Science — Biology

We have compiled all of the worksheets used in this course. You can print them yourself or purchase them bound in book form. These are NOT a full offline course, just the worksheets used in this online course.

Levels 1 – 4 (1st through 4th)

EP Biology Printables Levels 1 - 4  Buy  – Print

Levels 5 – 8 (5th through 8th)

EP Biology Printables Levels 5 - 8  Buy  – print

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Course Description: Students will explore two branches of biology: human anatomy and plant life. Students will learn about the body systems and conduct experiments to further their understanding. A study of plants will include their structure, reproduction, and types. Soil, biomes and underwater plants are some of the special topics covered. Students will use textbooks, videos and online learning materials. Experiments and nature observations will enhance their learning and understanding. Students will have the opportunity to present their experimental findings to an audience.

Reading List: (selections of the following titles)

Levels 1-4  The First Book of Plants, Dickinson; Elementary Life Science, Mr. Q

Levels 5-8  Real Things in Nature, Holden; Life Science for Middle School, Wilkin

Materials:

Lesson 1

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

  1. If you didn’t get here through My EP Assignments, I suggest you go there and create an account.
  2. Now’s the time to decide if you want to print out the worksheets for this course or buy them as a workbook. This is just for this science course.
    • Levels 1 – 4 Print
    • Levels 1 – 4 buy
    • Levels 5 – 8 print
    • Levels 5 – 8 buy

I want to teach you something about science. Science is a collection of observations about the world. When something has been observed enough, it becomes scientific law. That means that scientists say that what they have observed will always be true. It is stated as fact.  But even these “laws” have been broken at times when all of a sudden, something different is observed. It was previously believed that the atom was the smallest thing in the universe. It was called fact. Then someone figured out how to split an atom. The point is that science only really tells us what has been observed. It doesn’t prove truth. It just states what is observed and measured in the world around us. Why am I making sure you understand this? Because who was there to observe the creation of the universe? God alone. Science can’t prove anything about the creation of the world because it can make no observations about it. It takes what it observes in the world today and makes hypotheses, guesses, about the creation of the world. Until pretty recently most Western scientists were Christians. Never let anyone make you feel stupid for believing God created the world. Many scientists that you read about in history believed in a Creator, and they were some of the smartest people that have ever lived. The Bible contains all truth. You never have to be afraid to believe the truth in the Bible. There may seem to be things that couldn’t possibly be true. For example, scientists have determined that stars are billions of light years away. That means that in order for us to see a star’s light, that light would have had to be traveling for billions of years to reach us. Well, a Christian mathematician and scientist has shown how it could appear that way and still only be less than ten thousand years away. No one has yet been able to dispute the math he used to show it. Here’s an article about it that your parents might be interested in. One method science uses to try and observe the age of something is carbon dating. There are some who say carbon dating shows that there are bones which are millions of years old. Here are two articles that talk about how carbon dating isn’t accurate. These are articles for adults. You don’t have to read them. The first is much easier to read than the second, but if you or your parents are interested, please go ahead and read them. I just want to show you that there are scientists that believe the earth is young. I personally know a scientist, a physicist with a PhD, who has studied the topic and believes the earth to be less than 10,000 years old. It’s not silly to believe it. It is silly to let someone change your mind with “facts” that aren’t proven true. Remember this: Scientists themselves don’t agree on things! Anytime you hear someone say, “All scientists say that…” you can be sure it isn’t true. It’s propaganda to try and get you to believe something. Don’t be afraid to believe the Bible. It will always prove to be true in the end. God is Truth and cannot lie! You can trust His Word.

  1. Explain to someone what science is and why it can’t tell us what happened at the beginning of time.
  2. This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.
Lesson 2
Level 1-4* (Note that an asterisk * indicates that there is a worksheet on this lesson)
  1. Read chapter 1.
  2. *Print out this page and answer the questions. (Answers) *PARENTS: please check the answers using a separate/different browser from the one your child uses for school.
  3. Read the activity on page 30. This is page 36 of the PDF. Make a living and non-living bag and ask others in your family to feel and guess. You tell them whether they are right or not.
Level 5-8
  1. Read the first chapter on Characteristics of Living Organisms. Before you can use this site, you will need to register. Ask a parent to help you create a username and password. This is a site where you can use your “junk” email and password. Make sure you tell the site to remember you.
  2. Our book does not teach that God created the world in six days. It will speak of millions of years. You aren’t expected to take that as fact. You won’t be learning about this, but it mentions evolution, the hypothesis that all living things came from a single-cell organism that mutated and changed and developed into something else. That’s why people call primates our ancestors. They say they changed little by little until they became human. My personal opinion is that it is senseless. I call it a hypothesis because it has never been observed happening and therefore cannot be called scientific theory, let alone fact. (If you are interested and are allowed to watch it, here’s a Ray Comfort video on Evolution. PARENTS: This is not recommended for kids in levels 1 – 4. We suggest watching along with a parent. Please stop it at 20 minutes when he starts talking about Hemmingway. You consider watching the rest together, but it mentions “mature” topics and stops discussing evolution.)
  3. You may click on the link to watch the Vimeo video on the introduction to life. You can also watch this cell video.
  4. Answer the review questions 1-5. That’s where you stop reading.
  5. STUDY TIP: Go to the end and read the questions first. That way you can be looking for the answers while you read. It will make it easier for you if you will just take an extra minute to look at the questions before the reading.
  6. Check your answers when you are done.
Human Body – Skin
Lesson 3
Level 1-4
  1. We will learn about cells later, but you should know that cells are your body’s building blocks. Everything in your body is made up of cells.
  2. Read about skin on pages 3-5 (just the top part until the picture). On the PDF it would be pages 244-246.
  3. Why do you sweat when you are hot?
  4. Look at your skin with a magnifying glass. Make observations. (If you have a microscope, you can rub some skin off of you and look at it with your microscope.) Here’s an image of skin under a microscope.
Level 5-8
  1. We’ll learn about cells later, but you should remember that everything in your body is made up of cells. Each cell is about 70% water, so what atoms do you know are present in your cells? (answer: hydrogen and oxygen –H20)
  2. Read about skin. Before you can use this site, you will need to register. Ask a parent to help you  create a username and password. This is a site where you can use your “junk” email and password. Make sure you tell the site to remember you.
  3. Answer review questions 1-7.
  4. Check your answers.
  5. Watch this skin lesson.
  6. What makes skin an organ?
  7. Look at these images of skin and make observations.
Lesson 4  (Materials for Levels 1-4: white paper, tape, or butcher paper)
Level 1-4
  1. Get big paper, or tape together white paper. Put all the tape on the back. You need one piece of paper big enough for you to lie down on.
  2. Have someone trace your body onto the paper.
  3. This is the beginning of a project you will work on as you learn about the body.  Put it somewhere so you can add to it when you are instructed to do so.
Level 5-8* (Note that an asterisk * indicates that there is a worksheet on this lesson)
  1. *Print this skin diagram.
  2. Label the skin.  Here’s an image to help. (Answers) *PARENTS: please check the answers using a separate/different browser from the one your child uses for school.
Muscular System
Lesson 5
Level 1-4
  1. Read page 5-8. This section is on muscles.
  2. Start where you left off and read up to the beginning of the bone section.
Level 5-8
  1.  Read the section on The Muscular System.
  2. Answer review questions 1-6.
  3. Check your answers.
Lesson 6
Level 1-4
  1. Watch this muscle video.
  2. Add biceps and quadriceps in your body drawing. Just color them in on one side and label them.
  3. Now bend and stretch your arms and legs. Do you feel your biceps and quadriceps moving? Picture what they are doing. Describe to someone what they are doing.
Level 5-8
  1. Label the muscles. If you didn’t finish, retry a second time to see if you can do better.
Skeletal System
Lesson 7
Level 1-4
  1. Read the section on bones, pages 8-10. In the document it’s the very end of pages 249 -251.
  2. Draw the tibia and fibula on your body picture. Use the same side as where you drew the muscles.
  3. Draw the radius and ulna on your body picture. Use the same side as where you drew the muscles.
  4. Do you know what your funny bone is? Can you figure out why they call it that? Look at the arm drawing again.
Level 5-8
  1. Read about the Skeletal System. (You should have registered for a free account. Check Lesson 2.)
  2. Answer the review questions.
  3. Check your answers.
Lesson 8
Level 1-4
  1. Watch this movie about the skeletal system.
  2. Take the quiz.
  3. Take a look at this skeleton.
  4. Put together a skeleton.  Choose “assemble.” (Turn off your ad blocker.)
      • If you are using a mobile device, this activity will send you to their paid app. Set your browser to Desktop to bypass that. Directions here
Level 5-8
  1. Take the tour of the skeletal system. Click in the bottom right corner to move on.  The page with the link for the axial skeleton doesn’t open correctly.  Use this alternate link.
  2. Then you can label the skeleton.(Turn off your ad blocker.)
      • If you are using a mobile device, this activity will send you to their paid app. Set your browser to Desktop to bypass that. Directions here
Lesson 9  (Materials for Level 1-4: 6 pieces of paper, tape, paper plate or lightweight plastic plate, wooden blocks or something to add as weight)
Level 1-4
  1. Read about bone marrow. Tell someone what bone marrow is.
  2. Watch this video on joints.
  3. Then take the quiz.
  4. Do the “Hollow Strength” activity. It’s number 2.
  5. Look inside a bone (scroll down to the slideshow). Bones, the hard white stuff you see in x-rays, are hollow, but there is stuff inside the hollow part. The inside is soft like a sponge.
Level 5-8*
  1. Watch this video on bone structure. Click the box shape in the bottom right corner to make it full screen.
  2. Then take the quiz.
  3. Look at this skeleton.
  4. *Print and label this skeleton. (Answers)
Lesson 10
Level 1-4*
  1. *Print these pages and complete them. (Answers)
  2. These are based on what you’ve been learning. When it mentions the chapter you’ve read, it’s not something you were supposed to read today.
Level 5-8
  1. Try the quiz! Use the hints if you aren’t sure. Learn from anything you miss. Retake it and try to get it all correct.
  2. One more quiz!
Digestive System
Lesson 11
Level 1-4
  1. Today you are going to start reading about your Digestive System.
  2. Read from the beginning of this chapter through the paragraph after “Why Doesn’t It Do That?” Don’t read yet about the intestines.
  3. Read some more about it. STOP at “22 feet isn’t small at all.”
  4. Add an esophagus and stomach to your wall body. See what they look like and where they go.
Level 5-8
  1. Read the Food and Nutrients chapter.
  2. Stop at the review questions and answer them.
  3. Check your answers.
Lesson 12
Level 1-4
  1. Read the rest of the chapter.
  2. Take a look again inside. Here are the kidneys. Here’s another picture.
  3. Add intestines and kidneys to your wall body.
Level 5-8
  1. Read the Digestive System chapter. (Just read; don’t worry about the video.)
  2. Answer the review questions.
  3. Check your answers.
Lesson 13
Level 1-4*
  1. *Do the matching activity. (Answers)
  2. Watch a movie on the digestive system.
Level 5-8*
  1. *Label the digestive system. (Answers)
  2. Can you fill out the crossword puzzle?
Lesson 14  (paper towel, bowl of water)
Level 1-4
  1. Read up until the liver.
  2. Do the Day Three activity.
  3. Record the experiment.
Level 5-8
  1. Take a nutrition quiz. Use the hints if you aren’t sure. Learn from anything you miss. Retake it and try to get it all correct.
  2. Take a digestion quiz. This is the same. Learn from anything you miss and retake it until you get them all correct.
  3. Report your scores to your parents.
Lesson 15
Level 1-4*
  1. Read the rest of the chapter. Stop at the fill in the blanks page.
  2. *Print out this page and fill in the blanks of the story. (Answers)
  3. Do the Day Two activity. Read the explanation. You are learning about bile chasing down and surrounding fat!
  4. You can see a video of a very similar experiment here (in case you don’t have food coloring). The only difference is that the paper says to spread out the drops and he puts them close together.

