Looking for awesome, hands-on science         programs that are also NGSS aligned?

Our It's Elementary program provides in-class science labs that deepen students understanding of the on-going science instruction in your classroom!

NOTE: This is the Science Lab list for San Diego. Please go here for Charlottesville Lab offerings.

How it works: We come to your class with lab coats and all other supplies to provide an exciting 75 minute science lesson. Classes are a blend of demonstrations, discussions and hands-on activities.

NGSS alignment: The majority of classes align with with the Next Generation Science Standards (NGSS) Disciplinary Core Ideas (DCIs). Additionally, we build in scientific practices and cross-cutting concepts. We do engage in direct instruction prior to activities, which we believe creates the best labs possible given time constraints. Some labs engage in inquiry based on student questions. All labs are hands-on.

Cost: $160 per class for 2018-2019 (up to 30 students). We are unable to accept new classrooms at this time for sponsored labs. A limited number of subsidized labs may be available. Please contact omullins@science-delivered.org or call (619) 494-0014.


Please scroll DOWN for program descriptions




Many of our Science Labs are provided in partnership with the BioCom Institute. In addition to their work here they put on the amazing San Diego Festival of Science and Engineering and many more local STEM events.  



For the 2018-2019 school year, class visits are funded by individual donors (thank you!) and:


Colorful Science   


Sensory Based Science

Students explore colors and colors mixing in this tons of fun class. We start with a crowd-pleasing demo as students watch hot and cold water mix in colorful swirls. They then explore skittle in water, watch a baking soda and vinegar rainbow explosion and mix their own colored baking soda and vinegar.


  • Colorful hot and cold water demo

  • Rainbow explosion

  • Mixing colored baking soda and vinegar


  • That exploration is science

  • That mixing two+ colors makes a new colors

  • Some items have dye that comes off in water

Students learn about air in this high energy class. Students watch cans get knocked over with a ball of air and watch a balloon fly around the room. They then get to knock down their own towers as they explore the power of air. After blowing up their own special scientist balloons (take-home), they imagine what wind looks like, and draw it!


  • Watching cans get knocked over

  • Getting (gently) hit by balls of air

  • Scientist Balloons


  • That air is SOMETHING

  • That air takes up space

  • That wind is made of moving air

All About Air


Relates to :
DCI: Earth's Systems

Sensory Surprises


Sensory Based Science

Students perform a series of science activities designed to surprise the senses! Further details coming soon

1-2-6th class-glowing hands-1.JPG

Waves of Sound

gRAde 1

DCI: Waves and their Applications in Technologies for Information Transfer

A fun class which brings the abstract to life! In this class we study sound and sound waves. Students learn how different materials create different sounds, and that the size, shape and amount of material also influences sound. They then do their own shaking-egg guessing game, using sound to identify objects!. Students learn about how sounds are made by vibrations by making salt bounce on a balloon membrane using only their voice. Finally, students use string tied to metal spoons to learn how sounds, and therefore vibrations, can move through materials. The infamous "Clapper" also makes an appearance.


  • Shaking eggs

  • Making salt bounce with their voice

  • Hearing sounds through a string


  • To think about sound scientifically

  • What sounds ARE (vibrations)

  • That sound can move things

Light's Travels (I)

Grade 1: NGSS

DCI: Waves and their Applications in Technologies for Information Transfer


Pilot Class: Tentative class description Students experiment with light in this illuminating class! We bring our own "Shadow Wall" (a large sheet) and demonstrate how shadows change with a near or far light source, a light source coming from different angles, or multiple light sources! Students then get small flashlights and colored LEDs at the desk to do free exploration and then investigate three questions. 1. What materials block light? 2. What materials make shadows? 3. Are shadows different colors if you use colored lights? Finally, we relate this material to Day-Night cycles, showing students how nighttime basically arises from a "shadow" on the earth.


  • The "Shadow Wall"

  • Colored lights

  • Coming up with their own investigation


  • That light travels in a straight line

  • That objects can block, transmit or reflect light

  • That colored light and white light behave similarly

Students learn about day-night cycles in this interactive class. We start with our sun-moon-earth apparatus to demonstrate how the space bodies move in relation to each other. Students first act out the “rotations” and “revolutions” and then they get awesome “Earth Ponchos” as they continue to act as the earth! Kids get sunglasses as we shine light on them and they spin around to learn how day and night cycles come about. Students further their understanding of this concept at their desks, using mini-globes and flashlights. We then broaden the discussion to include other planarity bodies, and talk about how planets, moons and stars are always moving around in space. As a bonus, at the end of class, show students our scaled planets so they can start to get a sense of the vastness of our solar system and universe!


