Plants Experiments
Index Classification: Dichotomous Key
3
Is Light Needed For Germination?
5
Leaf Classification
6
Plant Structure and Function
7
Experiments With Light, Soil, and Water
9
Seeds and Seedlings
11
Traveling Seeds
13
What Do Seeds Need to Sprout?
14
Why Do the Roots Always Grow Down and the Stems Grow Up?
15
Supply List
16
References
17
Children’s Literature
18
Notes
19
Classification: How to Make Your Own Dichotomous Key
Index
Classification is important in understanding the natural world. All of the information known about living species is used to organize them into a sort of family tree, which helps us to see the similarities and differences that exist in the living things all around us. A dichotomous key is a guide for classification and identification, somewhat like a map through a classification system that was developed previously. Dichotomous comes from the Greek root dich-, meaning “two” and temnein, meaning “to cut”. By asking a series of questions to which there are only two possible answers with respect to the object to be identified, the key leads users toward the proper identification. Many parts of the natural world that have been classified, categorized and grouped can be identified using a dichotomous key. Dichotomous keys can be developed to identify anything in any sort of classification. Let’s develop our own dichotomous key to better understand them.
Materials
Collection of various seeds and leaves -ORVariety of buttons
What To Do
Beginning with the collection in the center of the working area, instruct the students to decide upon a way to divide the collection into two groups, A and B. One characteristic must be defined and used to decide which pieces are placed in which group. For example, a collection of buttons might be divided into groups of buttons with four holes and buttons that have some number of holes other than four. Record what factor was used to make the division and note which members of the original collection belonged to each resulting group. After the collection has been divided into two groups, divide the first group (A) into two more groups, based on one criterion (C and D). For example, if group A contains four-holed buttons, group C might contain four-holed buttons made of metal and group D would have four-holed buttons made from material other than metal. Divide group B into two more groups (E and F) based on one decisive factor. Record data on the new groupings and dividing criteria. Continue to divide the groups until each item is by itself, then name each of the individual objects. Keep careful records. Looking at your records and the divisions you made, create a dichotomous key that would lead someone else to make the same distinctions you did. Begin by recalling the first factor you used to divide into two groups. If your two groups depended upon a button having four holes or some other number of holes, then the first question in your dichotomous key would have to ask the user to make that same distinction. For example, Does your button have four holes? If so, continue to step 2. If not, skip to step 5. When your key is complete ask a classmate to use it to classify and identify the same collection of items. Does your key lead others to the same identifications you made?
Questions
1. Is it possible to create more than one dichotomous key for classifying and identifying the same group of objects? 2. When two people use the same dichotomous key to identify the same object, is it possible (should it be possible) for them to have different final answers? 3. Why are classification and identification important?
Summary
Classification is a specific way of organizing information so that it can be more useful. There are as many as 100 million species of living things on earth today. Classification of these living things helps us see similarities and differences among the living world. Scientists have classified many millions of living species based on their physical characteristics and they have given a unique name to each unique species. The scientists who classify living things record their classifications so that later, others who encounter a certain species will be able to identify it in the same way. Making sure that two scientists are referring to the same thing when using a certain name is important for clear communication. Dichotomous keys help guide scientists toward identification so classifications can be shared and used mutually. Dichotomous keys ask a series of questions about the object to be identified; each question has only two possible answers, and the answer in reference to the certain object will lead the user in one of the two possible directions laid out by the answer.
Source
Leonard, Joan. Green House Director, Department of Plant Biology, The Ohio State University. Š S. Olesik, WOW Project, Ohio State University, 2003.
Is Light Needed For Germination?
Index
When seeds are developing, the seeds go through several stages, the last being dehydration to become an inactive seed. The inactive seed is what can be bought at the store in packets. For seeds to be active again, the proper conditions such as warmth, water, and oxygen are needed. These conditions lead to the seed germinating. Germination comes from the Latin root germinare, which means “to sprout”, and germen, meaning “seed”. Lets determine if sunlight on the soil is necessary for germination.
Materials
3 Polystyrene egg cartons Potting soil Water Mustard seeds
What To Do
To make germination trays take one egg carton and cut off the top half and place it under the bottom half. Take the second egg carton and cut off the top half, placing it under the third carton. The trays under the cartons will catch excess water. Use a pencil to punch a hole in each top layer compartment in both cartons to allow drainage. Fill each compartment approximately half way with potting soil.Sprinkle a few seeds in each compartment of the egg cartons, then add enough soil to cover the seeds. Water each compartment until the soil is moist. Close the lid of the second egg carton. Place the egg cartons in the window to receive sunlight. Check each day for growth and if the soil is moist. Water as needed.