Level 5-8

  1. Take a test.
  2. One more! Question number 2 should read “the organ labeled A,” not C.
  3. Report your scores to your parents.
Lesson 16
Level 1-4*
  1. Add a mouth and tongue to your wall body.
  2. *Print out and complete this word find. (Answers)
Level 5-8
  1. Write the story of a doughnut being eaten and digested. You can write it as the doughnut speaking. OR, draw a diagram of its route and add labels telling what happens at each point.

 Lesson 17  (Materials for Level 1-4: 4 glasses or jars or test tubes, 4 pieces of hard candy, water, vinegar, hammer? need to smash some candies)

Level 1-4*
  1. Do the chewing experiment.
  2. *Fill in this chewing experiment worksheet.
  3. Put together the digestive system jigsaw. You can do fewer pieces if you like by changing the 12 to 6 (over on the right).
Level 5-8
  1. Watch the video.
  2. Take the quiz.
 Lesson 18  
Level 1-4*
  1. *Print out this page. Do you know what you are looking at? Color it in and try and make a key for what color is which part.
  2. You can use this page to check.  Note: It calls the large intestines the “colon.”
Level 5-8*
  1. Take the Skin Quiz.
  2. *Do the skin word find. (Answers)
Lesson 19
Level 1-4
  1. Write or tell the story of a piece of food. What happens to it? (It first is bitten and chewed and mixed with saliva. Then what happens? Then what?)
Level 5-8*
  1. Muscular System Quiz
  2. *What do you know?  Fill in the muscles. (Answers)
Lesson 20
Level 1-4
  1. Can you do the muscle quiz?
  2. Can you do the skeleton quiz?  Do you remember?
Level 5-8
  1. Skeletal System Quiz – Learn as you go!
  2. Can you put the skeleton together?
Circulatory System
Lesson 21
Level 1-4
  1.  Read the first three pages about the heart. Stop at the top of the third page where it asks “Why does my heart beat faster…?”
  2. Draw a heart on your wall body. You can go here in order to see what it looks like and here to see where it is in your body.
  3. Put your hand on your chest. Can you feel your heart beating? Now jump up and down a lot until you are tired out. Now try and feel your heart beating. Can you?
Level 5-8
  1. Watch this video on circulation.
  2. Then take the quiz.
Lesson 22
Level 1-4
  1. Start reading where you stopped yesterday. Read to the end of page 258.
  2. Add veins and arteries on the wall body from the heart to the empty arm.
  3. To see veins in the body go here. You will be looking at the  circulatory system, or how the blood moves around the body. Notice how the veins get smaller as they move away from the heart. Why? Think about highways and then roads off of highways and then roads off of those roads. Why do they get smaller?

Level 5-8

  1. Watch a movie on circulation.
  2. Take the quiz.
Lesson 23
Level 1-4
  1. Find someone to ask you the questions on page 326. Go over the definitions on page 325.
Level 5-8
  1. Read this article on the heart.
  2. Read through all the pages.
  3. Take your pulse resting and then after running around. Compare the two. Record them.
Lesson 24
Level 1-4*
Level 5-8*
  1. Watch the video. This pronunciation is not American. If you want to hear the words, you can put them in the dictionary here. The first thing she talks about is the respiratory system.
  2. *Print out and label the heart. (Answers)
Lesson 25
Level 1-4*
  1. *Complete this worksheet. (Answers)
Level 5-8
  1. Read the section on Blood.
  2. Answer the questions at the end of the section.
  3. Check your answers.
Lesson 26
Level 1-4*
  1. *Complete the worksheet.
Level 5-8
  1. Complete the crossword puzzle.
Lesson 27
Level 1-4
  1. Read about arteries and veins.
  2. Take the quiz.
Level 5-8
  1. Read the Overview of the Cardiovascular System.
  2. Answer the questions.
  3. Check your answers.
Lesson 28
Level 1-4*
Level 5-8
  1. Quiz time.
  2. Test time.
  3. Make sure you check your answers and go back and look at what you got wrong and learn the right answer.
Lesson 29   (Materials for Levels 1-4: dime-size piece of clay, toothpick; maybe a few pieces of electrical tape could replace the clay)
Level 1-4
  1. Scroll down to the detecting your pulse activity. If you can’t make this, just use your finger to feel for your pulse.
  2. Set the timer for 15 seconds. Just type 15 in and click on “set.” Start counting after you click on “Start.” Stop counting when you hear the bell. Make sure your sound is turned on.
  3. Multiply the number you counted by four. That’s your beats per minute.
  4. Compare the number you got with the average for your age. (Scroll down.)
Level 5-8
  1. Quiz time. (You aren’t supposed to know all the answers. See what you can learn from the quiz.)
  2. Make sure you check your answers and go back and look at what you got wrong and learn the right answer.
Lesson 30
Level 1-4*
  1. *Print out the front and back views of muscles.
    • Color in the muscles you use when you are stirring a bowl of thick gooey dough.
    • Color in the muscles you use when you walk up the stairs.
    • Color in the muscles you use when you turn your head side to side.
    • Color in the muscles you use when walk. Walk around and think about every muscle you are using. Are you swinging your arms?
Level 5-8*
  1. *Print this human body outline. Fill in as much as you can. Draw lines and labels.
Respiratory System
Lesson 31
Level 1-4
  1. Read 258-260 about lungs.
  2. Add lungs to your wall body. You can go here to see where the lungs go.

Level 5-8

  1. Read the chapter on the respiratory system. Answer the review questions.
  2. Check your answers.
Lesson 32  (Materials for Level 1-4 and Level 5-8: 2 twelve inch (30 cm.) balloons, plastic water bottle — not flimsy, needs some strength, 20 oz. to 1 liter in size I would suggest)
Level 1-4
  1. Read about the word “inhale.”
  2. Read about your bronchial tubes.
  3. Build a model of the lungs. Watch the video. (You can do this together with an M student)
    • Here’s a little video about air pressure and the lungs. When our ribs open up to let in air, air pressure pushes the air into our lungs. When our muscles contract, it puts the pressure on to push the air back out.
  4. Show your model and explain what the different parts represent.
Level 5-8
  1. Watch this video about our respiratory system.
  2. Watch this quick video for a little more on inspiration and the motion that allows our breathing to occur.
  3. Build a model of the lungs. Watch the video. (You can do this together with an L student.)
  4. Demonstrate your model and explain it.
Lesson 33
Level 1-4
  1. Watch a movie about the respiratory system.
  2. Make sure diaphragm and bronchial tubes are on your wall body.
Level 5-8*
  1. Watch the movie about the respiratory system.
  2. Take the quiz.
  3. *Label the lungs. (Answers)
Lesson 34
Level 1-4
  1. Read this article on the respiratory system.  STOP at “Time for Talk”. (Alternate link)
  2. Label the respiratory system. You’ll have to choose it from the list.
Level 5-8
  1.  Take the quiz.
  2. Learn how vocal sounds are produced. Interested? Click here for more.
Lesson 35
Level 1-4*
  1. *Do the lungs word search. (Answers)
  2. Define the words as you find them. What do they refer to?
Level 5-8
  1. Label the muscles.
Excretory System
Lesson 36
Level 1-4
  1. Watch this short movie on the urinary system.
  2. Read about it.
  3. Take a quiz on the urinary system.
Level 5-8
  1. Read the section on the excretory system.
  2. Answer the review questions.
  3. Check your answers.
Lesson 37
Level 1-4*
  1. *Complete the word search. (Answers)
  2. Add the bladder to your wall body. You can connect it with a ureter if you like. Label the parts.
Level 5-8
  1. Complete the test. (The first 2 questions are not labeled. you can either add points for these or you can print the test out and label these diagrams)
  2. Can you complete the crossword puzzle?
Nervous System
Lesson 38
Level 1-4
  1. Read pages 234-236 about the brain.
  2. Read this definition page.
  3. Explain to someone what your nervous system controls.
Level 5-8
  1. Read this article. Click through and read all five pages.
  2. Then you can watch this movie.
Lesson 39
Level 1-4*
  1.  Read pages 237-238.
  2. *Print out this page and complete it. (Answers)
Level 5-8
  1. Today read the chapter on the nervous system. (Don’t worry about the video on that page.)
  2. Stop at the review questions and answer them.
  3. Check your answers.
Lesson 40
Level 1-4*
  1. *Print out this page and complete it. (Answers)
  2. Add your name and date and give your paper to a parent to put in your portfolio.
Level 5-8*
  1. Take the tour of the brain. Click on next and move through the seven parts to “Brain Basics.” Read each page and put your mouse on the red words to highlight areas in the pictures.
  2. *Can you fill in the blanks on this nerve picture? (Answers)
Lesson 41
Level 1-4*
  1. Read this definition page on the cerebral cortex.
  2. Read this definition page on the cerebellum.
  3. *Print out this brain.
  4. Cut out the parts of the brain and try and put it back together. Let others in your family try.
Level 5-8*
  1. You don’t have to read this whole thing, but look carefully at all of the diagrams of the brain.
  2. *Label the parts of this brain. (Answers)
Lesson 42
Level 1-4*/5-8*
  1. *Print a brain hat for each person or to share.
    • Add pictures or words to the parts of the brain that show what that part does.
      • Right Side
        • Frontal Lobe – decision making, creativity (art, music), ideas
        • Temporal Lobe – smell, hearing, understanding facial expressions, speech including rhythm and intonation
        • Occipital Lobe – controls the left eye
        • Parietal Lobe – 3D understanding, including body/space awareness
        • Sensory Cortex – most of your body on the left side (legs, arms, mouth, etc.)
        • Motor Cortex – controls movement on the left side of your body
        • Pre-Motor Area – plans your moves
      • Left Side
        • Occipital Lobe, Parietal Lobe, Sensory Cortex, Pre-Motor Area, Motor Cortex are all the same except for controlling the right side of the body.
        • Temporal Lobe – is the same but has an area specifically for understanding sentences.
        • Frontal Lobe – Logic side of the brain, forms sentences, names things, tells time, interprets symbols, decides, computes, analyzes, finds patterns, orders
  2. Build your hat by first cutting out the two sides whole. Then fold under the triangular shaded areas and tape them flat inside the hat. Then tape a seam down the middle to put the two sides together.
          
