Catastrophic Events
Catalog no. GH-97-4206
ISBN 0-89278-886-0
Adopted for use at grades: 6–8
Subject: Earth’s naturally occurring catastrophic events
Students first use a globe to assess geologic and atmospheric patterns on Earth that are related to storms, earthquakes, volcanoes, and other catastrophic events. The module is divided into 3 parts that build on this activity.

• Storms - Students investigate the causes and effects of thunderstorms, tornadoes, and hurricanes. They also analyze methods of monitoring and forecasting these events. Concepts include local and global heating, convection, the water cycle and cloud formation, air pressure, and the analysis of weather maps. The section ends with students investigating ocean currents and their effect on global weather patterns.
• Earthquakes - Students explore wave motion, earthquake data, and the factors that cause earthquakes. Plate motion and the structure of Earth are introduced in the context of plate tectonics. Students design and build model structures that can reduce the risks associated with earthquakes.
• Volcanoes - Students simulate the movement of magma and lava and its effects on land formation. They investigate viscosity and crystallization and examine igneous rocks and volcanic ash. The section concludes with an investigation of the effects of ashfall on the atmosphere and surrounding landscape.

Earth in Space
Catalog no. GH-97-5006
ISBN 0-89278-904-2
Adopted for use at grades: 6–8
Subject: Solar system
The module helps students clarify what they already know about the solar system and Earth as a planet, then leads them to extend and enrich this knowledge. The lessons are divided into 3 parts:

• Sun-Earth-Moon System - Students investigate the relative sizes, motions, and positions of the Sun, Earth, and Moon. Shadows, phases, eclipses, and seasons are used as evidence of these relationships. Students investigate the Sun as an energy source and sunspots as evidence of changes in solar energy patterns.
• Solar System - Students begin by considering the scale of the solar system, an exercise that helps prepare them for understanding phenomena within the system. They investigate planetary processes, such as impact cratering, wind and water erosion, landslides, volcanism, and tectonics. Students conduct investigations of gravity, orbital motion, and tides that result from gravitational forces. Throughout the module, students are challenged to model these phenomena and to recognize that their models need to be compared with empirical data. A reading series on NASA missions to each planet tie together the lessons.
• Earth’s History as a Planet - Students compare asteroids, meteoroids, and comets and examine the effects of asteroid impact throughout Earth’s history. Students explore fossils as evidence of life on Earth and its planetary changes and simulate the excavation and formation of fossils. Students compare the characteristics of Earth as a planet to the other planets in the solar system, and consider Earth’s state of equilibrium needed to support life.

Ecosystems
Catalog no. GH-97-2801
ISBN 0-89278-948-4
Adopted for use at grades: 4–6
Subject: Environmental interrelationships
Students begin the unit by setting up a terrarium in which they grow grass, mustard, and alfalfa plants. They then add crickets and isopods. They also set up an aquarium into which they introduce snails, guppies, elodea, algae, and duckweed. By connecting the terrarium and aquarium bottles to create an “ecocolumn,” students are able to observe the relationship between the two environments and the organisms living within them. Using test ecocolumns that contain only plants, students simulate the effects of pollutants—such as road salt, fertilizer, and acid rain—on an environment. Students then use a food chain wheel to make inferences about the effects these pollutants might have on their own miniature ecosystems. Later, students read about, explore, and discuss the Chesapeake Bay as a model ecosystem. They analyze this ecosystem from the viewpoint of various users—waterman, dairy farmer, land developer, recreational boater, and resident—and present their findings to the class. This activity enables students to appreciate the trade-offs that must be made to reach mutually acceptable solutions to environmental problems.

Electric Circuits
Catalog no. GH-97-2601
ISBN 0-89278-957-3
Adopted for use at grades: 3–5
Subject: Electricity and electric circuits
Students are first introduced to the basic properties of electricity as they learn about electric circuits and the parts of a light bulb. Next, students learn about conductors and insulators and about the symbols used to represent the parts of a circuit in circuit diagrams. Students also explore different kinds of circuits, learn about switches, construct a flashlight, and investigate the properties of diodes. Finally, students apply their knowledge and skills to wire a cardboard house.

