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In this activity related to indoor air pollution, learners build take-home dust catchers with wax paper and petroleum jelly.

In this activity (on page 1 of the PDF), learners make a "mini-globe" to investigate the causes of day and night on our planet.

This is an activity (located on page 131 of the PDF) related to sleep and circadian rhythms as well as space travel.

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 related to the human circulatory system (on page 10 of the PDF), learners observe the dispersion of a drop of food coloring in water, draw conclusions about the movement of dissolved

In this nutrition and estimation activity (page 12 of PDF), learners estimate serving sizes of different foods and compare their estimates to serving size information provided on nutrition food labels

In this activity about neuron/target muscle recognition (page 44 of the PDF), learners arranged in two rows facing away from each other use string to simulate neural development.

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 about the relationship between food and energy (page 8 of PDF), learners estimate average daily baseline energy (Calorie) needs and energy needs for different levels of activity.

In this activity about daily rhythms (on page 17 of the PDF), learners will explore circadian patterns in humans, animals and plants.

In this activity (on page 12 of the PDF), learners make a sundial (shadow clock) appropriate for their geographic location in the northern hemisphere and use it to tell time.

In this nutrition activity (page 26 of PDF), learners consider the nutritional needs of people with specific dietary requirements, such as athletes, persons with diabetes and vegetarians, and create a

In this activity about the relationship between food and energy (page 5 of PDF), learners conduct an experiment to compare how much energy is released as heat from two different foods.

In this activity (on page 6 of the PDF), learners plot the path of the sun's apparent movement across the sky on two days, with the second day occurring two or three months after the first.

In this activity about the relationship between food and energy (page 1 of PDF), learners observe and quantify the growth of yeast when it is given table sugar as a food source.

In this activity about the heart (on page 22 of the PDF), learners examine sheep or chicken hearts to learn about the heart's structure and the flow of blood through the heart.

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

In this activity about how the body regulates blood pressure (page 117 of the PDF), learners make and compare measurements of heart rate and blood pressure from three body positions: sitting, standing

In this activity (page 89 of the PDF), learners compare and contrast pitch and roll motions by using a Magic Carpet maze similar to one that was used for Neurolab investigations about microgravity.

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