Plant Transpiration Teacher Resources

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Students conduct various experiments to investigate plant transpiration. In this biology lesson, students explain how this process helps maintain the hydrologic cycle. They measure the rate of water loss in plants using a potometer.
These lessons use a variety of methods and approaches to teach flowering plant biology which includes seed germination; plant growth and food production through photosynthesis; plant transpiration and respiration; sexual reproduction focusing on flower st
Students observe the effect of transpiration as water is moved from the ground to the atmosphere. They discuss the two methods that water moves from the ground to the atmopshere as part of the hydrologic cycle. Students are taught that transpiration is the evaporation of water from plant leaves.
Fifth graders study the parts of a plant and how they live and grow. In this plant growth lesson plan, 5th graders investigate the processes that plants go through to produce oxygen and release moisture. Diagrams, images, and background information on plants are included.
Young scholars define the hydrologic cycle, define transpiration, name the three parts of the hydrologic cycle, and record the amount of moisture given off by several green plants.
Environmental explorers examine the campus and take note of living organisms. Introduce them to the biosphere and the questions of the day: How much water can be found in the biosphere? A slide show helps you along, and even contains a water cycle animation. Explorers visit the outdoors again and use a dichotomous key to identify land cover plants and relate them to the water that is available.
Students examine the concept of transpiration. They work together to complete an experiment in which they see water loss in plants. They record their observations and discuss their conclusions.
The basic elements of the water cycle and how water is recycled through our environment is focused on in this lesson. Your students construct classroom terrariums and learn to make and record observations relating to the water cycle. They create a classroom big book about the water cycle with watercolor illustrations.
Third graders conduct an experiment comparing plants.  For this plant lesson, 3rd graders plant seeds and grow two varieties of plant comparing the light needed for it to grow.  Students make predictions and record their observations. Students complete prediction, observation and conclusion worksheets.
Students explain the role of different organisms in the food web. In this ecology lesson, students participate in a game to simulate mineral cycling through the web. They discuss the importance of recycling minerals and resources.
Students complete a unit on biodiversity and their significance to pharmaceuticals. They
Students investigate the emission of greenhouse gases by industrialized nations. They present their findings in a simulated international global warming conference. They then whether or not the United States should take part in the international climate accord and write an essay supporting their views.
As a way to combine life and physical science, or simply as an investigation of plant transpiration, this lesson is sure to inspire! Middle schoolers capture the moisture given off by plants that are placed in different conditions. They relate the output to the surface area of the leaves. Finally, and here is the connection, they hypothesize how what they learned might apply to the size of a photovoltaic cell and its energy output. This terrific resource provides everything you need for a valuable classroom experience.
Students continue their examination of the existence of life on Earth. In groups, they determine the role of the water cycle and other biogeochemical cycles play in keeping balance on Earth. They participate in experiments to discover how moisture gets in and out of the air. To end the lesson, they compare and contrast the relationships between biotic-biotic, biotic-abiotic, and abiotic-abiotic interrelationships.
For this water cycle worksheet, students read an informational passage, observe a labeled diagram of the transpiration water cycle, and answer comprehension questions. Students answer seven multiple choice questions and write a story from the water's point of view.
Students apply the science of chemistry to soil and plant relationships. They define diffusion and indicate for which of these nutrient(s) would you expect diffusion to be the most important for movement to the plant root? Pupils answer the following questions: For which of these nutrient(s) is diffusion the least important and how does this nutrient move to the plant root?, and Indicate three factors that influence the rate at which ions diffuse and riefly explain why.
High schoolers conduct a variety of experiments on photosynthesis. In this biology lesson, students identify the factors required for the process to occur. They perform computerized experiments to test the amount of oxygen produced when plants are exposed to different light sources.
All types of transport systems in a dicotyledon plant are detailed here, with clear labelled diagrams and notes for the specific structures and functions. The way that these systems have adapted, and how support is assisted by the structures, is also described. Your students will find this information accessible although the slides are quite text rich.
Students develop an understanding of our planet as a system by designing a very-long-duration space mission in which the life-support system is patterned after that of earth.
Students test tap water for hardness and mineral content. In this environmental science instructional activity, students identify the different stages of the water cycle. They classify plant and animals according to the rules of taxonomy.

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Plant Transpiration