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:

"Just as it does for humans, morning signals the time to wake up for plants. Sunlight triggers stomata, which are tiny pores on plant leaves, to open. This boosts photosynthesis by letting CO₂ in and O₂ out. Cells known as guard cells are the gatekeepers of this process, and opening the stomata requires a lot of energy. But scientists have long wondered where this energy comes from. Because while guard cells serve a key photosynthetic function, they appear less equipped than surrounding cells to perform photosynthesis. Now, researchers from HKU and ETH have discovered guard cells’ secret source of fuel. Experiments on Arabidopsis plants showed that guard cells import most of their energy in the form of sugar from surrounding mesophyll cells. Mesophyll cells contain many more chloroplasts than guard cells, helping them produce large amounts of sugar through photosynthesis..."

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

Director of the Maryland Archaeological Conservation Laboratory (MAC Lab), Dr. Patricia Samford, presents and demonstrates an activity for students to learn about archaeobotany, or the study of botanical finds in archaeological contexts. Using tweezers and magnifying glasses, students search for seeds mixed in sand or gravel, and use a type collection to identify their finds. What do the finds say about the archaeological environment and uses of plants at a site? Search OER Commons for "Search for Seeds - Resources" for related seed id cards and a type collection for the activity. Use to support Maryland/NGSS for Grades K and 2, or Maryland Social Studies Framework for Grade 1. For K-ESS2-2, have students perform the activity then discuss what the seeds tell them about people who would have used the plants and seeds or write a short vignette about the people at this site using the seeds and their uses as evidence. For Grade 1 Content Topic "Life in the Past," have students perform the activity and similar discussion, then compare those plants and their uses to their uses today or plants that have replaced them. For 2-LS2-1, have students perform the activity along with the planting extension. Students can plant multiples of each type of seed and try growing them in conditions with different light; students can also note how much water they give the seeds. Once sprouted, have students record and discuss their findings as to which did better with more/less sunlight/water. If you evaluate or use this resource, please respond to this short (4 question) survey at bit.ly/3Ep57BP

This content includes resources related to the "Search for Seeds - Archaeobotany Activity" available here on OER Commons. In it, Director of the Maryland Archaeological Conservation Laboratory (MAC Lab), Dr. Patricia Samford, presents and demonstrates an activity for students to learn about archaeobotany, or the study of botanical finds in archaeological contexts. Using tweezers and magnifying glasses, students search for seeds mixed in sand or gravel, and use a type collection to identify their finds. What do the finds say about the archaeological environment and uses of plants at a site? 

This activity is a year long project observing the changes in a specific tree. It includes using all the senses in the observation and making two different booklets to record what we observe. It also includes several picture story books that enhance the lesson.

The social dynamics of plants are as complex as those at any high school. By studying how plants interact — one-on-one, as a population, and in their communities — ecologists can figure out how to conserve our photosynthetic friends. In this episode of Crash Course Botany, we’ll explore these complex relationships—and eavesdrop on all the hot plant gossip.

Chapters:
Plants' Social Lives
Symbiotic Relationships
Population Ecology
Community Ecology & The Everglades
Facilitation & Competition
Community Conservation
Review & Credits
Credits

In this lesson, students will investigate the miraculous process of air and water combining with seeds, soil, and sunlight to create nearly all the food we eat. Extension activities can take this a step further by encouraging kids to track growth rates of different seeds in an observation journal. Includes place-based connection, activity instructions, extension activities, songs, and vobaulary list.

NGSS: Partially meets 2-LS2-1, 1-LS1-1

Common Core: W.2.7, W.2.8, and MD.K, MD.1, MD.2.1, MD.3.3, MD.4.4, MD.5 with extension activities.

Time: 45 minutes

Materials: "One Bean" book or other book about plant germination, clear plastic cups, paper cups, paper towels, seeds, and water.

Remove a problem species and make a natural soap! Lindsay Hollister, JPPM's horticulturalist, shares how to identify the invasive English Ivy vine and make a soap from the saponins it naturally produces. These molecules naturally deter predators from eating the species, but their structures also make them bond to both waters and fats. Consider using the video or conducting the activity at your location as an integrated introduction to learning about biodiversity and the structures of molecules or atoms, since saponins are valuable as a soap because they are able to bond with either water or fats/lipids.

Always be sure you can successfully identify a plant before using it and take precautions to avoid negative reactions.

This resource is part of Jefferson Patterson Park and Museum’s open educational resources project to provide history, ecology, archaeology, and conservation resources related to our 560 acre public park. JPPM is a part of the Maryland Historical Trust under the Maryland Department of Planning. If you evaluate or use this resource, please respond to this short (4 question!) survey at bit.ly/3GrTjPk

This lab manual was created for LNT 100: Plant and Horticulture Science at Southwestern College in Chula Vista, CA by Professor of Horticulture and Design, Holly McMullen.  

Common ash (Fraxinus excelsior), a deciduous broad-leaved (angiosperm tree)By Brian Green, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=13127021Did you have an idea for improving this content? We’d love your input.

