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In this activity about the relationship between food and energy (page 1 of PDF), learners observe and quantify the growth of yeast when it is given table sugar as a food source.

In this activity, learners solidify their conceptualization of cells by building a model of a cell in a ziplock bag.

This lesson is designed to serve as an introduction to the immune system. It can stand alone or it can lead into further studies of the immune system.

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

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

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?

In this activity, learners design a therapeutic agent to image and/or cure various diseases in the respiratory system.

In this activity about vision and optical illusions, learners conduct a simple test to demonstrate how our eyes create "afterimages." Learners stare at a black cardboard bat for at least 30 seconds an

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

In this activity (page 12), learners explore how molecules self-assemble and how molecules must fit together, like a lock and key, in order to identify each other and initiate a new function as a comb

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

In this simulation, learners act out each digestive function of the organs, tissues, and cells in the digestive tract.

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.

Learners match puzzle pieces to outlines of a DNA strand. The puzzle pieces represent the four chemicals making up DNA base pairs: adenine, thymine, guanine, and cytosine.

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 activity, learners create virus models, including nucleic acid and proteins, using simple materials. This resource includes information about virus structure and gene therapy.

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

Extract your DNA from your very own cells! First, learners swish salt water in their mouth to collect cheek cells and spit the water into a glass.

In this four-part activity, learners explore how the body works and the chemistry that happens inside living things.

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