Suggests the use of spores and spore-producing structures to show adaptations facilitating spore dispersal and dispersal to favorable environments. Describes several activities using horsetails, ferns, and mosses. Lists five safety factors related to use of mold spores in the classroom. (DS)

Describes a laboratory exercise which applies Koch's Postulates to a plant disease, bacterial speck. Includes an explanation of Koch's Postulate, list of equipment needed, advance preparation, outline of the three-week activity, and variations of the laboratory exercise. (DS)

Described are some experiments on geotropism that may be done using dandelions. (PB)

Techniques are described for using living plants in the elementary science classroom including the germination and planting of seeds, transplanting seedlings, vegetative propagation, stem and leaf cuttings, and other plant studies. (DS)

Describes an exercise using dandelion floral stems to demonstrate the movement of water through cellular membranes. (CS)

Suggests outdoor activities that involve small groups of children in discoveries about grasses and weeds. Included are activities with dandelions, plantains, chickweed, clover and fescue. (CS)

Presents a science activity that enables students to carefully examine the root system of a plant and to understand that roots-specifically root hairs-are needed so that water and nutrients can be absorbed. Includes student data sheet and extension activities. (DDR)

Describes an art lesson where students used watercolors to paint a flower bouquet arranged in a vase. Explains that the students viewed examples of flower bouquets by artists such as Vincent van Gogh and Odilon Redon. Discusses, in detail, the process of creating the artworks. (CMK)

Examines how young children in preschools use the criterion of movement to determine whether an object, in this case plants, is living or non-living. Reports that children presented a conceptual change classifying the plant as alive using explanations including dependence on environment and other functions. Includes references. (CMK)

Two exercises on the dispersal of tree seeds by the wind are presented. Procedures, equipment, and analysis for the still air and wind dispersal activities are described. Nineteen references are listed. (CW)

Discussed is the evolution of aerobic organisms from anaerobic organisms and the accompanying biochemistry that developed to motivate and enable this evolution. Uses of oxygen by aerobic organisms are described. (CW)

Described is a backyard activity that can be used to introduce children to the divisions of the plant and animal kingdoms in their local environment. Preparation, procedures and followup are discussed. Background information on taxonomy and two activity cards are provided. (CW)

Explains how a science teacher's experiences as a chimney sweep were used to provide new material for introducing and reinforcing scientific concepts. Photographs of chimney inhabitants were used as the raw data for student inquiries into the ecological processes taking place in and around chimneys. (RT)

Described are the techniques and results of using this tissue culture activity. Discusses the advantages of using such techniques in teaching alternation of generation life cycles to biology students. (CW)

Describes evaluation activities after a seven-week unit on botany and natural communities in a fifth-grade class. The six tasks designed for multiple learning styles include writing a topical essay, drawing and labeling plant parts, clinical interviews, group discussion, concept mapping, and evaluating questions. (PR)