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In this activity, learners play a simple card game to learn the sequence of events in the transmission of nervous system signals.

In this neuroscience activity, learners conduct a simulation to demonstrate how multiple incoming signals influence the action of neurons.

In this activity about the baroreceptor reflex (BR) arc (page 123 of the PDF), learners discover the importance of maintaining adequate arterial blood pressure through a role playing exercise.

In this activity about the brain and sleep (on page 138 of the PDF), learners measure their resting breathing rates. Learners will discover that breathing frequencies vary amongst individuals.

In this activity, learners investigate color vision as well as plan and conduct their own experiments.

In this activity, learners play a simple card game to learn the sequence of events in the transmission of nervous system signals.

In this activity, learners estimate risks associated with different events and compare their estimates to the real possibilities.

In this activity, learners investigate the sense of hearing and plan and conduct their own experiments.

In this simulation of synapses, learners act out communication at the neural level by behaving as pre-synaptic vesicles, neurotransmitters, post-synaptic receptors, secondary messengers and re-uptake

In this activity (page 59 of the PDF), learners spin and observe false eyelashes in jars of water (prepared at least 1 day ahead of time) to investigate the effects of different types of motion on the

In this activity (4th activity on the page), learners test to see if saliva is necessary for food to have taste.

In this activity (on page 142 of the PDF), learners will compare breathing rates before and after hyperventilation to explore how reduced carbon dioxide levels in the blood lower the need to breathe.

In this activity (page 87 of the PDF), learners move their bodies to better understand the three axes of rotation: pitch, roll and yaw.

This neuroscience activity introduces learners to how messages are sent and received by neurons. Learners use modeling clay and pipe cleaners to build model neurons.

In this activity (on page 146 of the PDF), learners will explore the effects of increased carbon dioxide in the bloodstream.

In this activity (17th on the page), learners investigate why you cannot see colors in dim light.

In this activity (page 95 of the PDF), learners create Escher Staircase models similar to those that were used by Neurolab's Spatial Orientation Team to investigate the processing of information about