  3. Study your hat and put it on.
  4. Have someone quiz you where you do different things, like speech, and you try and point to that part on your “brain.”
Lesson 43
Level 1-4
  1. Read “Why Does My Foot Fall Asleep?”
  2. Try this quiz. It’s okay if you don’t know them all. Maybe you’ll learn something new.
  3. Explain to someone why limbs fall asleep sometimes.
Level 5-8
  1. Take the quiz. If you get something wrong, learn from it. You haven’t read the book these questions are from, so it’s okay to get something wrong, but learn from your mistake!
Lesson 44  (Materials for Level 5-8: 10 matching pairs from a deck of cards or other game; Level 1-4: read below)
Level 1-4
  1. Add the brain and spinal cord and nerves down the empty leg on your wall body.
  2. Choose a craft.
  • Make a neuron
    • You can use the image in the link above to help you draw it. You don’t have to use colored paper.
    • If you really think your child can’t free form it (it doesn’t have to be perfect), they can color and cut and paste using this picture.)
  • Spinal cord — egg carton, thimble, needle and thread, short round noodles optional Cut out egg carton sections (they probably need help with this). Have them string it together. You don’t have to use noodles. It shows how the spinal cord is connected but can bend in every direction.
Level 5-8*
  1. Read about memory. Click to turn the page until the article is finished.
  2. Try this memory experiment. Read page 8.
  3. *Print this data chart to use along with the experiment.
Lesson 45
Level 1-4
  1. Read this comic book about the brain.
  2. Take the reaction time test. How quick does your brain respond?
  3. Here’s a brain game for the whole family. Can you figure any out?
Level 5-8
  1.  Brain games…test your brain…what an amazing thing your brain is!

Senses

Lesson 46
Level 1-4
  1. Read about vision in the first part of this chapter.
  2. Add eyes to your body. Label the pupils.
  3. Explain to someone what the retina does, as well as the eyelids, eyebrows and eyelashes.
Level 5-8
  1.  Read about eyes and vision.
  2. Answer the questions.
  3. Check your answers.
  4. Here’s a video on how the brain works with our eyes to enable us to see.
Lesson 47
Level 1-4
  1. Learn a little more about eye anatomy, or the structure of the eye. Take a look at this diagram and read about some of the parts.
  2. Do the experiment on page 285. (Move your hand out of your line of sight and then place it down.)
  3. Write up an experiment worksheet.
Level 5-8
  1. Learn about eye anatomy. Read about each part and find it on the diagram.
  2. If you can stomach it, you can watch a cow’s eye dissection.
  3. Do this experiment with a paper towel tube.
  4. If you really can’t do the experiment, then can you do this one, peripheral vision, or read about this one, upside down.
  5. Explain to someone how the experiment worked and what the conclusion (result) of the experiment was.
Lesson 48
Level 1-4*
  1. Finish reading the chapter.
  2. *Print and complete the two worksheets. (Answers)
Level 5-8
  1. Scroll down and read “Other Human Senses” through to the end and answer the questions.
  2. Check your answers.
Lesson 49  (Materials for Level 1-4: small paper cup, toothpick, 2 feet of string)
Level 1-4
  1. Learn about the parts of an ear.
  2. Do the activity on page 282 and 283.
  3. Explain how your ear is like the cup.
  4. Add ears to your wall body.
Level 5-8*
  1. Design and carry out an experiment using taste and smell to answer the question, “Can You Identify Food Only with Taste or Only with Smell?”
  2. Or maybe you’d like to experiment with these claims about smell?
  3. *Write up an experiment worksheet.
Lesson 50
Level 1-4
  1. Watch “The Case of the Barking Dogs.” This is an hour. Decide as a family if you are going to watch or not.
  2. If you don’t watch it, you could try this experiment and try the quiz.
Level 5-8
  1. Learn about how hearing works.
  2. Explore the ear.
  3. At the dinner table, tell what you learned on the subject.
Lesson 51
Level 1-4*
  1. *Print this page and complete it. (Answers)
  2. Read the first part of the chapter through “smell.” Stop at “tasting.”
  3. Add a nose to your wall body.
Level 5-8
  1. Learn more about taste.
  2. Take a smell quiz.
Lesson 52
Level 1-4*
  1. Finish reading this chapter.
  2. *Complete this worksheet. (Answers)
  3. Do this taste experiment on page 271.
  4. Add a tongue to your wall body.
Level 5-8
  1. Take the tongue quiz.
  2. Take the nose quiz.
  3. Take the ear quiz.
  4. Learn from your mistakes.
Lesson 53

Level 1-4

  1. Read about internal senses and stop right before “Infrared Vision.”
  2. Here this video about a kid who uses echolocation.  Also, here’s a short article about him if you would like to read it.  I was trying to find one I had seen before about a blind boy who could play soccer on a team using this technique.
  3. Try walking around the house blindfolded. Listen for sound clues to guide you.
Level 5-8
  1. Take the senses quiz. Click on “start.” You don’t know all the answers. Guess when you have to. It will tell you the correct answer, so you can learn from this quiz!
  2. Here are some quick sense experiments to try.
Lesson 54
Level 1-4*
  1. Finish reading the chapter.
  2. *Print and complete this worksheet. (Answers)
Level 5-8
  1. Complete the crossword puzzle.
  2. If you want to try some more experiments, try some of these.
  3. Whether you do the experiments or not, explain to someone about the experiments you did today and yesterday and what they show about our senses.
Lesson 55
Level 1-4
  1. Do the writing assignment on the last page of the chapter. Be creative.
  2. Try one of the experiments on the last two pages of the chapter.
Level 5-8
  1.  Make a list. List each of the body systems we’ve learned about and list as many parts as you can in each.
  2. Afterwards, take a look through this tutorial and see what you forgot.
Reproductive System Levels 5-8
Lesson 56
Level 1-4
  1. Let’s go back for a minute. Reread this chapter and add the liver, pancreas and gallbladder to your wall body. I don’t think we did before!
Level 5-8
  1. Read about the male reproductive system and answer, “What is the main role of the male reproductive system?”
  2. Check your answer.
Lesson 57
Level 1-4
  1. See if you can get all these labels in place. Start with heart, lung, etc. The ones you haven’t heard of, leave for the end. It will only let it be in place if it’s correct.
Level 5-8
  1. Read about the female reproductive system and answer the question, “What is the main function of the female reproductive system?”
  2. Check your answer.
Cells
Lesson 58
Level 1-4*
  1. Start reading about cells. Read through page 288. Stop at “Organelles.”
  2. *There are lots of big words in there! Write what is the same and what is different about the two types of cells. Write what’s the same in the box and what’s different on the two sides of the line. *Print out this sheet to use (prokaryotic eukaryotic).
Level 5-8
  1. Watch this video and learn about the development of a baby, of you, from the beginning!
  2. Here’s more more with an ultrasound pictures (first 4 minutes).
  3. Here’s another showing what that looks like from the inside with photographs of the development. Make full screen.
  4. Psalm 139:13-14
Lesson 59
Level 1-4
  1. Read page 289.
  2. *Do this crossword puzzle. (It may be the third page in your workbook labeled Lesson 60.)
Level 5-8
  1. Watch this lesson on the endocrine system.
  2. Identify the parts of the body. Do the ones you know first! It will only stay in place if it’s in the right spot.
Lesson 60
Level 1-4*
  1. *Print and complete the multiple choice and fill-in-the-blank.
  2. Reread the chapter as needed to help you. (Answers)
Level 5-8
  1. Read the Introduction to Cells and the first half of the chapter on cell structure, up to “Organelles.”
  2. Watch the video on “The Inner Life of the Cell”.
Lesson 61  
Level 1-4
  1. Read the chapter on Organelles.
  2. Have someone ask you the questions on page 331.
Level 5-8
  1. Read the second half of the chapter on cell structure beginning at organelles and answer the questions.
  2. Check your answers.
Lesson 62
Level 1-4*
  1. Reread the chapter on Organelles.
  2. *Complete this worksheet. (Answers)
Level 5-8
  1. Read the section on Transport. Answer the questions.
  2. Check your answers.
Lesson 63
Level 1-4*
  1. *Complete the coloring page. (Answers)
  2. Complete this word jumble. They are all bold words found in your current chapter. Use the chapter to help you. You can print this out or click to solve online.
Level 5-8
  1. Read Cellular Respiration. Watch the video. Answer the review questions.
  2. Check your answers.
Lesson 64
Level 1-4*
  1. Read page 333.
  2. *Crack the secret code and follow the directions in the code. (Answers)
  3. Read page 335.
  4. Act out with people or puppets the roles of DNA, ribosomes and proteins.
Level 5-8
  1. Read Cell Division.  The video isn’t working. Here’s a replacement. Answer the questions. Tonight you might want to make tomorrow’s project.
  2. Check your answers.
Lesson 65   (Materials for Level 1-4: lots of options, see below, you could use a paper plate and random small objects from around the house; Materials for Level 5-8:  light-colored Jello –or some gelatin– grapes, mandarin oranges, plums — or you could use raisins, candy, etc.–3 different things) — Or everyone could just work together on one model…
Level 1-4
  1. Read about cells and look at the drawing of a cell.
  2. Make a model of a cell. Here is some inspiration.   one  two  three  four
  3. You could simply get a plate and put on things like the crayon picture.
  4. You don’t need the labels. Tell where the membrane, cytoplasm, nucleus, ribosomes, ER and mitochondria are.
Level 5-8
  1. Make “cells.” Then draw one and label it.
Lesson 66
Level 1-4*
  1. Read this chapter.
  2. *Unscramble the words and define them. (Answers)
Level 5-8
  1. Read about Mendel and the Foundation of Genetics.
  2. Answer the review questions.
  3. Check your answers.
Lesson 67
Level 1-4*
  1. Read pages 385 and 386 and do the experiment.
  2. *Fill in an experiment worksheet.
Level 5-8
  1. Watch the video on Punnett Squares. (Note: Don’t turn on the CC.)
  2. Fill in the Punnett Square. Follow the directions. You’ll drag the letters into the squares.
Lesson 68
Level 1-4**
  1. Look again at this chapter.
  2. *Use the information to complete this worksheet. (Answers)
  3. *Color in the plant cell using the key at the bottom. (Answers)
Level 5-8
  1.  Read about genetic advances and answer the questions.
  2. Check your answers.
Lesson 69
Level 1-4*
  1. Read this chapter on bacteria cells.
  2. *Print and complete these pages. (Answers)
Level 5-8
  1. Read about bacteria and answer the questions.
  2. Check your answers.
Lesson 70
Level 1-4*
  1. *Print this page.  Get a large pan or a serving tray. Gather objects to represent each of the cell parts on the list. For example: ER could be a toy car because it transports things. Mitochondria could be candy because it gives energy. Choose an object for each one and put on a show-and-tell for your family. Show them each item and tell them what part of the cell it represents and why.
Level 5-8
  1. Read about Archaea and answer the questions.
  2. Check your answers.
Immune System
Lesson 71

