Students are asked have they ever seen a pig? They are asked what are young pigs called? Students are given the Pigs Display Sheet. They see that on the sheet there are two piglets and their mother. Students are told that mother pigs are...

Students shake a bottle of water to a CD of "Twist and Shout". They shake the bottle high, low, right, left, two hands, one hand, under the leg, etc.

Fourth graders conduct an experiment to get them thinking about the invisibility of air, and to prove that air has weight.

Students layer different types of soil in water. They are to keep a watch on how the soils react with one another in water.

Students investigate a variety of soil samples placed in cold water jars. Layers of soil are examined for the difference between organic matter and rock fragments.

Third graders use a Slinky, rubber bands, paper, coins and cups to experiment with weight and its relationship to gravity. They discuss their results and develop a consensus on conclusion statements derived from their experiments.

Students investigate aerodynamics by comparing and contrasting the flight of two gliders. They make prediction and observation charts and test a variety of hypotheses using paper gliders.

Students explore the characteristics of clouds, their formation, symbols used in their identification, and the relationship of clouds to weather. The lesson focuses on how they are formed and their classification.

Students observe falling objects. They discover the rate of falling is based on air resistance and not the weight of the objects. They discuss how engineers use this type of information to design aerodynamic shapes.

Students work together to design a tower from a computer program. They manufacture the pieces with a laser cutter and compete in a competition to determine the best design for stress relief on towers. They discover the work engineers...

Students calculate the relative thickness of limb bones in five different species. They relate this to the strength and functions of the limbs by comparing and contrasting the values calculated from the bone measurements. They work in...

Fourth graders identify the characteristics of a simple physical change. They describe objects by the properties of the materials from which they are made. Students discuss the different states of matter and their distinct physical...

Students define kinetic energy and know the effects of weight and speed on momentum.  In this investigative lesson students get into groups and design a roller coaster. 

Students define potential and kinetic energy and explain the relationship of height to potential energy.  In this roller coaster lesson students construct a model of a roller coaster which will allow them to see the basic physical...

Young scholars study salty and fresh waters.  For this harbor estuary lesson students complete a lab activity on salinity and describe what happened. 

Teachers, to demonstrate to the elementary student that some gases are heavier than others, this experiment uses Winnie the Pooh and balloons to do just that.

In this lesson, students will see which objects are heavier or lighter using the online arm balance.

Students will use a block to compare with other objects to decide which is heavier/lighter. They will fill in a chart by drawing a picture of it under "Heavier" or "Lighter" depending which applies.

Students will use their knowledge of measurable attributes (length, weight, capacity) to compare two or more objects using one measurable trait or more than two measurable traits to compare if the objects have more, less, or equal...

The concept of air resistance is discussed in terms of why a heavier object falls faster than a lighter object when both dropped from the same height. In this discussion and animation, an elephant and feather are used as examples.

Do heavier and lighter objects fall at the same rate? Galileo hypothesized that objects fall at the same rate regardless of their mass. Complete this module to find out if Galileo was right by comparing position-time and velocity-time...

Students learn that it is incorrect to believe that heavier objects fall faster than lighter objects. By close observation of falling objects, they see that it is the amount of air resistance, not the weight of an object, which...