Questions
1. In which egg carton did the seeds germinate? 2. Did more seeds germinate in one of the cartons? If so, which one? 3. Is light necessary for germination?
Summary
Germination is the process by which seeds sprout. Seeds must go through several stages of development before being ready to sprout. Light on the soil was not necessary for seed germination because warmth, water, and oxygen are the only conditions necessary for a seed to germinate. This is because the seed contains the plant embryo and stores enough food to give the baby plant all the energy it needs to sprout. After the seeds sprout and use up all the stored food, they do need light to grow. The light is needed for photosynthesis, which thereafter provides the plant’s food source.
Source
“Janice Van Cleave’s Plants.” Janice Van Cleave, John Wiley and Sons, Inc.: New York, 1997. ISBN 0-47114687-0 © S. Olesik, WOW Project, Ohio State University, 2003.
Leaf Classification
Index
Trees are the largest kinds of plants and they all have three things in common. All trees have roots, a trunk and leaves. Leaves are very useful to the trees and they are also useful to us. With a Tree Finder field guide, trees can be identified by their leaves. This tree field guide is an example of a dichotomous key.
Materials
Tree Finder, Manual for the Identification of Trees by Their Leaves A wooded area to walk through or samples of a variety of leaves
What To Do
Look through the field guide to become familiar with it. With partners or small groups walk through a wooded area and choose a tree to identify. Follow the directions in the Tree Finder to identify the chosen tree. If a wooded area is not available, ask students to bring in samples of trees from their homes or neighborhoods. Pass these samples around to small groups in the class for identification using the field guide.
Questions
1. What is the first distinction made in the tree finder guide? 2. What steps would have led you to identifying a Trembling Aspen (Populus tremuloides)?
Summary
Trees are classified into two main groups, angiosperms and gymnosperms. Angiosperms are classified into two groups as well, monocotyledon and dicotyledon. The dicotyledon group contains the broadleaf trees, such as the oak and maple and the monocotyledon group is made up of palms and lily trees. The word angiosperm refers to the fact that all species in the group are flowering plants that produce seeds enclosed by protective fruit. Gymnosperms do not produce flowers; instead, their seeds are exposed in cones and similar structures. The major types of trees in the gymnosperm group are conifers (needle-leaf trees such as the pine, spruce and fir), cycads and ginkgos. With the help of a dichotomous key, one can classify and identify trees by looking at their silhouettes and leaves. A dichotomous key is a guide that presents questions with two possible answers in order to lead the user the identification information. For example, a dichotomous tree guide first asks if the tree has needles or leaves, then leads each answer in a different direction. It continues to ask questions and lead according to the answers, toward the final question that definitively identifies the tree in question. Each tree species has unique characteristics and the tree guide uses them to help users identify any tree.
Source
“Tree,” Microsoft Encarta Online Encyclopedia 2002. http://encarta.msn.com Leonard, Joan. Greenhouse Director, Department of Plant Biology, The Ohio State University. Watts, May Theilgard. “Tree Finder,” Nature Study Guild Publishers, Rochester, New York, 1991. ISBN 0-912550-01-5. © S. Olesik, WOW Project, Ohio State University, 2003.
Plant Structure and Function
Index
Plants are living things that make their own food using energy from the sun. There are thousands of different plants on earth, some living on land and others in water. Each type of plant has different structural features to help it survive. The most common type of plant is the flowering plant; they are all made up of roots, stems, leaves and flowers. Investigating the structure of flowering plants will provide a better understanding of how the plant lives and functions.