Level 1-4*

  1. Read the first three pages of this chapter on the immune system, pages 339-341.
  2. *Print out and complete the word search. (Answers)

Level 5-8

  1. Read about infectious disease and answer the questions.
  2. Check your answers.

Lesson 72

Level 1-4*

  1. Finish reading the chapter.
  2. *Complete the matching exercise. (Answers)

Level 5-8

  1. Read about noninfectious diseases and answer the questions.
  2. Check your answers.

Lesson 73

Level 1-4*

  1. Watch the movie on the immune system. (Note: I was asked to include a note that the video is pro-vaccine.)
  2. *Complete the compare and contrast worksheet. (If you need a reminder about red blood cells, you can look again at chapter 26, particularly page 258, which is page 5 in the PDF.)(Answers)

Level 5-8

  1. Read about your body’s  First Two Lines of Defense and answer the questions.
  2. Check your answers.

Lesson 74   (Materials for Level 1-4: Q-tips, raw meat, beef bouillon, unflavored gelatin, sealable plastic baggies, antibacterial soaps, lotions, etc., it says 4 foil muffin cups–I don’t know if that’s really necessary — If you can’t get these, there is an alternative activity.) 

Level 1-4*

  1. Do the Day Three activity.
  2. *You can use this sheet to record your predictions and results.
  3. If you don’t have the supplies, do the Day Two activity.

Level 5-8

  1. Read about the immune system‘s defenses and answer the questions in complete sentences. Give this to your mom to add to your portfolio.
  2. Check your answers.

Lesson 75

Level 1-4

  1. Watch a model of how a flu cell attacks the body.
  2. Watch disease spread. Read the directions below.
    1. Do you see the red dots? Look at the key. A red dot is a person with the sickness.
    2. Click on “Step” a few times. What happens? Look at the key.
    3. Click on “Run.” Does the person get better without infecting anyone else? When the person turns gray, that means he is now immune to that sickness. 
    4. Now play with it. Change the settings. Make the population mix (they can travel and take their diseases to new people for instance). Click on “Run.”
    5. You can also change the other settings.
    6. What observations can you make?

Level 5-8

  1. Watch this video on the immune system.
  2. Watch a model of how a flu cell attacks the body.
  3. Watch disease spread. Read the directions below.
    1. Do you see the red dots? Look at the key. A red dot is person with the sickness.
    2. Click on Step a few times. What happens? Look at the key.
    3. Click on Run. Does the person get better without infecting anyone else? When the person turns gray, that means he is now immune to that sickness. 
    4. Now play with it. Change the settings. Make the population mix (they can travel and take their diseases to new people for instance). Click on Run.
    5. You can also change the other settings.
    6. What observations can you make?

Lesson 76

Level 1-4

  1. Read again about these words:  Immune System, White Blood Cells, Lymph, Lymph Node
  2. Write, draw or act out how your immune system defends your body against a virus.

Level 5-8

  1. Read Viral Attack.
  2. Write the immune system members and their order and function in defense as shown in the comic. You might want to save this for your portfolio.

Review/Genetics Levels 5-8

Lesson 77
Level 1-4*
  1. Read the review on page 11.
  2. Do the writing activity on page 14.
  3. *Complete these two review pages the best you can and as neatly as you can. (Answers)
  4. Give the pages to your mom to add to your portfolio.
Level 5-8
  1. Let’s give this one more try. Read this lesson on Punnett Squares.
  2. At the bottom of the page, click on “chromosome kindergarten.”

Lesson 78

Level 1-4**

  1. *Print and cut out these DNA strips. Put all 28 strips into a bag, an envelope, or some other container.
  2. *Print these dog trait pages.
  3. Pull one DNA strip randomly from your bag. Look at the top of the first page of dog traits and the “head shape” category. Find the one that matches your DNA strip and circle it.
  4. Continue through both pages of dog traits, drawing a DNA strip for each trait and circling the corresponding trait in each category. As you determine each trait, tape your DNA strips to each other in the order you pull them out of the bag.
  5. Use the final page to draw your dog. With permission, display your dog and its DNA somewhere if you’d like!

Level 5-8*

  1. *Here’s a genetics activity. Print these pages. Use page 1 for the following steps.
  2. Cut six squares from colored paper. Do that again with three other colors. You will have 24 squares.  If you don’t have color paper, just cut the squares and mark them with different colors. You could use Lego bricks or something instead but make sure they are all the same shape and size.
  3. Color using only one color in all of the circles in each of the grandparents. For example, one grandparent might have all red circles and another all blue. Each grandparent should be a different color and only one color.
  4. Put grandmother A and grandfather A’s colors into a bag or something.
  5. Close your eyes and pick out one. Color using that color in one circle on Father.
  6. Repeat until all of Father’s circles are colored in.
  7. Do the same with Mother and the B grandparents’ colors.
  8. Then put all four colors into the bag according to what colors are colored in on Father and Mother. You should have only 12 squares in the bag. If Father has 2 blue and 4 green, then you should have 2 blue and 4 green squares in the bag.
  9. Repeat, pulling out one color at a time, and color in Iris’s circles.
  10. Then do the same with the other children.
  11. How different are the children? Answer the questions on page 2.
  12. Now make a similar chart for your family. Talk with your parents and chart the traits that they each have that their parents had, and which of those traits you and your siblings have.
Lesson 79
Level 1-4
  1. Human body review.
  2. Is there anything else you’d like to add to your wall body?
Level 5-8
  1. Make baby things!
  2. Hint! Think about what you are doing. 🙂 You can click to get new parent choices at any time, but you don’t have to have parents that look just like the child you want, just that they have the certain genes that will work.
Lesson 80
Level 1-4*
  1. *Play Body Bingo.
  2. Print out pages 1 and 2 for each player. Page 3 is for the caller. (For harder questions, see Level 5-8’s page 3.)
  3. Each player should cut the body parts from page 2 and arrange/glue them onto their board (page 2) randomly. There are more body parts than spots on the board to help with variation.
  4. The caller should read the statements, and each player should try to figure out the body part being described. The answers are in parentheses if help is needed.
  5. Using coins, rocks, Legos, scraps of paper, or any other form of marker, have players mark the spaces that have been called. Play any form of Bingo you’d like – 4 in a row, corners, full board, etc.
Level 5-8*
  1. *Play Body Bingo.
  2. Print out pages 1 and 2 for each player. Page 3 is for the caller. (For easier questions, see Level 1-4 page 3.)
  3. Each player should cut the body parts from page 2 and arrange/glue them onto their board (page 2) randomly. There are more body parts than spots on the board to help with variation.
  4. The caller should read the statements, and each player should try to figure out the body part being described. The answers are in parentheses if help is needed.
  5. Using coins, rocks, Legos, scraps of paper, or any other form of marker, have players mark the spaces that have been called. Play any form of Bingo you’d like – 4 in a row, corners, full board, etc. For extra questions, see the Level 5-8 page 3.
Lesson 81
Level 1-4
  1. Label the body parts.
  2. Answer the questions.
Level 5-8
  1. Label the body.
  2. Find the organs in the body.
Lesson 82
Level 1-4
  1. Take a quiz. You don’t know the answers. Make your best guess and then read the answers as they show you.
  2. Look at the model of the eye. Click on the squares along the bar and then the little dots to read the labels of the parts. What are the white, black, and colored parts of your eye called?
Level 5-8*
  1. *Print and complete this page. (Answers)
Lesson 83
Level 1-4
  1. Read about each body system.
Level 5-8*
  1. *Print and complete page 1. (Answers)
Lesson 84
Level 1-4
  1. Look at pictures of bacteria under a microscope.
  2. What do you think are the most amazing things about the human body?
Level 5-8
  1. Look at these parts of the human body under the microscope.
  2. Write about what you think are the most amazing things about the human body?
Lesson 85
Level 1-4*
  1. Play a body systems review game. (Pick from the games listed on that page.)
  2. *Walk around your house and outside of your home. Make a list of all of the plants you see and a list of what things you see that you think need plants. You can use this sheet (plants intro) to record your observations. Hold onto your sheet.
Level 5-8*
  1. Play a body systems review game. (Pick from the games listed on that page.)
  2. *Walk around your house and outside of your home. Make a list of all of the plants you see and a list of what things you see that you think need plants. You can use this sheet (plants intro) to record your observations. Hold onto your sheet.

Plants  (You are going to need soil and seeds at some point. I have always found beans the easiest to grow. Just buy the beans you eat. They work. They are seeds! I also suggest clear plastic cups for your pots. These are best for observation. You might want to go ahead and start a couple growing.)

Lesson 86

Level 1-4

  1. Read the introduction to the Great Plant Escape. Click “next” and read the Case Brief. Click “next” and click on Plant Structures, the first one. Click on the words that are underlined and read the explanation.
  2. Go to the dictionary and click on the little speaker next to the big word, herbaceous.
  3. Take a look at some different types of stems.
  4. Take your sheet from Lesson 85. Label each plant you listed as H or W.
  5. Are there any more plants around you that you recognize now that you can add to your list?
  6. Explain to someone the difference between the two types of plants.

Level 5-8

  1. Read about Plant Structure. Click on the underlined words. (If you are unsure how to say it, go here and listen to herbaceous.)
  2. Read pages 235 to 240 of Real Things in Nature.

Lesson 87

Level 1-4

  1. Read about plant parts. Click next and next…the last one is fruit. STOP after you read about FRUIT.
  2. You don’t need to know all of those blue words in there. Just understand the basic parts of a plant. I bet you do. Try the next activity.
  3. Label the parts of a flower. Choose Easy.