  • Acting out revolutions and rotations

  • Wearing "Earth Ponchos" and sunglasses

  • Seeing scaled planets


  • That the earth both spins (rotates) and revolves

  • That the earth spinning causes day and night cycles

  • That other planets move in patterns too

Spacey Science (I)

Grade 1: NGSS

DCI: Earth's Place in the Universe

Fruit and Seeds

Grade 2: NGSS

DCI: Ecosystems: Interactions, Energy and Dynamics; Biological Evolution: Unity and Diversity

Students look at common foods in a whole new way! Students learn that scientists define fruits by the presence of seeds. By this definition tomatoes and pumpkins and the like are, scientifically speaking, fruits. We introduce students to our friendly "aliens" who love fruit but know nothing about it! Students are then given real fruits to dissect and observe. They create a report on features of the fruits and seeds for the aliens. For the final activity, students "plant" seeds in plastic bags and can observe their growth over the next week in class. Alternatively, students can add water to basil seeds to see how the seeds retain water. 


  • Taking apart fruit

  • Leading their own investigation

  • Mimicking bees


  • a scientific perspective on commonly encountered foods

  • basic developmental biology of plants

  • basic fruit anatomy

DCI: Matter and it's interactions

Students start thinking about material properties in this investigative class. We first do demonstrations and discuss materials that have unique properties. Students then conduct their own investigation to discover the properties of various “mystery” (and safe) chemicals and materials. Using ice cubes trays, students mix and match materials to see what happens! As they experiment, they must write a report with at least two of their finding. Finally, we reveal the identities of the mystery substances – if they didn’t figure them out already!


  • Doing their own investigation

  • Identifying mystery materials

  • Making bubbling fizzing mixtures!


  • That similar looking materials can have different properties

  • A process for investigating unknown materials

  • Preliminary data collection techniques

Material Madness

Grade 2: NGSS

What Do You Need to Survive?

Grade 2: NGSS       Grade 3: NGSS

DCI: Biological Evolution: Unity and Diversity

STEAM! This class blends the sciences and the arts in a fun and creative way. Students learn and discuss the basic principles of evolution and learn some adaptations various animals have that help them survive their environment. They are then given features of an "imagined" environment. Using recycled materials, students create their own animals with features that are best adapted to survive in this new environment. Thank you to Erin Pennell and ArtFORM for help developing the art portion of the class.


  • Learning about the crazy ways different animals have adapted

  • Imagining their own creatures

  • Using recycled materials to make art


  • About adaptation and evolution

  • Different animal features and behaviors

  • The fun of combining art and science

Magnetic Forces

Grade 3: NGSS

DCI: Motion and Stability: Forces and Interactions

Image by Sam Poon and used in  "Experimenting with Science"

Image by Sam Poon and used in "Experimenting with Science"

Pilot class, tentative description. Students learn all about magnets and magnetic force in this exploratory class. We first discuss forces in general, and students are then challenged to remove (magnetic) chips from a beaker with water without touching or pouring out the water. Students then see the power and usefulness of magnet with a "paperclip pick-up" demonstration. We move onto a magnet and paperclip "jump test" which is followed by "free-play" (this is one of our favorites!). For our final activity we discuss magnetic polarity, and how this causes "pushing" or "pulling", and students try to match attract/repel patterns of donut magnets on a pole. 


  • Picking up items with magnets

  • Discovering "magic tricks" and other tricks with magnets

  • Watching donut magnets "levitate"


  • The scientific definition of "force", and different types of forces

  • That forces can work through air or other materials

  • Properties of magnets

Electrical Forces   

Grade 3: NGSS

DCI: Motion and Stability: Forces and Interactions

Image by Sam Poon and used in  "Experimenting with Science"

Image by Sam Poon and used in "Experimenting with Science"

Kids learn all about electricity (with a focus on static electricity) in this SHOCKING class. We start with a cool "static stick" demonstration. Students then use wool to make a thin plastic "stick" to their desks. Students are then presented with a challenge to separate a salt and black pepper mix using a plastic spoon and wool as tools. We next discuss electrical forces through circuits, with a "wire and motor" circuits demonstration. Finally, students get to be part of a circuit using our awesome "human circuit" toys.


  • Watching a toy levitate

  • Making plastic stick to their desk

  • Watching pepper jump!


  • The definition of "force" and different types of forces

  • That electrical forces can move through the air and can't be "seen"

  • That electrical forces (static and otherwise) can move items and turn on lights

Light's Travels (II)

Grade 4: NGSS

DCI: Waves and Their Applications in Technologies for Information Transfer

Students explore the world of optics. They start by investigating some amazing effects that can occur when you bend light just so. This includes observing the abilities of lenses and exploring the illusion generated by a mirascope (similar to a hologram). They then use mirrors and a light source in an “optics box” to determine the pathways by which light travels.