Materials
Model of flowering plant Alstromeria (lily-like flower) Magnifying glasses
What To Do
Use the large, hands-on model to learn the parts of the flower. Then, with the knowledge gained from the model begin working with the live samples by identifying the parts of the flowering plant. The roots grow in the ground, collect water and nutrients from the soil, and anchor the plant in the ground. Use the magnifying glass to closely observe the many tiny, water-absorbing hairs on the roots. The stem grows above the ground and connects the roots to the rest of the plant. Transport of water, food and nutrients takes place in the stem and the stem supports the leaves and flowers. Carefully cut the stem and use the magnifying glass to observe the tubes that carry water and food inside the stem. Leaves grow from the stem(s) of the plant and can have many different shapes and sizes. The transformation of the sun’s energy into food takes place in the leaves, so all true plants have leaves. Leaves are also important in regulation of water. Transpiration, or release of water, takes place in the leaves so that the roots can draw in fresh water. Use the magnifying glass to carefully look at the leaves and their veins. Flowers are responsible for reproduction, production of seeds that can grow into new plants. The many parts of the flower are designed for reproduction. Flowers begin as buds, with sepals surrounding them for protection. The sepals are forced apart to reveal the petals as the flower starts to bloom. The petals surround the pistil and the stamens. In the center of the flower is the pistil and stamens surround the pistil. Each stamen has a stalk, called the filament, that holds up the anther where pollen is produced. When the pollen is ripe it is released from the anther into the air so it can come into contact with the pistil, fertilize the ovules contained in the pistil, and form seeds. Identify all parts of the flower on the live sample. Look at different flower samples and try to identify all the parts of the flower.
Questions
1. What are the main parts of flowering plants? What does each of those parts do to help the plant live? 2. What two parts of the flower are responsible for reproduction?
Summary
Roots, which are most often found in the ground, are important for plants’ water uptake and nutrient storage. Roots also help stabilize the plant as they hold it firmly in the ground. Carrots and radishes are examples of roots that we eat. The stem of a plant transports water from the roots to the leaves so that the plant can grow, the leaves can develop, and sunlight can be found for the formation of food through photosynthesis. Leaves grow from the stem of the plant and can have many different shapes and sizes. The transformation of the sun’s energy into food, photosynthesis, takes place in the leaves, so all true plants have leaves. Leaves are also important in regulation of water. Transpiration, or release of water, takes place in the leaves so that the roots can draw in fresh water. There are two types of leaves, simple and compound; simple leaves are those with only one leaf blade on a stalk while compound leaves are those with more than one leaf blade on a single stalk.
Flowers are responsible for reproduction, production of seeds that can grow into new plants. The many parts of the flower are designed for reproduction. Flowers begin as buds, with sepals surrounding them for protection. The sepals are forced apart to reveal the petals as the flower starts to bloom. The petals surround the pistol and stamen of the flower that interact for reproduction. In the center of the flower is the pistil, the female part that contains the ovary, which houses the egg cells, called ovules. Stamens, the male parts of the flower, surround the pistil. Each stamen has a stalk, called the filament, that holds up the anther where pollen is produced. When the pollen is ripe it is released from the anther into the air so it can come into contact with the pistil. The pollen fertilizes the ovules in the ovary and seeds begin to form. Flowers’ beautiful petals are designed to attract pollinators, such as bees and butterflies. Some petals even have markings that point in the direction of the nectar the bees have come to collect.
Source
“Exploring Plants.” Ed Catherall, Steck-Vaughn Company: Austin, Texas, 1992. ISBN 0-8114-2601-7 “Plant Life.” Peter Riley, Groiler Publishing: New York, 1998. ISBN 0-531-14507-7 © S. Olesik, WOW Project, Ohio State University, 2003.
Plants and the Environment: Experiments With Light, Soil, and Water
Index
How do light, water and soil affect a plant? We can find out if we watch how seeds grow in different conditions.
Materials
9 small glass jars or paper cups Labels Fast-growing seeds such as grass, radish, or mustard seeds Water Sand Topsoil
What To Do
Divide the jars into groups of three (3 for light, 3 for water, and 3 for soil). Label the jars (Light: no light, partial light, light; Water: 1 spoonful, 3 spoonfuls, 5 spoonfuls; Soil: sand, soil and sand, soil). Fill the light and water jars approximately half full with soil, fill the sand jar with sand, fill the soil jar with soil, and fill the soil, sand jar with an equal mixture of sand and soil. Place several seeds in each jar and cover up with the appropriate ground material. Water the group of light and soil jars with approximately 3 spoonfuls of water. Water the group of water jars with the appropriate amounts of water. For the light jars place the “light” jar in the window, the “no light” jar in the dark in a drawer. For the partial light jar, alternate days in the window and in the drawer. For the Soil jars place the jars in the window. For Water jars place the jars in the window. Water daily as labeled. Keep the light and soil jars moist with water. Each day record observations for each jar.
