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In this activity (14th activity on the page) about the sense of touch, learners examine if it is easier or harder to identify an object if they move their hands over it.

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

In this activity (16th on the page), learners play a variation of the "I Spy" game to explore color. Learners work in teams with each team assigned a color.

In this activity (13th on the page), learners complete a simple illusion trick to see through their own hand.

In this activity (3rd activity on the page), learners taste test different foods and categorize them as sweet, bitter, sour, or salty. Learners compare their results with the group.

In this quick activity, learners take a balance challenge to measure their average balance time. As they collect data, they investigate how practice and repetition improve their balance time.

In this optics activity, learners build an animation tool to make mini movies. When you spin a phenakistascope, the pictures move so quickly that your eyes and brain can't separate the images.

In this activity, learners make a Benham Top to explore visual illusions and optics.

During this activity, learners take part in a variety of tasks which involve moving and balancing different body parts.

Are fingers the only place on the body where we use our sense of touch? In this activity (6th activity on the page), learners test the touch sensitivity of different parts of the body.

In this activity, learners play a trick on their own brain to see if the brain can learn to ignore distracting input. Colors and words are used to play the visual trick, known as a Stroop Test.

In this activity, learners discover a brain process called habituation.

This activity (8th activity on the page) tests learners' ability to identify things using only the sense of hearing.

This activity is designed to let learners measure their reaction time or response time to something they see.

In this activity (15th activity on the page) about the sense of touch, learners use glue and cardboard to construct a maze they use with their eyes closed.

In this activity (9th activity on the page), learners work in pairs to see how their perception of touch differs from reality.

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 (10th activity on the page) about the sense of touch, learners make Braille letters out of cork or cardboard and map pins.

In this activity, learners create a model of a neuron by using colored clay or play dough. Learners use diagrams to build the model and then label the parts on a piece of paper.

Which one of your eyes are dominant? Do they act independently or are they equally "in control?" This activity explores how your eyes work (or don't work) together.