Lesson Plans and Worksheets
Browse by Subject
- Paul H., Teacher
- Lakewood, NJ
Plant Transpiration Teacher Resources
Find Plant Transpiration educational ideas and activities
Young scholars 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.
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.
There are actually two topics dealt with in this resource. First is the processes by which living organisms maintain homeostasis. Beginning biologists experiment with evaporation to simulate animal perspiration and transpiration in plant leaves. The other topic is the water cycle. Meteorology masters cause miniature clouds to form by condensation and create rain in a water cycle model. Whereas these are educational activities in a well-written lesson plan, you most likely would use them in two completely different courses.
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. In 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.
Second in a series of five lessons, this lesson encourages preteens to consider cities as urban ecosystems. First, they keep a food diary for a few days. They visit the Natrional Agricultural Statistics Service website for current data on food production. They take a virtual tour of ancient Mesopotamia and discuss how the improvement of food production is related to the development of cities. Standing alone, this lesson does not stand out. Check out the other lessons in the series though. You may find the mini-unit valuable. for upper elementary world history.
Students 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.
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.
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.