Questions
1. In which jar did the seeds grow best for the light group? Water group? And the soil group? 2. If you were to plant a garden, what conditions would you want to use from each condition (light group, water group, soil group)?
Summary
Plants need light, water and nutrient rich soil to grow and stay healthy. When seeds are planted they do not need light to germinate because they are planted beneath the soil, where it is already dark. Seeds contain a plant embryo and stored food to give the baby plant all the energy it needs to sprout. After the seeds sprout the plants do need light to grow. Light is needed for the plants to produce their own food through photosynthesis. Shortly after sprouting the plant grown in the dark will grow just as the ones in the light and partial light because they all have stored energy from their seeds, but the plant grown in the dark will not have any color, the partial light plant will have a faint yellow-green color, and the plant grown in the light will have the healthy green color of a plant capable of photosynthesis. Over time the plant growing in the light will continue to use the light to produce its own food and it will grow, but the plants grown without full light will die since they cannot produce food without light. In addition to the food a plant produces for itself it needs nutrients from the soil in which it grows. As organic material decomposes it enriches soil with the minerals Nitrogen, Phosphorus, and Potassium. Nitrogen helps plants take their form and it also helps them turn the food they produce into energy for growth. The mineral phosphorus is important for plant respiration. Plants use potassium to help them metabolize food and it also helps them control the amounts of water and chemicals used in normal plant functions. Soil that is enriched with these nutrients will help plants grown and stay healthy. Sand does not contain these nutrients and minerals, so plants grow better in soil than in sand.
All plants need water for germination and growth, but some plants need more water than others. For example, a cactus plant can live with very little water, but other plants such as the rubber plant need large amounts of water all the time. Plants are affected by the amount of water they receive, too much or too little water can kill them.
Source
“The Science of Plants.” Jonathan Bocknek. Gareth Stevens Publishing: Milwaukee, 1999. ISBN 0-8368-2467-9 “Experiences with Plants for Young Children.” Frank C. Gale and Clarice W. Gale, Pacific Books: Palo Alto, California, 1975. ISBN 0-87015-211-4. http://ltpwww.gsfc.nasa.gov/globe/index.html , Soil Science Education Home Page. © S. Olesik, WOW Project, Ohio State University, 2003.
Seeds and Seedlings
Index
Reproduction is part of the life cycle of all living things. Many plants produce offspring by making seeds that can grow into adult plants. Seeds come in all different shapes, colors and sizes, but they all have a few common characteristics. Let’s investigate seeds, their parts, and how they grow into plants.
Materials
Variety of seeds (to show diversity) Raw peanuts Beans (soaked in water overnight) Popcorn kernels (soaked in water overnight) Several glass jars with corn plants at different stages of development Seedlings for all students to plant Potting soil Containers for seedlings
What To Do
First look at a variety of seeds. Ask students what these seeds all have in common. Pass out one peanut, one bean, and one popcorn kernel to each student. Ask all students to look at their peanut and find the line that divides it into two halves. Gently push the two halves apart so the inside of the peanut can be examined. Help the students all find the embryo and explain the function of the two cotyledons. Examine the bean in the same way as the peanut. Carefully peel the outer covering from the popcorn kernel. The tiny embryo of the plant is visible near the base of the seed. Point out that the popcorn kernel is a monocot seed and the peanut and beans are dicot seeds. Explain the difference between a monocot and a dicot. Ask students to compare and contrast the seeds they have examined. What do all seeds need? To grow seeds need: water, light and warmth. Examine lima beans or corn seedlings in various stages of growth to help explain how seeds grow into plants. Let each student plant a seed or a seedling. Ask students what care the seed(ling)s need in order to become plants. Help define exactly what they need, then leave the young plants with them for the students to care for and observe. Possible extension: As a class decide upon a variable to test, such as effect of light on plant growth, effect of fertilizer on plant growth, etc. and devise an experiment using the seedlings.
Questions 1. 2. 3. 4.
What What What What
is the difference between a monocot and a dicot? do all seeds have inside? What are the parts of a seed? do seeds need to grow? are some experiments you could do with your seedlings?
