Students will learn how to infer ancient climate and plant use by interpreting archaeobotanical samples.

The purpose of this resource is to measure and classify the plant life at a Land Cover Site to help determine the MUC classification.

In this video segment from ZOOM, Jillian explains how her simple machine uses marbles, levers, flowing sand, and a spinning wheel to water a plant.

Students investigate decomposers and the role of decomposers in maintaining the flow of nutrients in an environment. Students also learn how engineers use decomposers to help clean up wastes in a process known as bioremediation. This lesson concludes a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

This lesson will give students an opportunity to learn about seed parts, how a plant grows, and to compare plants.

By monitoring the color of reflected light via satellite, scientists can determine how successfully plant life is photosynthesizing. A measurement of photosynthesis is essentially a measurement of successful growth, and growth means successful use of ambient carbon. This animation represents the first six years worth of data taken by the SeaWiFS instrument, showing the abundance of life both on land and in the sea. In the ocean, dark blue represents warmer areas where there is little life due to lack of nutrients, and greens and reds represent cooler nutrient-rich areas. The nutrient-rich areas include coastal regions where cold water rises from the sea floor bringing nutrients along and areas at the mouths of rivers where the rivers have brought nutrients into the ocean from the land. On land, green represents areas of abundant plant life, such as forests and grasslands, while tan and white represent areas where plant life is sparse or non-existent, such as the deserts in Africa and the Middle East and snow-cover and ice at the poles.

The purpose of this resource is to observe plant green-down and report greendown data to help validate estimates of the end of the plant growing season. Students monitor the change in color of selected leaves of trees, shrubs or grasses.

The purpose of this resource is to observe plant green-up and report data that will be used by scientists to validate satellite estimates of the beginning of the plant growing season. Students monitor budburst and growth of leaves of selected trees, shrubs, or grasses. Species chosen should be native, deciduous, and dominant in your area.

The purpose of this resource is to recognize patterns of green-up at the plant, landscape and regional scales. This activity is to prepare students to recognize what a bud looks like and the progression of green-up from the time of budburst. Students will arrange plant growth pictures taken from the bud, shrub canopy, grass clump, landscape and regional perspectives.

This module provides an introduction to real-time control of the ECP Model 210 Rectilinear Plant using LabVIEW Real-Time. Students open and execute a simple control algorithm to become familiar with the software environment and lab hardware that will be used in future labs.

Students observe the decomposition of a pumpkin under controlled circumstances. These observations are used to take notes and develop questions.

Students plant sunflower seeds in plastic cups, and once germinated, these are exposed to different conditions of light levels and/or soil moisture contents. During exposure of the plants to these different conditions, students measure growth of the seedlings every few days using non-standard measurement (inch cubes). After a few weeks, they compare the growth of plants exposed to the different conditions, and make pictorial bar graphs that demonstrate these comparisons.

Students learn about the advantages and disadvantages of the greenhouse effect. They construct their own miniature greenhouses and explore how their designs take advantage of heat transfer processes to create controlled environments. They record and graph measurements, comparing the greenhouse indoor and outdoor temperatures over time. Students are also introduced to global issues such as greenhouse gas emissions and their relationship to global warming.

By definition, a plant is a living thing that produces its own food through photosynthesis. This process uses carbon dioxide and water. Trapping light from the Sun, plants are able to change sunlight's energy into useable chemical energy. Not only is chemical energy produced, but oxygen is a by-product of photosynthesis. Plants are essential to the balance of life on Earth - and to life, as we know it, on other planets.

This Unit introduces students to several essential understandings. They will learn that plants and animals depend on one another for survival and organisms interact within nature to create a balance. They will also learn that humans can influence and manipulate nature.

What do plants need? Students examine the effects of light and air on green plants, learning the processes of photosynthesis and transpiration. Student teams plant seeds, placing some in sunlight and others in darkness. They make predictions about the outcomes and record ongoing observations of the condition of the stems, leaves and roots. Then, several healthy plants are placed in glass jars with lids overnight. Condensation forms, illustrating the process of transpiration, or the release of moisture to the atmosphere by plants.

Students will plant their own seeds in potting soil and measure plant growth. Before the students' plants are visible above the soil, students will explore the parts and functions of classroom plants and compare growth between the classroom plants. Using the weather channel website, students will predict weather the day's weather conditions are excellent, good, or poor for plant growth.

The learning unit "Plant and animal physiology" is part of a university biology course suitable for 3rd-year students. The unit focuses on the structure of plant and animal cells in relation to their function, hoping to facilitate understanding of the physical and biochemical processes that occur in living organisms.
Unit 1 covers carbon and mineral nutrition, Unit 2 focuses on the growth and development of plants, while Unit 3 addresses the physiology of the principal animal systems or apparatus and finally Unit 4 includes a comparative study between plant and animal and physiology. Each unit includes a reading part and a form of evaluation, testing the acquired skills.

Students gain an understanding of the parts of a plant, plant types and how they produce their own food from sunlight through photosynthesis. They also learn about transpiration, the process by which plants release moisture to the atmosphere. With this understanding, students test the effects of photosynthesis and transpiration by growing a plant from seed. They learn how plants play an important part in maintaining a balanced environment in which the living organisms of the Earth survive. This lesson is part of a series of six lessons in which students use their evolving understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.