This activity was designed for blind learners, but all types of learners can use it to learn about the life cycle of plabts. The five activities included in this lesson plan provide students with evidence that all living things grow and change as they progress through their life cycle. All of the activities detailed in this lesson plan can be done with students who are visually impaired, if teachers adapt them using Resources for Teaching and Adapting Lessons for Students with Visual Impairments. Tactile models and braille materials will be key and all of the activities will require more time for repeated tactical exploration and expression.

Drawings and visualizations are used to help participants conceptualize the location and steps involved in the light reactions of photosynthesis. The drawsing include light reactions of photosynthesis including location and steps for non-cyclic and cyclic photophosphorylation.

This reference list identifies six of the best herbaria housed and maintained by large research institutions and universities in the U.S. Where possible, it includes the following information for each herbarium: mailing address and phone number,Web site and email address, details about its specimen collection,whether it is open to the public or only to scientists and researchers, and the type of support offered, including whether a searchable database of its collection is available on the Web.

A year long field study of a deciduous tree and its interdependence through phenology.

This activity was designed for blind learners, but all types of learners can use it to understand the structure of a plant cell. The purpose of this activity is to create an accurate representation of the shape and characteristics of plant cells. The cell models provide both tactile and kinesthetic feedback for students learning the structure of the cell. The bright colors and good contract also work well for students with low vision.

Nassella seeds germinated in water to observe germination process. Photo credit: Fernando Agudelo-Silva

As a component of the new Special Topics course on Edible and Medicinal Plants of Montana (S 2017), students are tasked with designing and landscaping a Medicinal Plants of Montana Native Plant Garden. This OER includes documents guiding instructors through the implementation of the project.

Each group is given the approximate dimensions of the garden and the professor presents options for them to consider, e.g., soil and bed preparation, pathways, fencing, and signage. Students are provided with a list of more than seventy plants to consider for placement in the garden. In groups, students research mature height and width of plants, special sun or soil requirements, and potential sources. In this manner, native plant research is spread among the groups and a final document containing all information is posted for group use in design. At the end of four weeks in which some laboratory time is provided for design, each group presents their ideas to the class. After selection of the best ideas from each group, the class is split into larger groups, each competitively presenting the ultimate design to be landscaped on the MSUN campus.

Students will follow the scientific method for self discovery of the nature of the land around the school to then determine as a class what plants and grasses would flourish in the area.

This expository nonfiction text is about how an oak tree may become vulnerable to disease from its bark being damaged by a bear clawing it.

This illustrated guide to a corn seedling (Zea mays, Monocotyledon) is designed to help students recognize and learn the plant's individual parts. Along with an explanation of monocotyledon embryos, it includes a short description of the root system and coleoptile.

This illustrated guide is designed to help students recognize and learn the different parts of a flower. The single Web page can be easily printed for use at field sites.

This illustrated guide is designed to help students recognize and learn the different parts of a flower. The single Web page, which can be easily printed for use at field sites, identifies these parts: plant stigma style ovary stamen anther filament petal ovule with embryo sac sepal receptacle peduncle.

Tissues and cells of root, stem, and leaf anatomy in both dicots and monocots are investigated in this learning activity.

This online article, from Biodiversity Counts, offers insight into how plants interact with arthropods. It has: an explanation of the difference between detrimental and mutually beneficial relationships; some of the chemical and mechanical modifications plants have made to attract helpful arthropods and fend off harmful ones; a detailed overview of pollination, with descriptions of seven common pollination syndromes; a detailed overview of plant defense mechanisms; and a series of questions students can ask when they see an arthropod on a plant in order to learn more about how the two are interacting.

The unit is designed to be completed in six or more sessions. The comprehensive curriculum materials contain information for teachers, including activity tips and an overview of the many varied reasons that plant life flourishes in one plot but not another. Students speculate on why plants are more abundant in some areas of the site than others. They list factors that might account for the differences, such as temperature, humidity, light, soil, rainfall, wind, and human or animal activity, and figure out how they can collect more data on these factors. They discuss why it might be important to take a count of all the individual plants in each plot and develop a plan for conducting the field study. A reading selection describes how scientists count plants and gives students tips for conducting their own survey. Students then count plants and record their data. Several optional activities are provided.

This is a field investigation where students observe plants in a school forest setting. Students then compare adaptations of plants from different parts of the forest.

Plant growth regulators, including auxin, gibberellin, cytokinin, abscisic acid, and ethylene, are investigated in this learning activity to demonstrate how these chemicals (hormones) affect plant growth and development.