Summary
Monocot and dicot are shortened terms for monocotyledon and dicotyledon. The cotyledon is the embryo leaf or “seed leaf� that stores food to feed the baby plant before it can photosynthesize. Flowering plants have either one seed leaf, monocot, or two seed leaves, dicot. Corn is a monocot and inspection of the seed reveals that it does not naturally split in half (although you can cut it in half). The peanut and the bean will split in half, especially if soaked in water first so they are not hard and dried.
Looking at the outside of the seed, especially the bean, you will observe a small scar. Similar to a belly button, this is where the seed was attached to the fruit. The seed coat will often easily come off of soaked sees, especially beans and peas. Inside the seed is the embryo, the baby plant. Plants need water, soil, air and light to grow. Some seeds can be covered under the soil a little bit and some need to have light to germinate (lettuce of example). All seeds need water to grow. Most plants need soil, but some will sprout in a puddle or on a piece of filter paper, but these will eventually need soil and the nutrients it provides to keep growing. Carbon dioxide in the air is very important in plant growth because it is an ingredient plants use to make their food.
Source
Leonard, Joan. Greenhouse Director. Department of Plant Biology, The Ohio State University. Š S. Olesik, WOW Project, Ohio State University, 2003.
Traveling Seeds
Index
Seeds, which come in many shapes and sizes, must all be able to travel, because if they stay too close to their parent plant they will not be able to find enough light, water, and nutrients to grow. Different types of seeds use different parts of nature to help them travel. This experiment is designed to investigate a variety of seeds and their diverse modes of transportation.
Materials
Various types of seeds Container of water Wool sock or piece of felt Hand-held fan
What To Do
Ask students to sort the seeds into groups that they think use the same method of travel. Ask students to explain how they think the seeds travel and how they reached that conclusion. Work with students to develop a method to test their predications about the seeds’ travel mechanisms. Point out the other supplies available for use, such as the container of water, the fan and the wool sock. Be prepared to help students use any testing method they think will effectively test their hypothesis, but keep these ideas in mind if steering is needed. Test wind carried seeds by gently blowing seeds with the fan, test hitch hiking seeds by pressing the sock on top of a selection of seeds, test floating seeds by placing seeds in water, test pop and toss seeds by gently pressing or twisting their containers, and search for seeds that may be discarded from juicy, fleshy fruits.
Questions
1. List three ways seeds travel. Give an example of a seed that uses each type of transportation. 2. How do dandelion seeds travel? Why do you think they use that method of transportation? 3. How do animals and humans help disperse seeds?
Summary
Seeds can travel by wind, water, by clinging to animals fur or to peoples’ clothes, and seeds travel as animals eat them and pass them through droppings. Dandelion seeds are blown by the wind, and maple seeds (helicopters) whirl away from the tree, carried by the wind. Seeds that travel by water include many of the plants that grow in ditches, as well as coconuts, which float well. Animals and people eat many kinds of fruits and vegetables, and in doing so we move many seeds far from the places they originally grew. Clinging seeds that hitch rides on animal fur include many nuts, as well as cockleburs and foxtails.
Source
“Plants and Flowers.” Sally Hewitt, Children’s Press, Groiler Publishing: New York, 1998. ISBN 0-51621176-5. © S. Olesik, WOW Project, Ohio State University, 2003.
What Do Seeds Need to Sprout?
Index
Where do baby plants come from? Plants come from seeds, but how do the seeds grow? Certain conditions must be met before a seed will sprout. Let�s take a closer look at what seeds need to become plants.
Materials
4 small glass jars Paper towels Plastic food wrap Rubber bands Labels Water 8 bean seeds
What To Do
Label each jar with one of the following: “Light and Water,” “Light and NO Water,” “Cold and Water,” “NO Light and Water.” Tear a single paper towel into four equal pieces. Fold each piece so it fits in the bottom of the jars. Add water to the three jars that are labeled to contain water. Add enough water to completely moisten the paper towel. Place two bean seeds in each jar. Cover each jar with plastic wrap and use a rubber band to secure it. Place the jars that need light in a window, place the cold jar in a cool or cold place (such as the refrigerator), and place the no light jar in a dark place, such as a drawer. Observe each jar daily for any changes in the seeds.
Questions
1. Which seeds sprouted first? Second? Third? Last? 2. What does the order of the sprouting tell about what seeds need to sprout? 3. If you were planting a garden what conditions would you want for your seeds to grow well?