Level 5-8

  1. Read about plant parts.
  2. Label the parts of a flower. Choose Hard.
  3. What part of the plant?
  4. Read pages 240 to 248 of Real Things in Nature.

Lesson 88

Level 1-4*

  1. Read about photosynthesis.
  2. *Complete this worksheet on photosynthesis. (Answers)

Level 5-8

  1. Learn about photosynthesis.
  2. Read pages 258 to 259 of Real Things in Nature.
  3. Draw a diagram demonstrating photosynthesis. Explain it and how plants and people have a symbiotic relationship.
  4. When you are done, here’s a diagram to compare it to. Are you missing anything on yours?

Lesson 89  (Materials for Level 1-4: Broad leaf attached to a plant, tape, black construction paper–seems like you could use other colors; Materials for Level 5-8: two or three potted plant seedlings OR at least two or three small pots of soil each with the same seed planted–you could put two seeds in each pot to give more of a chance, fan?)

Level 1-4*

  1. Today you are going to start a photosynthesis experiment.
  2. *Print out an experiment worksheet.
  3. Fill in the question. What happens if a plant leaf doesn’t get sunlight?
  4. Fill in your hypothesis, your guess as to what the answer is.
  5. Read the experiment. If you don’t want to know what happens, don’t scroll all the way down. Just read how to set it up.
  6. List your materials and procedure.
  7. Set up the experiment. Save your worksheet to finish next week. (If you can’t do the experiment, you can look at the picture of the result on the page where you read the experiment instructions.)

Level 5-8**

  1. Read the experiment under Compare Elements of Growth
  2. I think you could just put one plant in each place, but you can use more if you like. You could use a closet for a dark room. If you are able to, do the fan part of the experiment too.
  3. *Today print out an experiment worksheet.
  4. Fill in the question, hypothesis, materials and procedure.
  5. Set up your experiment.
  6. *Print out this data sheet (Compare Elements of Growth) to record your observations daily. Don’t forget to water every day!

Lesson 90

Level 1-4

  1. Learn about the parts of a plant.
  2. Draw and label a plant.
  3. Watch this animation of photosynthesis.  This has lots of big words. What can you explain about what’s happening?
    • What does the process need? (Answers: carbon dioxide, water, and light)
    • What does it produce? (Answers: sugar, oxygen)

Level 5-8

  1. Look inside a flower.
  2. Draw and label a plant as detailed as you can.
  3. Watch this animation of photosynthesis.
  4. What can you describe about what’s happening?
  5. Tell someone what you learned, or ask them the questions and see if they get the answers right.

Lesson 91

Level 1-4

  1. Read about the life cycle of the plant. You don’t need to know all of the blue words. Explain the difference between an annual plant and a perennial plant.
  2. Why do people like to plant perennial plants? (answer: They don’t have to plant them each year. They grow again on their own.)
  3. Plan a garden. What would you plant? Take a piece of paper. That’s your garden. Write or draw what you would grow.

Level 5-8

  1. Read about the life cycle of the plant. Click on the blue words to learn more about their definitions.
  2. What does it mean when a plant is dormant?  (answer: It is resting. It is not growing.)
  3. What kind of flower would you choose to plant at your home? Why?
  4. Take a look at this veggie page. Plan a garden. What would you plant? When would you plant each thing?

Lesson 92

Level 1-4

  1. Read the first sections on Growing Plants Indoors. Read “Room to Grow” and “Temperature.”
  2. Read about plants that live in the hot desert. Click on the arrow to keep turning the pages.
  3. Explain to someone what types of plants live in hot climates.

Level 5-8

  1. Read the first sections on Growing Plants Indoors. Read “Room to Grow” and “Temperature.”
  2. How are plants like people?  (answer: They like to be at a comfortable temperature, but they each like different temperatures.)
  3. Read about plants that live in the hot desert. Click on the arrow to keep turning the pages.
  4. Read about plants in the tundra.
  5. Explain to someone about the types of plants that live in hot and in cold climates.

Lesson 93  (Materials for Level 5-8: shoe box, cup of dirt, bean seed, other pieces of cardboard)

Level 1-4*

  1. Read about light and water.
  2. Grow a plant. What happens when you don’t use enough light or water?
  3. Explain to someone why a plant needs light and water.
  4. Take three plants or plant three seeds in three different containers. Put one in the dark (maybe a closet) but water it daily. Put one in the light but never water it. Put one in the light and water it. What happens?
  5. *Print out this experiment sheet, (light and water). Fill in what you think will happen. Save your paper. After a week or so, you can record what happened.

Level 5-8

  1. Read about light and water.
  2. Start this experiment today. You will observe just how much a plant needs light.
  3. If you need a picture of how to make it, here’s one. (Below is another set of directions and pictures of how to make it, but the last picture shows the result.)
  4. Here’s a picture of the result if you can’t do it.

Lesson 94

Level 1-4

  1. Read about air, nutrients, and time.
  2. What is something that can hurt a plant?  (answer: smoke)
  3. Read about the different lengths of time it takes for plants to grow.
  4. Tell someone three different plants and how long they take to grow.

Level 5-8

  1. Read about air, nutrients, and time.
  2. It lists three nutrients that plants need. What would give plants those nutrients? Do a little research. Put in the soil of one plant things that would give it those nutrients. Observe its growth next to one without the homemade fertilizer.
  3. Explain to someone what you did and why and what you think will happen.

Lesson 95

Level 1-4

  1. Today do the mystery quizzes. Do them both.
  2. Make sure to make observations on all the plants you have growing.
  3. Give someone an update on the plants you have growing.
  4. If you haven’t yet, take the paper off of your leaf. What has happened?

Level 5-8

  1. Today do the mystery quizzes. Do them both.
  2. Make sure to make observations on all the plants you have growing.
  3. Give someone an update on the plants you have growing.

Lesson 96

Level 1-4*

  1. Read this page on the parts of a plant that we eat.
  2. *Write or draw all the things you can think of that you eat that belong in the different categories. Look around your kitchen or even the grocery store.
  3. Here are some ideas to check/add to your list when you are done.
  4. When I lived in Istanbul, Turkey, I shopped for all of my fruits and vegetables at an open air market. One day a week they closed the road and sellers set up tables on the street. One of the sellers sold roots — just the roots. Celery root, beet root…A famous Russian soup is called borscht and it is made from beet root. Try new parts of plants. Maybe you will be surprised.

Level 5-8*

  1. Read this page on the parts of a plant that we eat.
  2. *Write or draw all the things you can think of that you eat that belong in the different categories. Look around your kitchen or even the grocery store.
  3. Here are some ideas to check/add to your list when you are done.
  4. When I lived in Istanbul, Turkey, I shopped for all of my fruits and vegetables at an open air market. One day a week they closed the road and sellers set up tables on the street. One of the sellers sold roots, just the roots. Celery root, beet root…A famous Russian soup called borscht and it is made from beet root. Try new parts of plants. Maybe you will be surprised.

Lesson 97  (Choose an activity — different activities require different things; some require nothing)

Level 1-4/5-8

  1. Choose an activity.  Grow lettuce   Other ideas

Lesson 98

Level 1-4*

  1. *Try some nature study. Follow the directions on this tree worksheet and fill it out.
  2. Here are some tree identification websites, if you don’t know what kind of tree you were looking at.

Level 5-8*

  1. *Try some nature study. Follow the directions on this tree worksheet and fill it out.
  2. Here are some tree identification websites, if you don’t know what kind of tree you were looking at.
  3. Read about trees in Real Things in Nature, pp. 273

Lesson 99

Level 1-4*

  1. *Like yesterday…follow the directions on this tree worksheet and fill it out.

Level 5-8*

  1. *Like yesterday…follow the directions on this tree worksheet and fill it out.
  2. Learn about the age of trees. Try counting one of the samples.
  3. Explain what you learned and the word dendrochronology.

Lesson 100

Level 1-4*

  1. If you have any experiments still going, make your final observations now.
  2. *Try and complete a scavenger hunt for the season you are in. Only print the one you need.

Level 5-8*

  1. If you have any experiments still going, make your final observations now.
  2. *Try and complete a scavenger hunt for the season you are in. You only need to print one.

Lesson 101

Level 1-4*

  1. Read the beginning of the case 2.
  2. Then read the Case Brief.
  3. Take a clear plastic cup and fill it with soil (dirt). (It’s okay if you don’t have a clear cup.)
  4. Make observations. Dig through it. What do you see in there?
  5. *Fill out this paper with your observations. You will need a ruler. (soil observations)
  6. Leave your cup of dirt sitting out in the sun.

Level 5-8

  1. Tell someone what you think you know about soil. What’s it made of? What would you find in it?
  2. Read the beginning of the case 2.
  3. Then read the Case Brief.
  4. Take a clear plastic cup and fill it with soil (dirt). Try and dig down a bit to get moist soil. (It’s okay if you don’t have a clear cup.)
  5. Make observations. Dig through it. What do you find? Any surprises?
  6. Read page 150 Real Things In Nature.
  7. Is there anything new you learned about soil today?

Lesson 102

Level 1-4

  1. Read about the makeup of soil.
  2. Do you observe all of those things? Were any of them a surprise?
  3. Measure your soil again. I’m wondering if you can detect the soil being less as the water in it evaporates.
  4. Your reading says that soil is made up of living and non-living material. What’s another way of saying living and non-living that you learned in the beginning of the year?  (answer: biotic and abiotic)
  5. What’s an example of living material in soil?  (answer: leaves)
  6. What’s an example of non-living material in soil?  (answer: rocks)

Level 5-8

  1. Read about the makeup of soil.
  2. Do you observe all of those things? Were any of them a surprise?
  3. What type of organic matter do you think is found in soil? Make a list.
  4. Read this list. Did you include all of these?
  5. Read about what organic matter does for the soil.
  6. Explain what organic matter is and its purpose in soil.

Lesson 103

Level 1-4

  1. Read about the different types of soil.
  2. Click at the bottom to solve the first mystery.
  3. Follow the directions. What does your soil smell like? What color is it? Measure it again and see if there is any difference.
  4. Also, take it apart and sort through it as it describes. You can add any observations to your paper if you like. Or, just tell them to your family.

Level 5-8  (Materials: jar, dirt)

  1. Learn about soil.
  2. Learn about the types of soils.
  3. What type of soil do you think you have? Go get some and compare to the lists.
  4. While you’re out gathering dirt, get some from a few different locations into a jar. Add water. Shake. Let it sit. You can check on this tomorrow. It’s the first activity on this page.

Lesson 104

Level 1-4

  1. Read this next page on the nutrients (that’s like the vitamins in the food you eat) in soil.

Level 5-8

  1. Learn how organic matter helps the soil.
  2. Tell someone about two of them.
  3. Find organic matter in the soil in these pictures.

