hot plates plastic knives
gloves
aluminum foil
glue
Blow the Man Down! beakers salt 3-bottles digital camera
hotplates food coloring club soda
stopwatches paper cups
clear plastic cups
large Styrofoam cups
ice
index cards
Extreme Carbon Rings video clip "Carbon Guy" table of Avg. temp. and CO2 data
diagram from website carbon cycle handout
Fate of the Nitrate video clip of nitrogen strike nitrogen game
Extreme Water pictures from internet/water
website-www.epa.gov
(EPA water cycle video clip)
Dust and Gases scissors colored pencils Xtreem science news cast Class set of Space Object Cards
"Galaxies Collide" What Can Observing Stars Tell Us?
Photos of galaxies Scale of the Universe
World Altering Events Peters solution 20-30 fast plants Lorax video TerrAqua columns
sodium chloride sterile soil download learning activity from
distilled water 1-2 aquatic plants www.fastplants.org
acid rain it clear plastic soda bottles Learning activity on www.
fast plant growing system algae fastplants.org
(Carolina biological supply) pond bottom webquest on www.geocities.com
pickling salt
kosher salt