Summary
Germination is the process by which seeds sprout. Seeds must go through several stages of development before being ready to sprout. When seeds are ready to be planted warmth, water, and oxygen are all needed for seed to germinate. This is because the seed contains the plant embryo, which stores enough food to give the baby plant all the energy it needs to sprout. After the seeds sprout and use up all the stored food, they do need light to grow. The light is needed for photosynthesis, which thereafter provides the plant’s food source.
Source
“Janice Van Cleave’s Plants.” Janice Van Cleave, John Wiley and Sons, Inc.: New York, 1997. ISBN 0-47114687-0. © S. Olesik, WOW Project, Ohio State University, 2003.
Why Do the Roots Always Grow Down and the Stems Grow Up?
Index
Do plants know which way is up? Are they affected by gravity? How do they react when they are turned upside down? Let’s find out!
Materials
1 small glass jar Cotton balls Several bean seeds Water
What To Do
Soak the beans overnight in a small amount of water. Fill the jar with cotton balls and add enough water to completely moisten the cotton. At even intervals around the jar place the bean seeds between the cotton and the wall of the jar. Be sure to leave some space between the seeds. Cap the jar and set in a spot that receives sunlight (You will not have to water the beans in the jar with it capped). As the seeds begin to sprout observe the direction the roots grow and the direction stem grows. Turn the jar upside down and leave it there for at least a day or two. Observe the direction the stem and the roots grow in when the jar is upside down. Turn jar right side up again, leave it there for a day or two. Observe the direction of the stem and the roots. Have they made any changes?
Questions
1. Did each seed’s root and stem grow in the same direction? 2. What occurred after the jar was turned upside down? 3. Why does the root grow down and the stem grow up?
Summary
Plants are affected by gravity, so they do know which way is up and which way is down. Plants also know that water is found down in the ground and sunlight is found up in the sky. All plants need water and sunlight. The roots of a plant will always grow down to find water and the stem will always grow up to find sunlight so the plant can produce food through photosynthesis.
Source
“Plants and Flowers.” Sally Hewitt, Children’s Press, Groiler Publishing: New York, 1998. ISBN 0-516-21176-5. © S. Olesik, WOW Project, Ohio State University, 2003.
Index
Supply List Classification: How to Make Your Own Dichotomous Key
Traveling Seeds
Collection of various seeds and leaves -ORVariety of buttons
Various types of seeds Container of water Wool sock or piece of felt Hand-held fan
Is Light Needed For Germination
What Do Seeds Need to Sprout?
3 Polystyrene egg cartons Potting soil Water Mustard seeds
Leaf Classification
Tree Finder, Manual for the Identification of Trees by Their Leaves A wooded area to walk through or samples of a variety of leaves
Plant Structure and Function Model of flowering plant Alstromeria (lily-like flower) Magnifying glasses
Plants and the Environment: Experiments With Light, Soil, and Water
9 small glass jars or paper cups Labels Fast-growing seeds such as grass, radish, or mustard seeds Water Sand Topsoil
Seeds and Seedlings
Variety of seeds (to show diversity) Raw peanuts Beans (soaked in water overnight) Popcorn kernels (soaked in water overnight) Several glass jars with corn plants at different stages of development Seedlings for all students to plant Potting soil Containers for seedlings
4 small glass jars Paper towels Plastic food wrap Rubber bands Labels Water 8 bean seeds
Why Do the Roots Always Grow Down and the Stems Grow Up? 1 small glass jar Cotton balls Several bean seeds Water
References
Index
Bocknek, Jonathon. “The Science of Plants.” Gareth Stevens Publishing: Milwaukee, 1999. ISBN 0-8368-2467-9 Catherall, Ed. “Exploring Plants.” Steck-Vaughn Company: Austin, 1992. ISBN 0-8114-2601-7 Gale, Frank C. and Clarice W. “Experiences with Plants for Young Children.” Pacific Books: Palo Alto, 1975. ISBN 0-87015-211-4. Hewitt, Sally. “Plants and Flowers.” Children�s Press, Groiler Publishing: New York, 1998. ISBN 0-516-21176-5. Leonard, Joan. Green House Director, Department of Plant Biology, The Ohio State University. Riley, Peter. “Plant Life.” Groiler Publishing: New York, 1998. ISBN 0-531-14507-7 Van Cleave, Janice. “Janice Van Cleave�s Plants.” John Wiley and Sons, Inc.: New York, 1997. ISBN 0-471-14687-0 Watts, May Theilgard. “Tree Finder,” Nature Study Guild Publishers: Rochester, 1991. ISBN 0-912550-01-5. “Tree,” Microsoft Encarta Online Encyclopedia 2002. http://encarta.msn.com http://ltpwww.gsfc.nasa.gov/globe/index.html , Soil Science Education Home Page.
