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In this neuroscience activity (4th activity on the page), learners make their own set of Von Frey hairs to test detection thresholds.

In this activity (last activity on the page), learners make a model of the eardrum (also called the "tympanic membrane") and see how sound travels through the air.

This activity (9th activity on the page) about hearing demonstrates to learners the importance of having two ears.

In this online brain stumper, the bottom half of a series of letters is covered. You may think you know what it says, but remove the black bar to see if you're right.

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

In this activity (2nd activity on the page), learners explore how the nose is responsible for part of the flavor we taste in food.

In this math activity, learners estimate how many pennies are in a jar by predicting and counting handfuls of pennies.

In this online activity, learners discover how random variation influences biological evolution.

In this activity, learners sniff out scents hidden in balloons! After investigating, learners discover we sometimes can use another sense (smell) to detect things too small to see.

In this game-like activity (5th activity on the page), learners explore their auditory acuity as well as the importance of having two ears.

In this activity, learners will keep track of how much they can do in one minute. Instructors can pick something everyone will do for a minute, such as jumping up and down or drawing stars.

In this activity (12th activity on the page), learners conduct an experiment to demonstrate how muscles are constantly feeding information to the brain about what they are doing.

Use this activity to build division and number sense into any snack time or whenever there is a limited set of things to share among a group: If we deal these out, could everyone get two pieces?

This is an activity in which learners will find that they can detect differences in concentration better with their nose (smelling) than with their eyes (seeing).

This quick demonstration (on page 11 of PDF) allows learners to understand why scientists think water ice could remain frozen in always-dark craters at the poles of the Moon.

In this activity, learners will conduct an open-ended survey, and then organize and analyze results. What languages does everyone speak? What’s the most common? the least common?