Electrical Energy and Circuit Design
Catalog no. GH-97-5406
ISBN 0-89278-912-3
Adopted for use at grades: 6–8
Subject: Electrical circuit systems
In this module students explore the transfer of electrical energy in circuits and the design of circuits to control a variety of devices. The lessons are divided into 3 sections:

• Electrical Energy - Students begin by investigating static and current electricity and the transfer of energy. They build electric circuits, use ammeters and voltmeters to measure current and voltage, and calculate the power in devices in series and parallel circuits. They draw schematic diagrams of circuits and develop a model for electricity, using a water flow analogy.
• Electrical Components - Students apply what they have learned about current, voltage, and power to calculate the total amount of energy an electrical device uses when it operates for a period of time. Students examine a series of devices (containing resistors, capacitors, diodes, wires, and solar cells) and identify the function of each component in the circuit.
• Electrical Systems - Students identify general properties of systems by focusing on familiar systems and on the use of feedback in control systems. They construct a thermostat using a bimetallic strip to control a fan and thus the temperature of the strip. They are challenged to use what they have learned about circuit components to build an electric circuit to perform a specific function and to make a class presentation of their system.

Energy, Machines, and Motion
Catalog no. GH-97-4606
ISBN 0-89278-885-2
Adopted for use at grades: 6–8
Subject: Force, energy, and machines at work
Students explore both physical science and technological design concepts in this module.

• Part 1 - Students investigate energy transformations and how forces do work to transform energy. They build a battery and develop evidence that energy is stored in the battery. Using rechargeable alkaline batteries, students see how chemical energy can be transformed into light, heat, and mechanical energy and how charging time is related to the energy stored in the battery. Students next investigate the nature of elastic forces, gravity, and sliding friction and learn how these forces can do work. Through experimentation they determine the optimum operating conditions for a small electric motor. They find that the electric motor cannot exert enough force to lift the K’NEX® sled they built. This challenge—to lift the sled a given height—forms the basis of their study of 3 machines.
• Part 2 - Students learn how simple machines work. They explore the relationship between effort force and effort distance by lifting their sled using inclined planes, pulleys, and levers. They determine the mechanical advantage and efficiency of each machine. The assessment for this section is a technological challenge in which students design a motor/machine combination that will lift their sled to a given height.
• Part 3 - Students explore the motion of 3 vehicles that they construct. They build a fan car, a mousetrap car, and a roller coaster and determine how the forces applied to the cars changes their speed. They also describe the motion of the cars in terms of energy transformations and apply the principle of conservation of energy to explain their observations.

Floating and Sinking
Catalog no. GH-97-2501
ISBN 0-89278-942-5
Adopted for use at grades: 4–6
Subject: Buoyancy
In this unit, students investigate the phenomenon of buoyancy. They begin by making a spring scale with which they weigh various objects. They make clay boats, test their boats’ buoyancy, and discover that altering the shape of the boats affects buoyancy. Students are then challenged to design a boat that has a certain loading capacity. These experiments allow them to witness several surprising phenomena; for example, some “floaters” are heavier than some “sinkers,” and large objects are not always heavier than smaller objects. Students then turn their attention to differences between objects placed in fresh water and in salt water. They construct a hydrometer that compares the levels at which objects float in both types of water.

Food Chemistry
Catalog no. GH-97-2901
ISBN 0-89278-945-X
Adopted for use at grades: 4–6
Subject: Basic food and nutrition concepts
Students explore basic concepts related to food and nutrition. They set up their own classroom laboratory and perform physical and chemical tests to identify the presence of starch, glucose, fats, and proteins in common foods. Some of the tests are relatively simple and produce “yes-or-no” results; others require multiple steps. Still other tests, such as the glucose test, produce results that require interpretation. Through readings, students discover how proteins, fats, and carbohydrates, as well as vitamins, are related to good health. They also learn how to interpret food labels. In a final challenge, students apply their knowledge and skills to analyze the nutritional components of a marshmallow.