Lesson 105

Level 1-4

  1. Read all about soil. Keep clicking on “next.”
  2. How does weather affect soil?  (answer: Weather helps make soil by causing rocks to crack and break up.)
  3. How does soil help plants? (answer: It gives them nutrients to make them healthy.)

Level 5-8

  1. Read about how different factors affect soil.
  2. Write a paragraph about soil: its makeup, purpose and what affects it.

Lesson 106

Level 1-4

  1. Learn about the best soil for growing plants in containers.
  2. Turn the page and read about composting.
  3. Make a compost pile of any size.

Level 5-8

  1. Learn about the best soil for growing plants in containers.
  2. Turn the page and read about composting. Make sure you click on all of the underlined words. If you have studied year 4, acidic and basic should be familiar.
  3. Make a compost pile of any size.
  4. Teach someone about your compost. What is in it and why?

Lesson 107

Level 1-4*

  1. Read more about soil and composting. Stop after you’ve read the worm page.
  2. Go back to the soil observation page and find some soil to observe. Use sticks or popsicle sticks to mark off your area.
  3. *Here’s a page to record your observations (Soil Squares Observations). Follow the directions on the web page and don’t forget to check back on other days.
  4. You can make a worm bin if you like 🙂

Level 5-8*

  1. Read more about soil and composting. Stop after you’ve read the worm page.
  2. Go back to the soil observation page and find some soil to observe. Use sticks or popsicle sticks to mark off your area.
  3. *Here’s a page to record your observations (Soil Squares Observations). Follow the directions on the web page and don’t forget to check back on other days.
  4. Add worms to your compost if you can.

Lesson 108

Level 1-4*

  1. Read about soil substitutes.
  2. Do the experiment with as many different things that you can. Remember that you can mix them together too.
  3. *Here is a sheet to record your observations (Soil Substitutes Observations). You can make another page for more space and you can add lines at the bottom to write more. The lines at the bottom are for writing what’s in each cup. Label your cups! The boxes are for your observations.
  4. You’ll have to observe over the next week or so.

Level 5-8*

  1. Read about soil substitutes.
  2. Do the experiment with as many different things as you can.
  3. *Here is a sheet to record your observations (Soil Substitutes Observations). You’ll have to observe over the next week or so.

Lesson 109

Level 1-4

  1. Play the senses game.
  2. Test out all five senses. Observe yourself using each one.

Level 5-8

  1. Do a super easy senses activity. Keep going to the end.
  2. Can you see these 3D optical illusions?

Lesson 110

Level 1-4

  1. Here are some “tests” for your eyes.
    • Color blindness. (It will ask for your email address at the end to send your results. It’s not necessary. You’ll know if you could read the numbers or not.)
    • Optical illusions (Click on the first square at the top of the boxes on the right for the full tour. Do as many as you like.)
  2. Check on your soil squares and cups.

Level 5-8

  1. Test your senses.
  2. Check on your soil squares and cups.

Lesson 111

Level 1-4

  1. Read about your next case.
  2. Read the case brief.
  3. Tell someone everything you think you know about seeds.
  4. Do you have any seeds in your house?

Level 5-8

  1. Read about your next case.
  2. Read the case brief.
  3. Go through each of the ideas and write down what you think you know about that topic. Give some space between topics so you can add what you learn.

Lesson 112

Level 1-4

  1. Read “All About Seeds.”
  2. How do you think each of those seeds (pictured at the bottom of the page) travel?
  3. Here’s a lesson on seeds traveling.
  4. Watch this lesson on seeds and how they grow.
  5. What seeds are in your kitchen? If you have a yard, what seeds are in your yard?

Level 5-8

  1. Read “All About Seeds.”
  2. Read about seed dispersal.
  3. Read “How Seeds Are Scattered.”
  4. Did you have all of these ways written down on Lesson 111? Add to your list from Lesson 111 the new things you learned about seed dispersal.

Lesson 113  

Level 1-4*

  1. Read about seed structure.
  2. Turn the page and read about germination.
  3. You don’t need to know all of the blue words.
  4. *Place a bean (or a few beans) in a ziplock bag (or some tight clear container, even a glass with plastic wrap covering it with a rubber band to hold it on) on top of a soaking wet paper towel (or substitute). Place it in the sun. Every day draw a picture of what it looks like. Label each picture with the day #. Here’s a paper to use if you like. Print as many as you need. (Germination Observations)
  5. Watch this video of green bean germination. Does it have one or two leaves as it sprouts?

Level 5-8*

  1. Read about seed structure.
  2. Read this seed overview. Complete steps 1 and 2 of the experiment at the bottom. (Scroll down past the picture.)
  3. *Print and complete this worksheet. (Answers)
  4. You can give this page to a parent to add to your portfolio.

Lesson 114

Level 1-4*

  1. *Draw the steps of germination. You can just use this as a guide to draw it yourself. You can trace the parts onto your germination “canvas.” You could cut out the parts and glue them on. You could ask a parent to make a stencil.
  2. Make sure to check on your bean and record your observations.

Level 5-8

  1. Read about germination.
  2. You can read about and watch germination here.
  3. Go back to your experiment and complete steps 3 and 4. Name the parts of the seed.

Lesson 115

Level 1-4

  1. Make sure to check on your bean and record your observations.
  2. Photosynthesis review. Watch the video and then click on part 2.

Level 5-8

  1. Do this photosynthesis lesson/quiz. Click on “Next Activity” when you are done each part.
  2. Take a look at this photo of the power of life. The seeds want to live. Have you ever seen a plant breaking through a sidewalk, a wall, or a rock?

Lesson 116

Level 1-4*

  1. Do all plants have seeds to make more plants? What do you think? Make a guess then read this page.
  2. Now turn the page. Can you figure out which seeds grow into which plants?
  3. *Make a mini-book about four different seeds and what they turn into. Here is a lift-the-flap template book.  The seed pictures would go on the flap. Write or draw what it turns into on the inside when you lift the flap.
  4. Put your mini book or your soil substitute observations in your portfolio.

Level 5-8*

  1. Can you say which way a seed becomes a plant?
  2. Follow the directions on the next page.
  3. *Get your soil substitute observation sheet. Fill out an experiment worksheet. In the “observations” section, you will write “See Chart.” Add this worksheet to your portfolio.

Lesson 117  

Level 1-4*

  1. *Do you remember woody and herbaceous plants? Label the parts of the tree (the woody plant) and the flowers (the herbaceous plant). (Answers)
  2. What parts do both types of plants have?
  3. Read pages 18-21 of The First Book of Plants. These pages are about two things that woody and herbaceous plants have in common.
  4. Are you remembering to record your daily observations of germination?

Level 5-8

  1. Start a seed collection. Glue seeds down to a stiff paper or cardboard. Decorate it if you want to make it nice. Label each seed. Can you place them into any categories, edible/inedible for instance?

Lesson 118

Level 1-4*

  1. *Does it come from a plant? Fill out the worksheet.
  2. When you are done read this (highlight to read): Plants may be used for decoration, erosion prevention, and climate control (wind and sun breaks), as well as  foods, beverages, flavorings, medicines, fabrics, rope and other fibers, wood, rubber, dyes, paper, and many other products. The original form of aspirin came from willow bark. American Indians would make a tea from the bark for fevers and pain. Even marijuana was originally introduced into this country as a source of hemp for making ropes, cloth and sail. (ends here)

Level 5-8*

  1. Read this page about plant classification.
  2. *On this worksheet write one specific type of plant in each category. You can use the internet to help you.

Lesson 119  (Materials for Level 1-4: two leaves, not dried out–they can’t be crumbly)

Level 1-4*

  1. Get two leaves. Place one under a piece of thin white paper. Rub with a pencil or crayon over the part of the paper covering the leaf. Do the same with the other leaf.
  2. *Print out these pages for your leaf rubbings and fill out the other information as well (Leaf Rubbings). If your leaf is huge, you can rub the back of the paper.

Level 5-8

  1. Let’s review again. Make a comic strip that teaches the process of photosynthesis. Here’s a reminder.

Lesson 120

Level 1-4

  1. Go to number 1 under “Procedure.” Read the story and identify the tools as directed. Do you have tools at your house to care for plants? What kinds?
  2. Have you met your goals? Tell someone about each thing on the list. Can you do it?

Level 5-8

  1. Review: Write or tell about each thing in the goals lists.
  2. Goals for case 1
  3. Goals for case 2
  4. Goals for case 3

Lesson 121

Level 1-4*

  1. Read your new mission.
  2. *Print out this KWL chart. Read the Case Brief with the list of goals. Use the goals to fill in the “What I Know” and “What I Want to Know” parts of the chart. Leave the “What I Learned” part empty, for now.

Level 5-8*

  1. Read your new mission.
  2. *Print out this KWL chart. Read the Case Brief with the list of goals. Use the goals to fill in the “What I Know” and “What I Want to Know” parts of the chart. What you want to learn is whichever of the goals you don’t already know the answer to. Leave the “What I Learned” part empty, for now.
  3. Read Real Things in Nature pages 261-268. Fill in the “What I Learned” box.

Lesson 122

Level 1-4

  1. Read about the parts of a flower. Just read this one page.
  2. Read The First Book of Plants pages 23 and 24.
  3. Draw a picture of a flower and label it.

Level 5-8

  1. Draw a picture of flower and label it with what you remember from yesterday.
  2. Then go back to Real Things in Nature and see if you got it correct. Fill in what you missed. Try and put on all of the italicized words.

Lesson 123

Level 1-4*

  1. Read The First Book of Plants pages 25 to 29.
  2. Act out with people or props the process of how you get from pollen to fruit.  OR
  3. *Print out this page (reproduction cartoon) and draw the process from pollen to fruit.

Level 5-8*

  1. *Print out this page (reproduction cartoon) and draw the process from pollen to fruit.
  2. Write labels/descriptions for each of your pictures. You can draw lines in the middle of the empty boxes to add more boxes if you want them.

Lesson 124

Level 1-4

  1. Read The First Book of Plants pages 30-33.
  2. Take the quiz and see what you remember. It’s okay to make mistakes if you learn from them! Skip the page with the blank boxes. Click next to move on.

Level 5-8

  1. Read this page about nonflowering plants and take notes. Write each of the blue words down and what you learned about each word. It doesn’t have to be in complete sentences. When you take notes, you write briefly, but enough so that you remember all of the facts. Read your notes back to someone when you are done.

Lesson 125

Level 1-4

  1. Fill in the “What You Learned” section of the worksheet from Lesson 121.
  2. Did you find the answers to everything you wanted to learn?

