This activity is a field investigation where students collect leaf samples to be observed and compared monthly.

This is an inquiry where students will be comparing and contrasting two different types of leaves with a partner.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"We investigated nutrition as a potential mechanism underlying the link between floral diversity/composition and wild bee performance. The health, resilience, and fitness of bees may be limited by a lack of nutritionally balanced larval food (pollen), influencing the entire population, even if adults are not limited nutritionally by the availability and quality of their food (mainly nectar). We hypothesized that the nutritional quality of bee larval food is indirectly connected to the species diversity of pollen provisions and is directly driven by the pollen species composition. Therefore, the accessibility of specific, nutritionally desirable key plant species for larvae might promote bee populations. Using a fully controlled feeding experiment, we simulated different pollen resources that could be available to bees in various environments, reflecting potential changes in floral species diversity and composition that could be caused by landscape changes..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This blog post from the Fast Plants Team addresses the question "Do Fast Plants need Vernalization to Flower?". This post describes the concept of vernalization (requiring a cold period to induce flowering) and its role in regulating the development of flower structures in flowering plants. Some Fast Plants relatives in the Brassica genus require vernalization to induce flowering" however, Fast Plants do not require vernalization and will flower at about 14 days after planting when grown in recommended conditions.

This YouTube playlist curated by the Wisconsin Fast Plants Program provides an overview and then demonstrates how to pollinate and harvest seeds from Fast Plants.

An approachable guide to the fundamentals of plant science. Created for horticulture students, gardeners, science teachers, and anyone interested in understanding plants and how they grow. This is the required text for HORT 1001/6001 Plant Propagation at the University of Minnesota Department of Horticultural Science.

By the end of this section, you will be able to:Identify and describe the properties of lifeDescribe the levels of organization among living thingsRecognize and interpret a phylogenetic treeList examples of different sub disciplines in biology

This activity is a field investigation where students gather information on a tree. Based on the information gathered and student interest, students will develop and carry out an investigation.

This activity is a field investigation where students compare leaves, share observations and develop an investigable question to be explored by the class in small groups.

Objective:
To understand the three common deficiencies of nutrients that cause stunted growth in plants

Learners will be able to explain the process of pollination and sexual reproduction of flowering plants

and a Guide to the Butterflies They Support

Short Description:
Gardening with Native Grasses in Cold Climates, is written for inexperienced as well as seasoned gardeners, landscape designers, garden center employees, and anyone interested in native grasses that grow well in cold climates. New information on the benefits of native grasses including their importance as host plants for native Lepidoptera is included. Combinations of specific grasses used by larvae and perennials that the adult butterflies feed on is new and timely information.

Word Count: 10242

ISBN: 978-1-946135-65-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This open course for Plants, Society, and the Environment was created under a Round Six ALG Textbook Transformation Grant. Topics include cell structure, photosynthesis, taxonomy, biomes, domestication, agriculture, and medicine.

Understanding the energy conversion capability of photosynthesis and the artificial nanostructured photocatalysts contrast biotic and abiotic systems, while demonstrating the efficiency of photosynthesis compared to titanium dioxide nanoparticles in generating gas production volumetrically. The experiment results transition to a discussion of photosynthesis and the organelles within the cell where it takes place. This lesson explores light energy capture and transformation into chemical energy during photosynthesis. The lesson can lead to discussion of renewable energy conversion methods and nanotechnology, to help advance nanoscience research to solve the challenging energy issues in the future.

In this lesson, the students will learn that plants need water, air, nutrients, and sunlight to grow. This lesson results from a collaboration between the Alabama State Department of Education and ASTA. **This lesson can be taught over a three to five day period. Simply repeat the steps as the students will become more knowledgeable of the target.

The purpose of this resource is to develop a classification system for a set of objects and learn about hierarchical classification systems. Any set of objects, such as insects or rocks, may be used as well.

The purpose of this resource is to have students observe their lilac plants and identify the five phenophases (first leaf, full or 95% leafed, first bloom, full bloom and end of bloom) for each lilac plant. During the growing season, students will observe their lilac plants and identify the five phenophases (first leaf, full or 95% leafed, first bloom, full bloom and end of bloom) for each lilac plant.

This activity consists of classroom lessons where children observe tree leaves and compare and contrast those leaves leading to an understanding of the terms deciduous and evergreen (and also coniferous). They then use that learning to help them identify the kind of tree based on samples on a chart.

This illustration shows both the linear and cyclic flow of electrons during the light reaction of photosynthesis.