Human Body Systems
Catalog no. GH-97-4006
ISBN 0-89278-887-9
Adopted for use at grades: 6–8
Subject: How the human body works
Students move from their initial understandings about individual organisms developed in elementary school to build upon their natural interest in their own bodies. The module is divided into 3 parts:

• The Digestive System - Students trace nutrients as they are processed by the digestive system, pass into the blood, and are transported to body cells.
• The Respiratory and Circulatory Systems - Students explore the breathing mechanism: how oxygen enters the body, passes into the blood, and is transported to body cells, where it combines with digested food to release energy. An exploration of the transport system—the heart and blood vessels—focuses on how oxygen and nutrients are transported to body cells and how wastes are carried away for eventual elimination. Students then use a siphon-pump model to explore the double-pump action of the heart, which leads to an investigation of heart rate and the factors that affect it.
• The Musculoskeletal System - These lessons deal with the use, by the musculoskeletal system, of the energy released during respiration. Students investigate the nature of joints and how muscles, bones, and nerves work together.

Land and Water
Catalog no. GH-97-2301
ISBN 0-89278-960-3
Adopted for use at grades: 3–5
Subject: Interactions between land and water
Students investigate the interactions between land and water. Using a stream table as their model, students observe how runoff causes stream formation; how groundwater forms; how soil is eroded, transported, and deposited; and how water shapes land. Students create hills, build dams, and grow vegetation. Miniature valleys, waterfalls, and canyons form in the stream tables as water flows over the soil. Students also deepen their appreciation for the vastness of stream systems by creating aerial diagrams of their stream table results. The stream table also serves as a basis for investigations of the water cycle. Through observing the model, manipulating certain parts of it, and testing interactions under various conditions, students discover how water changes the shape of land and how land formations, in turn, affect the flow of water. They connect the models to real-world examples and apply the concepts they have learned to photographs of land and water on earth. Through these applications, students are encouraged to observe land and water each day and search for evidence of interactions between land and water in the world around them.

The Life Cycle of Butterflies
Catalog no. GH-97-1501
ISBN 0-89278-987-5
Adopted for use at grades: 1–3
Subject: Animal life cycles
This unit introduces students to the concept of life cycles by inviting them to investigate one organism—the painted lady butterfly (Vanessa cardui). During an eight-week period, students observe, record, and describe the metamorphosis from caterpillar to chrysalis and from chrysalis to butterfly. In many cases, they watch the butterfly lay eggs. The butterfly ultimately dies a natural death, thereby completing students’ observations of the life cycle. The children compare the life cycle of the butterfly with that of other organisms, an experience that deepens their understanding of the diversity of life and the patterns that characterize animal life cycles.

Microworlds
Catalog no. GH-97-2701
ISBN 0-89278-951-4
Adopted for use at grades: 4–6
Subject: Introduction to lenses, microscopes, and microorganisms
Students examine everyday objects as well as microorganisms with a variety of magnifying devices. They begin by investigating several common objects with the unaided eye. Using a variety of lenses, including hand lenses, acrylic spheres, and water drops, they learn that a magnifying lens must be transparent and curved. Next, students use a microscope to view inanimate objects. They learn proper focusing and lighting techniques, as well as how to prepare slides. Students prepare a section of onion skin and observe its cells. Students’ attention then turns to living specimens. Using a microscope, they view three microorganisms—Volvox, Blepharisma, and the vinegar eel. They study the cell structure of these organisms and observe how the organisms feed, grow, and multiply. In a final challenge, students use the microscope to examine cultures they have grown from hay and grass infusions.

Motion and Design
Catalog no. GH-97-3001
ISBN 0-89278-954-9
Adopted for use at grades: 3–5
Subject: Properties and characteristics of motion
Students explore the physics of motion and to apply these concepts to technological design. Using plastic construction materials, weights, rubber bands, and propellers, students design and build vehicles. Students record their designs using technical two-view and three-view drawings. They test how fast the vehicles move and use their findings to redesign the vehicles to move more efficiently. Cost analysis is one of the students’ design requirements. As students design their vehicles, they intuitively apply concepts such as friction and kinetic and potential energy. They also explore the effect of gravity on motion. The unit concludes by challenging students to solve a design challenge and to present their findings to the class.

