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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.

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 page 4 of the PDF, learners investigate the importance of washing their hands.

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 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 four-day activity, learners grow bacteria and/or fungi from a variety of locations and compare the results.