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.
   • 1 – 4 Print
   • 1 – 4 buy
   • 5 – 8 print
   • 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 17  

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: 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   

Level 1-4*

(Materials: 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.) 

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 (older students)

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.

Plants 

Lesson 86 

Level 1-4  

1. Materials: 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.
2. 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.
3. Go to the dictionary and click on the little speaker next to the big word, herbaceous.
4. Take a look at some different types of stems.
5. Take your sheet from Lesson 85. Label each plant you listed as H or W (for herbaceous or woody).
6. Are there any more plants around you that you recognize now that you can add to your list?
7. Explain to someone the difference between the two types of plants.

Level 5-8

1. Materials: 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.
2. Read about Plant Structure. Click on the underlined words. (If you are unsure how to say it, go here and listen to herbaceous.)
3. 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  

Level 1-4*

(Materials: Broad leaf attached to a plant, tape, black construction paper–seems like you could use other colors)

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**

(Materials: 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?)

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  

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

(Materials: shoe box, cup of dirt, bean seed, other pieces of cardboard)

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 soup called borscht 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)

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.
   • parts of the US
   • UK site
   • North America
   • North America
   • Asia

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.
   • parts of the US
   • UK site
   • North America
   • North America
   • Asia
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.

• Spring
• Summer
• Fall
• Winter

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.

• Spring
• Summer
• Fall
• Winter

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.
   • one
   • two
   • three
   • four
   • five

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? Click on an image and then relax your eyes and try to see the 3D image “jumping out” of the center of each one.

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.
   • eyes
   • reaction time
   • spot the real smile (answers: I think the REAL smiles are on the R-L-R-R.)
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*

(Materials: clear plastic cup, paper towels, seeds, black construction paper)

1. Can you say which way a seed becomes a plant?
2. Read this page and follow the directions on the next page to make a Seed Viewer.
3. *Print and fill out an experiment worksheet. 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. See what goes into identifying a plant. See if you can get through one plant. You’ll click on the picture and then click your choice from the boxes that show below the picture of the plant. Over on the right you’ll find the information you need to choose.
2. 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  

Level 1-4*

(Materials: two leaves, not dried out–they can’t be crumbly)

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, if possible)

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)

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  

Level 1-4*

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

Level 5-8*

(Materials: ziplock bag or clear glass jar)

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  

Level 1-4*

(Materials: white carnation or other white flower, if possible)

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 (scroll up when you click the link) 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.”
   • page 1
   • page 2
   • page 3
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 five 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 five 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 five 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 five 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.

Lesson 153

Level 1-4*

1. Watch a video about scientific variables.
   • Control variables are the things that you are not going to change. They are going to always stay the same with each version of the experiment.
   • The independent variable you change hoping for different results.
   • Dependent variables are the things are impacted as a result of the change made to the independent variable.
2. *Complete the variable piece.

Level 5-8

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

Lesson 154

Level 1-4

1. Read the ten slides in this presentation on the scientific method. If you are on a mobile device, swipe left through each of the slides. Do not click Download. Do not click any other links on this page.
2. Listen to the scientific method song. You can read the lyrics while it plays.

Level 5-8

1. Finish the page.
2. 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. (Use the song or presentation from Lesson 154 if you need help.) 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. (Answers)

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

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:
   • one
   • two
   • three
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:
   • one
   • two
   • three
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

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

1. Collect your data.
2. Start work on a landscaping project.
3. Plan what trees, bushes, flowers, etc. you will plant in your yard or 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.
7. This is due on Lesson 170. You’ll need a picture, a diagram of your landscaping plan.

Lesson 167 

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

Lesson 168 

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

Lesson 169 

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

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

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

Lesson 173

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

Lesson 174

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

Lesson 175

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

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

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

Lesson 179

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

Lesson 180

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!