  • The amazing mirascope

  • Playing with lights

  • Playing with lenses


  • How light travels

  • How to bend light

  • How light and eyes interact to allow vision

Perceiving is Believing: Neuroscience


DCI: From Molecules to Organisms: Structures and Processes

Students learn about how they perceive information through a series of experiments and demos designed to trick the brain. We start with demos "tricking" or exploring each of the 5 "traditional" senses. We then pass out REAL sheep brains for the students to examine and compare to pictures of the human brain. Note: Students to NOT dissect the brains. Brains are tripled bagged and fixed with a non-toxic substance.


  • Tricking their brains

  • Participating in demos

  • Looking a real sheep brains!


  • How signals propagate through their brains and bodies

  • That their perceptions can be different than reality

  • Basic brain structure

Waves of Sound (II)

 Grade 4: NGSS

DCI: Energy: Waves and their Applications in Technologies and Information Transfer

Students learn about waves and energy transfer by focusing on sound waves in this fun and exciting class. We start with "sound eggs" and talk about how different materials will create different sounds. We then talk about air and vibrations, and how sounds move though air by vibrating it in waves. Student yell to make salt bounce on a membrane. For younger grades, we then explore spoons on a string and (time permitting) cup telephones. In older grades (4+), students perform their own experiments using string and coat hanger; they learn about the scientific process and wave transmission. We also fit in a demonstration of "the clapper" to show how waves can be transferred into energy.


  • Watching the light turn on and off due to sound

  • Making salt bounce on a membrane with their voices

  • Listening to sounds through a string


  • That sound is make of vibrations and waves

  • How sound waves interact with their ears to allow us to hear

  • That sound moves through air and other matter materials

  • The basics of conducting a scientific investigation (4th grade+)


Chemistry: What's Your Reaction?


DCI: Matter and its Interactions

Students learn about chemical reactions and the invisible properties of gases during a series of fun activities. First, we start with a magic trick which uses a material with a unique property. Then students perform the classic baking soda and vinegar reactions, but here they use up the gas to blow up balloons and learn about acids, bases and carbon dioxide. Students then investigate citric acid and baking soda to explore temperature changes and energy exchange during chemical reactions.


  • Being amazed by the magic trick

  • Blowing up balloons with gas

  • Feeling the citric acid/baking soda reaction get COLD


  • That there are various types of gases

  • That chemical reactions can produce gas

  • That chemical reactions use or generate heat

Students learn about the universe they live in. We start with a demonstration of the relationship between the sun, earth and moon and the rotate and revolve around each other. We use our special model to help the students visualize this, and then do an activity to help them understand the difference between rotate and revolve. Next up is a brief discussion of gravity and a “Newton’s Beads” demonstration. We then expand to the solar system as we talk about the 8 planets and students view scaled models of the planets, with Jupiter scaled to 28 inches! For their final activity students use rulers, clothespins, rope and a little math to make a scaled model of how far apart the planets are.


  • Seeing the physical relationship between the sun, earth and moon

  • Seeing just how different in size the planets are

  • Modeling how far apart the planets are


  • About the celestial bodies in our universe

  • How gravity shapes our universe

  • What scaled models are

Spacey Science (II)


DCI: Earth's Place in the Universe






Students learn about the source of ingredients common to many foods, flour and sugar. We examine dried wheat stalks and discuss how the energy from flour originally came from the sun, and then to wheat plants, and then to their stomachs!. We discuss the processing that occurs from wheat to flour flour - and compare white and whole grain flour. We then discuss where sugar comes from, and students view what they are ingesting by weighing out the amount of sugar in popular drinks.



  • comparing whole and white flour mixes

  • weighing out the sugar in their favorite drinks (trust us)

  • viewing real wheat stalks


  • the origins of common food ingredients

  • surprising nutritional facts

  • how to evaluate the nutirition of foods they eat


What Are You Eating? Energy Cycles and Nutrition

Grade 5: NGSS

DCI: Ecosystems: Interactions, Energy and Dynamics


Windy Weather II

Grade 5: NGSS

DCI: Earth's Systems

Addresses Assessment: Develop a model using an example to describe the ways the geosphere, biosphere, hydrosphere and/or atmosphere interact

Students learn all about wind in this tons of fun class! Wind is all
around us – but what is it and where does it come from? We start
with a demonstration and hands-on activity where students learn that mixing hot and cold water causes the water move (currents) and that this same
principal applies to air. They then recreate this phenomenon with partners at their desks. In the second part of class, students learn about air pressure as we explore some crazy air-pressure based demos and activities.


  • Watching the hot and cold water move in the tank

  • Creating convection currents at their desks

  • Trying to blow a crumpled paper ball into a bottle! (air pressure activity)


  • That temperature of water and air is an important driver of wind and weather patterns

  • What it means when air pressure is "high" and "low"

  • The power of air and air pressure

Custom Programs

We occasionally create custom programs if capacity allows. Please contact if you are interested in a program outside the classroom setting.