Level 5-8

  1. Learn about the life cycle of a fern. Watch carefully and read the words.
  2. Explain it to someone. Use some of those words!
  3. Take the little quiz. Skip the page with the blank boxes and click “next” to move on. The last page is identifying fruit.

Lesson 126  (Materials: flower)

Level 1-4

  1. Find a flower. Draw a picture of it. Write its name on the page if you know it. If you don’t, use the internet to try and find out.
  2. On the page, write “Number of petals,” “Color of petals,” “Shape of petals,” “Scent” and anything else. What else can you observe, count, record? Do you see any pollen? Make a thorough recording of it. When explorers went to new areas, they drew careful pictures and wrote careful observations to tell people about their new discoveries.
  3. Can your flower be used for anything? Use the internet. Is it poisonous? Edible?

Level 5-8

  1. Find a flower. Draw a picture of your flower or take a picture of it and put it in a document. Include all of this information on your page. What other observations can you make? Do you see any pollen?

Lesson 127

Level 1-4

  1. Try growing something from a cutting. You can use this page and the next for ideas.
  2. Pollination review  You can sing the pollination song 🙂

Level 5-8

  1. Try growing something from a cutting. You can use this page and the next for ideas.
  2. Pollination review

Lesson 128

Level 1-4*

  1. Time to start a new mission. Read this page the case brief.
  2. *What do you think you know? Fill out the chart. KWL chart
  3. Take a look at pages 44 and 45 of The First Book of Plants.

Level 5-8*

  1. Time to start a new mission. Read this page the case brief.
  2. *What do you think you know? Fill out the chart. KWL chart
  3. Read pages 269 to 271 of Real Things in Nature.

Lesson 129

Level 1-4

  1. Read about bulbs. You don’t have to learn the blue words, but click on the word “bulb” and then draw and label a picture like the one shown. Don’t click on the box at the bottom of the page.
  2. Tell someone about bulbs.

Level 5-8

  1. Read about bulbs. Draw and label a picture of a bulb and write all of the blue words and their definitions.
  2. Don’t click on the box at the bottom of the page.

Lesson 130

Level 1-4

  1. Read “What is a bulb?” and follow the directions. Add to your list.
  2. See if you can see the parts of a bulb in an onion or garlic clove.
  3. Finish reading the rest of the case. Keep clicking next.

Level 5-8

  1. Read “What is a bulb?” and follow the directions.
  2. Cut open an onion or garlic clove. These are bulbs. Plants can be grown from these. Do you ever see green leaves coming out of your onions or garlic? What parts of a bulb can you see inside? Show someone.
  3. Finish reading the rest of the case. Keep clicking next.

Lesson 131  (Materials: potato)

Level 1-4/5-8

  1. Fill out the rest of your KWL chart.
  2. Plant potato parts as described. Watch their growth.
  3. If you have access to a sweet potato, you can grow a sweet potato vine.

Lesson 132

Level 1-4

  1. Here’s the last case. It’s not really a case. On the last page you can print out the certificate if you like.
  2. Read the first part of the chapter about vascular plants. Stop at flowering and non-flowering plants.
  3. Take a piece of paper and divide it in half. On one side write” vascular” and on the other side write “nonvascular.”
  4. Draw a picture of a kind of vascular plant on the one side and a nonvascular plant on the other.
  5. Show your picture to someone and explain the difference.

Level 5-8

  1. Learn about how living things are classified, or organized.
  2. Complete the activity.
  3. Learn about the protist kingdom.
  4. Tell someone what classifies something as protist and some examples of what is in this kingdom.

Lesson 133  (Materials for Levels 5-8: ziplock bag or clear glass jar)

Level 1-4*

  1. *Finish reading the chapter and do the word search. (Answers)

Level 5-8*

  1. Read about fungus and mold.
  2. Watch mold grow. Use ziplock bags or a clear glass jar and add food. Since you aren’t supposed to open the jar, how about covering it well with plastic wrap and taping it down around the rim? That way you can see through the top as well.
    • Here are before and after pictures to help you decide what foods you might want to try. You can just do one, or you can do several.
  3. *Print out this sheet, Mold Observations, and draw pictures of what you think your food will look like on the given days. Use color. Keep the sheet and on the days draw what it actually looks like. If you are against drawing, you can write a description.

Lesson 134

Level 1-4*

  1. *Do the matching worksheet. (Answers)
  2. Write a water drop story as described on page 138.

Level 5-8

  1. Read or listen to the story of aspirin.
  2. Read the history of plants as medicine. (Now I’m combining science and history!)

Lesson 135  (Materials for Level 1-4: white carnation or other white flower, if possible)

Level 1-4*

  1. Look at pages 186 to the end.
  2. *Print out the petal sheet.
  3. Do the two experiments.
  4. If you don’t have a flower, you can watch the video of the experiment. Even if you have a flower, you might want to watch it. 🙂

Level 5-8

  1. Make a mini book. Use this list and choose twenty plants. Write their names, their uses and include a picture. Make sure you give your book a title.
  2. From this list you are going to choose one to write a report on. Decide today. It should be one that you can find information on about its use today and historically.

Lesson 136

Level 1-4

  1. Read the beginning of the chapter until it says Kingdom Protista.
  2. What is a kingdom? Watch the movie.

Level 5-8

  1. Choose one plant that has been used as medicine. Learn about the plant, how it’s currently used, and how it’s been used historically and in other cultures.
  2. Take good notes. Write down where you got each bit of information. Write down the websites. Get as much information as possible. You should use lots of sources.

Lesson 137

Level 1-4

  1. Finish reading the chapter.
  2. How do fungi eat?  (answer: Fungi are decomposers. They spread a sticky goo into the area surrounding their body that contains enzymes. These chemicals break down biotic material into smaller, softer parts. The fungi can then absorb this substance. (from the textbook))
  3. Take a piece of paper and fold it in half. Open it up.
  4. On one half, write fungi, and on the other half, write protist.
  5. Draw a picture on each side of an example.

Level 5-8

  1. Write a paragraph (in proper form) about the benefits and drawback of the plant as medicine and any conflicting information about how it should or shouldn’t be used.

Lesson 138

Level 1-4*

  1. *Print and complete the worksheet. (Answers)
  2. Answer the question on the last page.  You don’t have to write your answer. You can tell your answer.

Level 5-8

  1. Write a paragraph about the plant as a drug and on plants as drugs in general. Would you recommend the plant you researched? Would you recommend over-the-counter plant-based medicines? Why or why not?

Lesson 139

Level 1-4

  1. How about some review by movie. See if you remember any of these big words about cells. When you are done, tell someone some big words and what they mean. See if you can name two.
  2. Make sure you are watching your growing things and making observations. What do you observe today?

Level 5-8

  1. Make your report. Give it a title. Put your data in it. Change the end of your introductory paragraph to be a thesis statement introducing what you are going to talk about.
  2. Edit it. You could work on the transition between each paragraph.
  3. Create a final page that lists the resources you used. Give that page a title, “Resources.”
  4. Save! Print. Share.

Lesson 140

Level 1-4

  1. Watch the video to review photosynthesis.
  2. Take the quiz and see how you do.

Level 5-8

  1. How about some review by movie. See if you remember any of these big words about cells. When you are done, tell someone a couple of big words from each video.
  2. Watch a video on seed plants.
  3. Watch the video on photosynthesis.

Underwater Plants

Lesson 141

Level 1-4

  1. Let’s look at plants that live in the water. Look at the picture on the page. Do you see the green stuff floating on the water? Those are plants. Ever see a picture of a frog on a lily pad? That’s a plant. Here are several pages of pictures of water plants. Take as long as you like to look at the pictures and see what kinds of plants grow in water. You’ll see they are called “Aquatic Plants.” That means “water plants.”
  2. What types of plants did you see?

Level 5-8

  1. Read about aquatic plants.
  2. Read about the different types of aquatic plants.
  3. Make an outline. Title it “Aquatic Plants.”Write: I. Algae II. Floating Plants, etc. There are 4. Under each category list A. Habitat  B. Types.  Under A and B use 1. 2. 3., etc. to write one fact on each line.
    • If you haven’t learned what an outline looks like yet, here is an example.
  4. Use what you know so far to fill in the outline.

Lesson 142

Level 1-4

  1. Read the “Brief intro on Sea Plants on Site.” It’s just the first part.
  2. Look at marine (sea) plants.
  3. The introduction mentioned food chains. Read about what a food chain is.
  4. Play the food chain game. Click on the animal picture and then click on Check. Scroll down to see the info and to click on Next.
  5. You will learn more about food chains in Zoology (year 2).

Level 5-8

  1. Read about algae. Read the intro on the page and then click on the algae link and click on the specific types. List the types and information you learned on your outline.

Lesson 143

Level 1-4

  1. Read survival, flowering, and phytoplankton. Scroll down. This is pages 2 and 3.
  2. What is phytoplankton? (answer: type of algae)
  3. Where do the plants that live in the dark get their nutrients, since they can’t produce their own food using the sun (photosynthesis)? (answer: from dead fish)

Level 5-8

  1. Read about floating plants. Read the intro on the page, and then click on the floating plants link and click on the specific types. List the types and information you learned on your outline.

Lesson 144

Level 1-4

  1. Read pages 4 and 5 about seaweed.
  2. Take a look at brown seaweed and green seaweed.
  3. Is there kelp in your cupboard?

Level 5-8

  1. Read about submerged plants. Read the intro on the page and then click on the submerged plants link and click on the specific types. List the types and information you learned on your outline.

Lesson 145

Level 1-4

  1. Read page 6 the “End of Sea Plants.”
  2. What is happening to destroy sea plant life?
  3. What do you think people should do to stop it?
  4. What can you do?

Level 5-8

  1. Read about emergent plants. Read the intro on the page and then click on the emergent plants link and click on the specific types. List the types and information you learned on your outline.

Plant Biomes

Lesson 146

Level 1-4

  1. You are going to make a Biome Book. A biome is a big description for a type of environment. Each lesson you will read about one type of biome and about the plants that live there. Each lesson you will take one piece of paper. On the top write the name of the biome. Draw a scene of what that biome looks like and what plants live there. (If you are really against drawing, you can write a description of the biome and list what plants live there.)
  2. Today do oceans. Read, “What is an ocean?” and about plants in the ocean.
  3. Make the ocean page of your book.

Level 5-8*

  1. *Complete this biome lapbook. Print the lapbook pieces and this map. You need to finish on Lesson 150. You need to read the basic information about each biome and then about plants in that biome. Write about each biome and give an example of what type of plants live there. Be prepared to share why those plants live where they do. What is special about them, that they can survive and thrive in that environment?
  2. There is one piece for each biome. They will go along the outer edges of the lapbook. The big middle section of the lapbook will be the map.
  3. Come up with a map key that includes a color for each biome, and write each biome name in its color in a blank space on the map. Then color the map accordingly to show where each biome is found in the world.
  4. Here is the link for the information.