Organisms
Catalog no. GH-97-1101
ISBN 0-89278-999-9
Adopted for use at grades: K–2
Subject: Basic characteristics of living things
This unit helps students develop an understanding of and sensitivity to living things. Students create and maintain a woodland habitat containing pine seedlings, moss, pill bugs, and bess beetles or millipedes. They also set up and observe a freshwater habitat into which they introduce elodea and cabomba plants, pond snails, and guppies. With both plants and animals in each habitat, students have the opportunity to observe how these organisms coexist. Through studying the needs and characteristics of a variety of organisms, the students are able to draw conclusions about how plants and animals are similar and different. In a final lesson, students apply to humans what they have learned about organisms, exploring how human beings are similar to and different from other living things.

Organisms—From Macro to Micro
Catalog no. GH-97-4806
ISBN 0-89278-900-X
Adopted for use at grades: 6–8
Subject: Growth and development of organisms
Students work with a minimum of 16 living organisms to learn about living things and how they function. The module’s lessons are divided into 3 parts:

• The Beginning - During the first 6 lessons, students perform inquiry activities during which they clarify what they already know about organisms. They set up several module-long inquiries during which they investigate organisms at different stages of their life cycle. The brief life cycles of Wisconsin Fast Plants® and cabbage white butterflies offer students an in-depth look at the interdependence of these organisms as well as the opportunity to observe traits passed from parents to offspring.
• Continuing the Cycle - Students explore the world of cells, asexual and sexual reproduction, and several important life processes of plants and animals. This part culminates with the introduction of the Anchor Activity (a research project), in which students work in groups during the remainder of the module to investigate the relationship between structure and function in vertebrates and share their findings with the class.
• Completing the Cycle - The remaining lessons offer students experiences with several interesting organisms—mold, yeast, Daphnia, and Hydra—as they design their own inquiries and gather and interpret the data. Students also prepare a graphical dichotomous key using photos and observations they have recorded about the organisms encountered during the module.

Plant Growth and Development
Catalog no. GH-97-1901
ISBN 0-89278-975-1
Adopted for use at grades: 2–4
Subject: Plant life cycle
Students observe each stage in the life cycle of a simple plant. Working with Wisconsin Fast Plants® (Brassica rapa), which germinate, mature, and go to seed within a 40-day period, students plant seeds and watch the seedlings emerge. Later, they thin and transplant seedlings. As they watch their plants grow, students learn that plants need nutrients from the soil, as well as water and light, to thrive. As the unit expands to focus on the interdependence of living things, students cross-pollinate the flowers with dried honeybees. Finally, they harvest mature seeds and determine seed yields. These experiences deepen students’ understanding of the characteristics of living organisms and their relationship with and dependence on their environment.

Properties of Matter
Catalog no. GH-97-4406
ISBN 0-89278-891-7
Adopted for use at grades: 6–8
Subject: Properties of solids, liquids, and gases
Students first observe how matter interacts and how it behaves when heated. The themes of these inquiries are revisited in detail throughout the module’s 3 sections:

• Characteristic Properties of Matter - Students investigate the density of solids, liquids, and gases and use density to predict the behavior of solids and liquids in a density column. They construct simple thermometers and use them to investigate the effect of heat on the density of water and air. This inquiry introduces the idea of heat as an agent of change. Students continue by observing the changes that occur when they heat different substances. They then investigate phase change by graphing the temperature changes in iced water as it is heated to a boil. They also investigate conservation of mass during phase change.
• Mixtures and Solutions - Students start by discussing their ideas about pure substances and mixtures. They apply these ideas in an inquiry in which they determine whether samples are mixtures or pure substances. They then investigate solutions as an example of one type of mixture. Solubility in water is identified as a characteristic property of matter. Students also conduct inquiries using filtration, evaporation, and chromatography. They investigate changes in volume and the conservation of mass during dissolving, as well as the effect of solutes on melting and boiling points. Students then design a standardized test for the effectiveness of nonaqueous solvents at removing stains. 
• Compounds, Elements, and Chemical Reactions - Students discover that water can be split into its component elements by electrolysis. Students look at elements and read the information provided on a series of element cards to classify 25 elements using their characteristic properties. They then compare these groups with their positions on the periodic table. Students look at the formation of a compound by reacting a metal and a nonmetal. The reactivity of different metals and the conservation of mass during chemical reactions are also investigated.

