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In this biology activity (page 6 of the PDF), learners roll a die to create a simple model that teaches them about the factors contributing to heart disease.

Learners test two jars containing hot water, one covered with plastic and one open, for changes in temperature.

Learners write a message in Braille using beans to form the patterns of dots. Learners glue beans in place, and then challenge another learner to read the message.

This activity is on page 10 (continued on the right side of page 11) of the pdf, part of the Forest Animals Discovery Box. In this game, learners act out the food web.

In this activity, learners develop spatial reasoning skills as they blow bubbles and observe what happens when the bubbles connect.

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

This activity is about how you form mental images of your body's position in space, independent of vision. Can you take a sip of water from a cup with your eyes closed?

In this activity (3rd on the page), learners conduct a series of tests to find out which of their eyes is more dominant.

This activity is a whole-group kinesthetic demonstration that shows learners what it means to be in a "risk group" for developing heart disease based on family history and genetics.

In this guided discussion activity, learners watch a video about Central Africa's Lower Congo River, one of the most biologically diverse rivers in the world.

In this activity (4th on the page), learners conduct a series of tests to find out which of their ears is more dominant.

In this activity, learners create a hearing based memory game that they can share with friends.

In this activity, learners use transparent tape and polarizing material to create and project beautifully colored patterns reminiscent of abstract or geometric stained glass windows--no glass required

In this activity on page 8 of the PDF, learners make a slimy substance very similar to mucus, and sprinkle it with glitter to imitate the way that allergens are trapped.

Can you read the sentence "I C U"? Not really - but if you say each letter aloud, you'll say the simple sentence, "I see you." What if you change the "C" into a picture of an eye?

Most of the time, we don't have to think about breathing. In fact, you're probably breathing right now without thinking about it!

Our bodies produce snot, or mucus, that we blow from our noses. In this activity, learners will create a model of how snot works and will explore how it keeps our bodies healthy.

This activity was designed for blind learners, but all types of learners can use it to learn to differentiate between qualitative and quantitative observations and to practice data collection.

An ordinary camera has a lens that makes an image on film. In a pinhole camera, a small hole replaces the lens.

Make impact craters with marbles (or rocks or washers) in a container of flour. Find out what you can learn about your "comets" by the craters they make.