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This activity (on pages 35-43) lets learners analyze a "herd of elk" to detect the spread of a bacterial disease called brucellosis.

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, learners explore chemistry and the microbial world by making their own sourdough starter and bread at home using only flour and water.

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 lab (Activity #2 on page), learners compare bacteria growth on two petri dishes containing nutrient agar. Learners touch the doors, faucets, etc.

This activity was designed for blind learners, but all types of learners can use it to investigate how, in a one-celled organism such as a bacterium, the division of cells increases the number of cell

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

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 activity related to microbes, learners create scale models of microorganisms and compare relative sizes of common bacteria, viruses, fungi and protozoa using metric measures: meters, centimete

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

In this lab (Activity #1 on page), learners compare bacteria growth on two petri dishes containing nutrient agar: one that has been touched by a finger washed only with water and one that has been tou