Rocks and Minerals
Catalog no. GH-97-2001
ISBN 0-89278-972-7
Adopted for use at grades: 2–4
Subject: Rocks and minerals
Students explore the differences and similarities between rocks and minerals by investigating samples of these earth materials, performing a series of tests similar to geologists’ field tests, and reading about rocks and minerals and how they are used. The first lessons focus on rocks. The students then turn their attention to a set of 12 minerals and test them to identify properties such as streak color, luster, transparency, hardness, shape, and magnetism. After completing these observations, students compile them into their own “Minerals Field Guide.” In a culminating activity, they are challenged to apply their knowledge and skills to identify new minerals. They then report on how rocks and minerals are used.

Soils
Catalog no. GH-97-1601
ISBN 0-89278-984-0
Adopted for use at grades: 1–3
Subject: Components and properties of soil
Students investigate the chief components of soil—sand, clay, and humus—and explore the relationship between soil and plant growth. Early in the unit, they create their own compost bags. This activity enables them to observe the decomposition of organic materials over time. Students observe and read about earthworms to learn about their connection to plant roots and soil. The students also conduct tests that enable them to observe and compare such properties of soil as odor, appearance, and texture. Phenomena such as settling, water content, and soil consistency are also explored. These observations are then related to plant growth, as students plant cucumber seeds in a clear plastic tube. By observing root growth, students learn about the role of roots in keeping the plant anchored and upright. In a final activity, students apply what they have learned to investigate a sample of local garden soil.

Solids and Liquids
Catalog no. GH-97-1401
ISBN 0-89278-993-X
Adopted for use at grades: K–2
Subject: Properties of solids and liquids
Students investigate the similarities and differences in a variety of common solids and liquids. First, they observe, describe, and compare a collection of solid objects, focusing on such properties as color, shape, texture, and hardness. They also perform tests to determine whether the objects roll or stack and float or sink, as well as whether they are attracted to a magnet. Investigations of liquids center on how various liquids look and feel, their fluidity, how they mix with water, and their degree of absorption. In a final lesson, students compare the properties of solids and liquids and identify how they are similar and different.

Sound
Catalog no. GH-97-2201
ISBN 0-89278-966-2
Adopted for use at grades: 2–4
Subject: Characteristics of sound
Using tuning forks, slide whistles, strings, and other sound-producing objects, students investigate the characteristics of sound. They learn that sound is caused by vibrations and explore how sound travels. They learn about the relationship of pitch and volume to the frequency and amplitude of vibrations. They discover, for example, that they can alter pitch by varying the length or tension of a string. Constructing simple stringed instruments, they discover how they can increase the volume of the sound produced by the strings. Students investigate the characteristics of another common sound-producing mechanism—the human vocal cords—and build model vocal cords. They also learn about the anatomy and functioning of the human ear. They apply what they learn in the unit by designing and building musical instruments or other sound-producing devices.


Weather
Catalog no. GH-97-1201
ISBN 0-89278-996-4
Adopted for use at grades: K–2
Subject: Weather
This unit introduces students to the concept of weather and how it affects their lives. Using a variety of tools, students observe, discuss, measure, and record data on cloud cover, precipitation, wind, and temperature. They learn how to read a thermometer and construct a rain gauge to measure precipitation. They also study cloud formations and use a wind scale to estimate the speed of wind. To apply their new skills and knowledge, students compare their own weather predictions with an actual weather forecast and use the weather data they have collected to form generalizations about the weather in their own locale.