Lesson 147

Level 1-4

  1. Today do the Arctic. Read about the Arctic and about plants in the Arctic.
  2. Make the Arctic page of your book.

Level 5-8

  1. Work on the lapbook.

Lesson 148

Level 1-4

  1. Today do deserts. Read about the desert and desert plants.
  2. Make the desert page of your book.
  3. Desert looks a lot like dessert. How can you remember which is which? Dessert has more Ss because you always want more dessert!

Level 5-8

  1. Work on the lapbook.

Lesson 149

Level 1-4

  1. Today do forests. Read about forests and plants in the forest.
  2. Make the forest page of your book.

Level 5-8

  1. Work on the lapbook.

Lesson 150

Level 1-4

  1. Today do tropical biomes. Read about the rainforest in the tropics.
  2. Make the tropical page of your book.
  3. Present your book. Show it to an audience and explain about the different biomes and plants that live there.

Level 5-8

  1. Finish the lapbook.
  2. Present it. Read your lapbook to your audience and tell them why those plants live where they do. How does the environment fit them?

Lesson 151

Level 1-4*

  1. The scientific method is how scientists approach a problem. They have a problem they want to solve. They learn all they can about it. Then they guess at a solution. That’s called the hypothesis. They test their solution to see if it works. That’s their experiment. They look at the results of their experiment to see if their hypothesis (guess) was right. If it was, they come up with their conclusion, what they think is true.
  2. Watch this video on the scientific method.
  3. *Print out this page on the scientific method. Complete the piece on, “What is the Scientific Method?” Save the rest of the page.

Level 5-8

  1.  Watch this video on the scientific method. When you get to the military example, if you want, skip ahead to the 20-minute mark.
  2. Explain what the scientific method is and what science is.

Lesson 152

Level 1-4

  1. Complete the “Steps of the Scientific Method” and “What is a hypothesis?” pieces from the page you printed on Lesson 151.
  2. On the “how many steps” pieces list these steps: question, learn, hypothesis, experiment, data, conclusion.
    • You start with a question you want answered.
    • Use what you know, learn more and make observations.
    • Then you form a hypothesis, which is your best guess at the answer to your question.
    • Then you experiment.
    • When you are done, you look at your data, all of the observations and information you gathered during the experiment.
    • You use that information to make your conclusion, your final statement on whether or not you think your hypothesis was right.

Level 5-8

  1. Read about the scientific method and then take the quiz. (Find the quiz button in the menu at the bottom of the reading.)

Lesson 153

Level 1-4*

  1. *Complete the variable piece. Here’s a video about scientific variables.

Level 5-8

  1. Read until you get to “answer questions” for the first time. Make sure you click on the sore feet research investigation. To use it click on “sore feet” repeatedly to collect data.

Lesson 154

Level 1-4

  1. Watch this presentation on the scientific method.
  2. Listen to the scientific method song. You can read the lyrics while it plays.

Level 5-8

  1. Finish the page. Make sure you do the required research activities. Stop at “required reading.” You don’t need to do that.

Lesson 155

Level 1-4*

  1. *Practice. Print out this Scientific Method Worksheet. Order the steps of the scientific method. Then describe what you would do for each step. Your problem is that you can’t blow a big bubble. You want to know if there is gum out there that makes it easier to blow a bigger bubble.

Level 5-8*

  1. Watch the presentation on the scientific method.
  2. *Print out this scientific method worksheet.
  3. Complete the second page; fill in the blanks.

Lesson 156

Level 1-4*

  1. Today you are going to start thinking about what experiment you would like to do about plants. Try and come up with a question you would like answered.
  2. *Fill out the question worksheet.
  3. If you are stuck, here are some questions to get you thinking. Here are some more experiment questions. Here’s another idea.

Level 5-8*

  1. Today you are going to decide on a question you would like answered about plants.
  2. *Fill out the question worksheet.
  3. If you are stuck, here are some questions to get you thinking. Here are some more experiment questions.

Lesson 157

Level 1-4*

  1. *Today you will do the observations and research part of the scientific method. You are looking for information that will help you form your hypothesis. Record your resources and notes on these pages.

Level 5-8*

  1. *Today you will do the observations and research part of the scientific method. You are looking for information that will help you form your hypothesis. Record your resources and notes on these pages.

Lesson 158

Level 1-4*

  1. *If you are ready, write down your hypothesis, what you think you will find to be true after your experiment. Fill in your hypothesis on this worksheet.
  2. Decide on how you will do an experiment to check if your hypothesis is right or not.
  3. What will your variables be? What will you change? What will stay the same? What will you be looking for? Fill in the variable section of your worksheet. The definitions of the different kinds of variables are on the page.

Level 5-8*

  1. *If you are ready, write down your hypothesis, what you think you will find to be true after your experiment. Fill in your hypothesis on this worksheet.
  2. Decide on how you will do an experiment to check if your hypothesis is right or not.
  3. What will your variables be? What will you change? What will stay the same? What will you be looking for? Fill in the variable section of your worksheet. The definitions of the different kinds of variables are on the page.

Lesson 159

Level 1-4*

  1. *List your materials and procedures.
  2. Make sure you have the materials.

Level 5-8*

  1. *List your materials and procedures.
  2. Make sure you have the materials.

Lesson 160

Level 1-4/5-8

  1. If you are ready, start your experiment. Because plant experiments often need several weeks to observe, I wanted you to get started on it right away.
  2. Decide how you are going to record your observations. How often are you going to make observations? Make sure you have a method for carefully recording when you made observations and what you saw.

Lesson 161

Level 1-4(*) Note that an asterisk in parenthesis (*) indicates an optional page to print.

  1. Now we are going to start all over!
  2. You can print a second copy of the worksheets or you can record all of the information yourself on paper or on the computer.
  3. You are going to be doing a human body experiment as well.
  4. (*)Today, find your question. Here are some places to go for ideas if you need them:
  5. Don’t forget about making observations on your plant experiment.

Level 5-8(*) Note that an asterisk in parenthesis (*) indicates an optional page to print.

  1. Now we are going to start all over!
  2. You can print a second copy of the worksheets or you can record all of the information yourself on paper or on the computer.
  3. You are going to be doing a human body experiment as well.
  4. (*)Today, find your question. Here are some places to go for ideas if you need them:
  5. Don’t forget about making observations on your plant experiment.

Lesson 162

Level 1-4(*)

  1. (*)Today you will do the observations and research part of the scientific method. You are looking for information that will help you form your hypothesis. Record your resources and notes.

Level 5-8(*)

  1. (*)Today you will do the observations and research part of the scientific method. You are looking for information that will help you form your hypothesis. Record your resources and notes.

Lesson 163

Level 1-4(*)

  1. (*)If you are ready, write down your hypothesis, what you think you will find to be true after your experiment. Write down your hypothesis.
  2. Decide on how you will do an experiment to check if your hypothesis is right or not.
  3. What will your variables be? What will you change? What will stay the same? What will you be looking for? Fill in the variable section of your worksheet. The definitions of the different kinds of variables are on the page.

Level 5-8(*)

  1. (*)If you are ready, write down your hypothesis, what you think you will find to be true after your experiment. Write down your hypothesis.
  2. Decide on how you will do an experiment to check if your hypothesis is right or not.
  3. What will your variables be? What will you change? What will stay the same? What will you be looking for? Fill in the variable section of your worksheet. The definitions of the different kinds of variables are on the page.

Lesson 164

Level 1-4(*)

  1. (*)List your materials and procedures.
  2. Make sure you have the materials.
  3. Don’t forget about your plant experiment and observations.

Level 5-8(*)

  1. (*)List your materials and procedures.
  2. Make sure you have the materials.
  3. Don’t forget about your plant experiment and observations.

Lesson 165

Level 1-4/5-8

  1. If you are ready, start your experiment.
  2. Decide how you are going to record your observations. How often are you going to make observations? Make sure you have a method for carefully recording when you made observations and what you saw.
  3. You have twelve days to collect your data starting today.

Lesson 166

Level 1-4/5-8

  1. Collect your data.
  2. Start work on this landscaping project.
    • Several of their suggested links aren’t working. Use what does work or just do a search on your own. The missing links aren’t necessary to complete the project.
  3. Plan what trees, bushes, flowers, etc. you will plant in your neighborhood.
  4. Research what grows in your biome.
  5. Make decisions based on your area and what would be easiest and best for your neighborhood.
  6. Don’t just pick anything. Choose plants for a reason. You’ll explain your reasons when you present your landscaping project.

Lesson 167 

Level 1-4/5-8

  1. Collect your data.
  2. Work on your landscaping project.

Lesson 168 

Level 1-4/5-8

  1. Collect your data.
  2. Work on your landscaping project.

Lesson 169 

Level 1-4/5-8

  1. Collect your data.
  2. Work on your landscaping project.
  3. Draw a picture of your neighborhood and show where you would plant the things you decided on.

Lesson 170

Level 1-4/5-8

  1. Collect your data.
  2. Work on your landscaping project.
  3. Present your project. Why did you choose the plants you did?
  4. Why did you put them where you did?

Lesson 171*

Level 1-4*

  1. *Go back to your same tree and observe it now.
  2. Don’t forget to make observations.

Level 5-8*

  1. *Go back to your same tree and observe it now.
  2. Don’t forget to make observations.

Lesson 172

Level 1-4/5-8

  1. Collect your data.
  2. Take the human body quiz.

Lesson 173

Level 1-4/5-8

  1. Make observations. Collect data.
  2. Review the respiratory system.

Lesson 174

Level 1-4 / 5-8

  1. Make observations. Collect data.
  2. Review the digestion system.

Lesson 175

Level 1-4 / 5-8

  1. Make observations. Collect data.
  2. Review the skeletal system.

Lesson 176

Level 1-4

  1. Make observations. Collect data.
  2. Take a human body quiz.

Level 5-8

  1. Make observations. Collect data.
  2. Take a human body quiz.

Lesson 177

Level 1-4/5-8

  1. Write up your data in a chart or graph. Make it look great.
  2. Make sure it is labeled clearly so that someone can understand it without you explaining it to them.

Lesson 178

Level 1-4/5-8

  1. Write your conclusion.
  2. Older students should write a paragraph.

Lesson 179

Level 1-4/5-8

  1. Make sure everything is neat and orderly. Practice presenting your experiments in front of an audience.

Lesson 180

Level 1-4/5-8

  1. Present your experiments. Tell your audience about each experiment. Tell them your hypothesis, your procedure, what your data showed and what your conclusion is.

Congratulations! You are finished! Way to go!

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