Children’s Literature
Index
“Linnea’s Windowsill Garden.” By Christina Bjork and Lena Anderson. R&S Books: Stockholm, 1978. ISBN 9-129-59064-7. “First Look in the Forest.” By Daphne Butler. Gareth Stevens Children’s Books: Milwaukee, 1991. ISBN 0-8368-0506-2. “The Berenstain Bears Grow-It! Mother Nature Has Such a Green Thumb.” By Stan and Jan Berenstain. Random House: New York, 1996. ISBN 0-6769-87315-5. “The Tiny Seed.” By Eric Carle. Thomas Y. Crowell Company: New York, 1970. “Life at the Top: Discoveries in a Tropical Forest Canopy.” By Ellen Doris. Raintree Steck-Vaughn Publishers: Austin, 2001. ISBN 0-7398-2229-2. “From Seed to Plant.” By Allan Fowler. Children’s Press: New York, 2001. ISBN 0-516-27307-8. “Plants That Never Ever Bloom.” By Ruth Heller. Scholastic Inc.: New York, 1984. ISBN 0-590-43762-3. “The Usborne Internet-Linked Library of Science: World of Plants.” By Laura Howell, Kirsteen Rogers, and Corinne Henderson. Usborne Publishing: London, 2001. “Corduroy’s Garden.” By Alison Inches, illustrations by Allan Eitzen. Penguin Books: New York, 2002. ISBN 0-670-03547-5. “Insect-Eating Plants.” By L. Patricia Kite. The Millbrook Press: Brookfield, 1995. ISBN 1-56294-562-9. “The Moonflower.” By Peter and Jean Loewer. Peachtree: Atlanta, 1997. ISBN 1-56145-138-X. “I Didn’t Know That Some Plants Grow in Midair.” By Claire Llewellyn. Copper Beech Books: Brookfield, 1998. ISBN 0-7613-0714-1. “How Do Apples Grow?” By Betsy Maestro, illustrated by Giulio Maestro. HarperCollin Publishers: New York, 1992. ISBN 0-06-020055-3. “Flowers, Trees, and Fruits: Biology Facts and Experiments.” By Sally Morgan. Kingfisher: New York, 1996. ISBN 0-7534-5032-1. “Starting With Science: Plants.” By The Ontario Science Centre. Kids Can Press: Toronto, 1994. ISBN 1-55074-193-4. “Flowers, Fruits and Seeds.” By Angela Royston. Heinemann Library: Chicago, 1999. ISBN 1-57572-822-2. “How Plants Grow.” By Angela Royston. Heinemann Library: Chicago, 1999. ISBN 1-57572-824-9. “The Magic School Bus: In the Rain Forest.” Scholastic, illustrated by John Speirs. Scholastic, Inc.: New York, 1998. ISBN 0-590-81837-6. “Sundew Strangers: Plants That Eat Insects.” By Jerome Wexler. Dutton Children’s Books: New York, 1995. ISBN 0-525-45208-7. “Science for Kids: 39 Easy Plant Biology Experiments.” By Robert W. Wood, illustrated by John T. Fitzgerald. Tab Books: Blue Ridge Summit, 1991. ISBN 0-8306-1935-6. “Oh Say Can You Seed? All About Flowering Plants.” By Bonnie Worth, illustrated by Aristides Ruiz. Random House: New York, 2001. ISBN 0-375-81095-1. “Pearl Plants a Tree.” By Jane Breskin Zalben. Simon & Schuster Books For Young Readers: New York, 1995. ISBN 0-689-80034-7. “The Beautiful Christmas Tree.” By Charlotte Zolotow, illustrated by Yan Nascimbene. Houghton Mifflin Company: Boston, 1999. ISBN 0-395-91365-9.
Notes
Index
There are currently no notes on this unit. If you have suggestions or changes to make on the experiments or units, please email us! Our address is wow@ chemistry.ohio-state.edu. Š S. Olesik, WOW Project, Ohio State University, 2002.
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