This activity begins as a classroom investigation, but may extend to a field investigation where students will determine the effects of air temperature on seed germination. This is accomplished by developing investigative questions, recording, and analyzing data.

ELL students create and share a botanic field guide incorporating depiction, measurement, description, and classification of common Minnesota trees, shrubs, wildflowers, and plants.

This module provides descriptive notes and images that can support teaching and learning about ethnobotany and landscape ethnoecology, or the integrative study of human-resource relationships. The photos and graphics are mostly derived from field study and research at Mt. Kasigau, Kenya (1999-2015) as a case example. I openly make them available through the OER site for educational purposes. The resources attached to the module include:I. Ethnobotany- descriptive notes and images (ethnobotany_notes_oer) and a powerpoint presentation (ethno_div_oer);II. Landscape Ethnoecology- descriptive notes and images (landscape_ethnoecology_oer) and a powerpoint presentation (landscape_ethno_oer);III. Participatory Inquiry in Ethnobotany and Landscape Ethnoecology- descriptive notes and images (ethno_participatory_oer) and a powerpoint presentation (ethno_process_outcome_oer);IV. Collaborative Field Guide to Woody Plants and their Uses at Mt. Kasigau, Kenya (kasigauplantbook_may2013.pdf)

This unit focuses on the movement of water through a plant and how it is driven by transpiration at the leaf. The unit is applicable to both a physical science classroom as it focuses on the properties of water as well as other physical science topics such as pressure, fluid flow, and surface area to volume relationships. The unit is also applicable to a biology curriculum as it covers the phenomenon of water movement through a plant. Many structures and adaptations are discussed that allow plants to achieve this process. The unit dives deep into the properties of water and how unique plant structures take advantage of said properties to move water from the ground to heights over 300 feet. There are classroom activities included as well as demonstrations mentioned throughout the text.

The phenomenon, or hook, for this unit is the movement of water against the pull of gravity, in particular to the top of our giant trees such as the Sequioa semperivens (giant redwood) which reach heights of over 300 feet. Teaching around a phenomenon is the current trend with the States adoption of the Next Generation Science Standards (NGSS). The use of water transport in plants is an effective phenomenon because not only is easy for students to grasp the oddity of water moving against gravity but also because the understanding of this action requires students to grasp scientific concepts from multiple disciplines.

Molly Reed coaches her students through an exploration of garden ecosystems. Students work in groups moving through multiple stations. Ms. Reed also gives advice on adapting this lesson to an in-classroom environment.

This activity is a field investigation where students gather information before and after learning about plants, which will allow you to compare the knowledge the previously know and have acquired through your teaching.

This reference includes individual titles of note along with the most popular field guide series. For each guide, the author, publisher, and publication date are given. The diverse list has 17 individual titles, which cover everything from wildflowers in the Colorado mountains and insects north of Mexico to the natural history of vacant lots. There are detailed descriptions of four of the most popular field guide series: Audubon Society Guides, Golden Guides, Peterson Guides, and Stokes Nature Guide Series.

Using this lesson plan students will be more aware of how plants and animals adapt to wildland fire. They will: Discuss the adaptive strategies of plants and animals to survive fire. Observe plants and animals in your local area. Design a plant or animal that is adapted for fire survival.

Leaders in the field of biological diversity present an overview of emergent issues in biodiversity, from the surrounding flora and fauna to the genes deep within us. (117 minutes)

In this MS/HS unit supported by NASA, students engage with online interactives, authentic datasets, and citizen science protocols to construct models and explanations for the unit driving question, "How do landscapes recover after a wildfire?"

In this life science field investigation students will study golden rod gall populations within a patch of goldenrods.

This online article, from Biodiversity Counts, is a guide to finding local specialists who are knowledgeable about plants and arthropods. It includes: an overview of how local specialists can be of help; a link to the Directory of Local Specialists, a list of specialists who have agreed to work with participating schools; a list of additional organizations, with links to Web sites, that are good sources for local specialists; tips on how to find local specialists from Linda Beyt, a middle school teacher in Louisiana and a Biodiversity Counts mentor; and tips for enlisting volunteers by Karen Spaulding, a middle school teacher in Massachusetts and a Biodiversity Counts mentor.

The HEART Force curriculum builds understanding of wildfire, flood, or drought in the context of place-based community resilience.

In this interactive game, students work in three “zone response teams” to solve community challenges that arise during the course of a wildfire event by using available individual and community resources.

This lesson is an introduction to a unit on habitat. It is designed to combine literature and science.