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In this neuroscience activity, learners conduct a simulation to demonstrate how multiple incoming signals influence the action of neurons.

In this activity related to plant biotechnology, learners extract DNA from fruit to investigate how it looks and feels.

In this activity, learners make slides of onion cells and their own cheek cells. Use this lab to teach learners how to prepare microscope slides and use a microscope.

This investigation provides learners with a hands-on activity that simulates the changing relationship of surface areas-to-volume for a growing cell.

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 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 highly collaborative activity, learners design and complete a controlled experiment which attempts to answer a simple question about the slime mold Physarum.

Directed by instructional cards, learners kinesthetically model cell communication by acting as components in a cell signaling pathway.

This is an activity (located on page 3 of the PDF under Nanosilver Activity) about diffusion of small molecules across cell membranes.

In this activity about molecular diffusion (located on page 2 of the PDF under Nanosilver Activity), learners will make predictions and move molecules of iodine through a seemingly solid plastic sandw

What does it mean to be alive? Is a cactus alive? Is a seed alive? Is the air we breathe alive? What are the necessary characteristics?

This three-part lab helps learners understand the essential principles governing diffusion and osmosis.

This game uses a modified Uno deck to review concepts related to stem cell research and diabetes.

In this activity, learners use an origami template to design eight amino acids. Learners configure the amino acids to form a protein. Use this activity to introduce proteins and amino acids.

In this activity, learners use beads, which represent amino acids, to create protein bracelets. Learners examine the relationship between amino acids and proteins.

In this activity, learners identify the DNA base bars guanine, cytosine, thymine and adenine. Learners create a DNA model using colored paper clips to resemble these base pairs.

In this activity, learners place cards featuring biological structures in order by their relative size from largest to smallest.

In this activity, use standard playing cards to introduce learners to cellular interactions such as cell to cell recognition and signal and receptor specificity.

In this activity, learners use microarray technology to determine which genes are turned on and off at various points in the differentiation of pluripotent stem cells on their way to becoming pancreat