Public Domain MarkDescriptionBrowallia americana = (Browallia demissa)Publication/Creation[Romae (Rome)] : [Bouchard et Gravier], [1774]Physical description1 print : etching, with watercolour ; platemark 37.2 x 22.9 cmContributorsBouchard, Magdalena.Bonelli, Giorgio.LetteringBrowallia demissa pedunculis unifloris. H.Cliff.318.t.17. - Hort.Ups.179. - Linn.Sp.Plant.773ReferenceWellcome Library no. 17029iType/TechniqueEtchingsLanguagesLatin

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Red and cyan fluorescent proteins marking plant cell nuclei. Fernan FedericiCC-BY-NC-SA-2.0 Botany by Melissa Ha, Maria Morrow & Kammy Algiershttps://bio.libretexts.org/Bookshelves/Botany/Botany_(Ha_Morrow_and_Algiers)A Photographic Atlas for Botany by Maria Morrow https://bio.libretexts.org/Bookshelves/Botany/A_Photographic_Atlas_for_Botany_(Morrow)Introduction to Botany By Alexey Shipunovhttps://bio.libretexts.org/Bookshelves/Botany/Introduction_to_Botany_(Shipunov)Plant Anatomy and Physiology by Sean Bellairshttps://bio.libretexts.org/Bookshelves/Botany/Book%3A_Plant_Anatomy_and_Physiology_(Bellairs)Did you have an idea for improving this content? We’d love your input.

Photohound, Public domain, via Wikimedia Commons Did you have an idea for improving this content? We’d love your input.

During this project, students will be working to cooperatively create a field guide to trees in the neighborhood near the school. In doing so they will be making observations, introduced to tree and plant anatomy and physiology, and will learn how to make and use dichotomous keys.

This reference list has more than 25 books on biodiversity. For each title, the book's author, publisher, and publication date are given. The diverse list includes broad introductions to biodiversity, insightful looks at evolution and extinction, examinations of the partnership between insects and flowers, portraits of vanishing species and explorations of the factors contributing to a global biodiversity crisis.

O jogo fora construído com base em dados disponíveis em base de dados diversos como o site da Agência Nacional de Águas, Agências de Meio Ambiente dos Estados, artigos científicos publicados em eventos, relatórios de gestão de comitê de bacias hidrográficas ou outras fontes que servissem como fieis disseminadores da informação que estava sendo buscada. No geral, essa foi a parte mais dificultosa do trabalho a coleta dos dados dos rios pela disseminação da informação em várias fontes, pela pouca padronização de informação. Destarte, priorizamos dados gerais e que pudessem ser comparados como extensão do rio e área da bacia hidrográfica, por exemplo.
A justificativa está na possibilidade de aplicação de conteúdos, conceitos e elementos de diferentes áreas do conhecimento como Geografia, Matemática e Biologia, permitindo a integração de diferentes ações entre professores de várias áreas de conhecimento, em meio às variações de possibilidade de interação pedagógica, mediada, portanto, pela aplicação de jogos didáticos em sala de aula.
Tendo em vista a proposta de trabalhar com alunos com deficiência o jogo fora pensado para responder às demandas de alunos com múltiplas deficiências usando princípios do Universal Design for Learning (UDL) ou Desenho Universal para Aprendizagem (DUA). O DUA se baseia então em três princípios genéricos: (i) proporcionar múltiplos meios de envolvimento, de forma que seja possível estimular o interesse dos alunos e motivá-los para a aprendizagem recorrendo a múltiplas formas; (ii) proporcionar múltiplos meios de representação de forma que seja possível apresentar a informação e o conteúdo em múltiplos formatos para que todos tenham acesso e; (iii) Proporcionar múltiplos meios de ação e expressão nas quais seja possível permitir formas alternativas de expressão e de demonstração das aprendizagens, por parte dos alunos (NUNES e MADUREIRA, 2015).
Essas ferramentas permitem possibilidades mais flexíveis em que seja possível “pensar na acessibilidade desde a concepção dos projetos [educacionais] […] [enquanto] uma solução mais atrativa e necessária à sociedade contemporânea” (RICARDO, SAÇO e FERREIRA, 2017, p. 1527). As barreiras que existirem para o processo educacional, serão reduzidas pela flexibilidade do currículo, por suporte aos docentes na melhoria do acesso ao conhecimento e à aprendizagem dentro da sala de aula.
Para esse produto técnico foi pensado em um Sistemas de Comunicação Alternativa e Ampliada (SCAA) que pode ser entendido como um recurso que codifica e transmite mensagens sem que seja necessário recrutar habilidades de escrita ou vocalização (GOMIDE, 2017). Os SCAA possuem uma variação expressiva que vai desde “o uso de gestos, língua de sinais, expressões faciais, o uso de pranchas de alfabeto, de símbolos pictográficos, ou ainda pelo uso de sistemas sofisticados de computador com voz sintetizada, por exemplo” (GOMIDE, 2017, p. 25).
Vários são os SCAA disponíveis no mercado, podendo os profissionais de optar por recursos de baixa tecnologia ou recursos de alta tecnologia (GOMIDE, 2017). Os Recursos de Baixa Tecnologia referem-se a recursos mais acessíveis que possibilitam a comunicação quando inexiste a linguagem oral e podem ser usados em Pranchas de Comunicações Alternativa (PCA).
Por ser um sistema de linguagem imagético e pictórico a PCA pode ser editada para contemplar a necessidade que se apresentar para cada aluno especificamente. Gomide (2017) aponta que é necessário ter em vista o nível cultural e escolar das pessoas que irão utilizar aquele sistema para que a linguagem usada possa ser acessível. A linguagem textual é útil para usuários alfabetizados e a linguagem imagética pode ser aplicada para qualquer usuário.

This BioBulletin Web site takes a close look at the medicinal power of plants. The site includes text, videos, photographs, and interviews with key scientists. Age-Old Remedies discusses how nearly 80 percent of the world's population relies on medicines made from natural ingredients. The Power of Traditional Medicine takes an historical look at medicinal herbs and traditional healers. Bio-Prospectors Needed reports on the symposium "The Value of Plants, Animals, and Microbes to Human Health" that was held at the American Museum of Natural History. Tracking Down a Power Plant tells the story of a tree in the Sarawak rain forest that contains a possible cure for AIDS.