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In this health activity (located on page 4 of the PDF), learners will discover the importance of hand washing by observing mold growing on potatoes.

In this environmental science activity, learners research what is essential for plant life and the necessary components of soil to support plants.

In this activity on page 3 of the PDF, learners visualize the relative size and structural differences between microbes that have the potential to cause disease.

In this activity related to plant biotechnology, learners transform a strain of E. coli using green fluorescent protein from a bioluminescent jellies.

In this activity, learners will review the functions of basic digestive organs, understand how diet affects digestion, understand how digestive tracks may differ, and then step outside to compare the

This demonstration can be used to help learners visualize DNA by lysing (breaking open) bacterial cells on a slide and “stringing up” the DNA with a toothpick in less than one minute.

In this activity (on pages 22-24 of the PDF), learners match extreme enviroments with life forms they support.

This is a series of quick activities/demos and pre-assessment tools that evaluate learners' current understanding of microbes and introduce them to basic information about microbes.

This laboratory activity helps learners understand the concept of biological succession by simulating the process in a microenvironment with various protozoans.

In this activity, groups of learners work together to create edible models of chemicals involved in autotrophic nutrition.

In this activity, learners use a microscope to examine three different microbes: bacteria, yeast and paramecia. Educator will need to prepare the yeast solution one day before the activity.

In this lab, learners evaluate the relative effectiveness of various chemical substances (i.e. garlic powder, bathroom cleaner, mouthwash, etc.) as antimicrobial agents.

In this series of exercises, learners predict the conditions necessary for bacterial growth, test their predictions and at the same time practice the aseptic techniques and safety procedures needed wh

In this astrobiology activity (on page 11 of the PDF), learners consider what organisms need in order to live (water, nutrients, and energy).

In this activity about food safety and nutrition, learners investigate safe food preparation by making fruit ice cream.

Learners design their own experiment to determine conditions that either help or hinder the decomposition of carrots by soil microbes.

In this activity on page 1 of the PDF, learners compare the relative sizes of biological objects (like DNA and bacteria) that can't be seen by the naked eye.

This experiment allows learners to experience a small scale "epidemic," demonstrating the ease with which disease organisms are spread, and enables learners to determine the originator of the "epidemi

In this health activity (on page 3 of the PDF), learners will learn about the body‘s defenses against invasion from tiny particles.

In this activity, learners grow germs collected from their hands and other objects. They cultivate the germs on a growth medium (such as slices of grapefruit or processed cheese) for a week.