Cloning Animals and Plants: Any Difference?

Plants need food to survive, just like any other living organism. Young biologists analyze an experiment performed in 1610 by Jan van Helmont to determine if plant nutrition is obtained through the soil. First, lab groups work together...

Students conduct an experiment to determine whether plants need air in order to survive and grow. They discuss natural resources, analyze slides, and observe and record data from the experiment.

Students conduct an experiment to evaluate whether plants need soil to survive and grow. They plant two seeds, one with soil and one without, make predictions, and record and analyze the seed germination results on a worksheet.

The second lesson in the series begins with a starter activity discussing wild versus domesticated animals. Then, scholars play a card game, with optional variations, to emphasize artificial selection. Next, they attend a field trip to a...

For this animals' adaptation to their environment worksheet, students read for comprehension and ability to apply knowledge. In this T-Chart and creative activities worksheet, students answer three questions.

A genetics presentation covers biotechnology, including genetic engineering and the many implications that stem from those discoveries. It includes topics such as cloning, genetically modified plants and their effects, genetically...

Plants evolved more than 400 million years ago into two types — vascular and nonvascular. Here's a video that explains the difference between vascular and nonvascular plants and then focuses on the over 24,000 types of nonvascular...

Mexico, Brazil, and Australia include the highest numbers of venomous species. An engaging video takes on the idea that venomous animals live in warm climates as part of a larger science series. It discusses possible reasons why this is...

Students compare and contrast the characteristics of plants and animals. In this ecology lesson, students observe the outdoors and describe the relationship among different living things. They relate plant diversity with animal diversity.

Learners construct a defined plot on school grounds and observed patterns in plant life. They count trees, shrubs, cacti and record on a data sheet. They compare data and generate a plant diversity overlook for their school.