Describes the classification, number, and origin of wildflowers in North America. Discusses the use of a poster attached to the journal that includes activities to help students develop an awareness and appreciation of the native flora of North America. Additional activities are referred to in a list of 20 additional resources. (MDH)

Introduces teaching materials developed for field identification of plants with synoptical keys, identification tables, cards, and programs. Selects approximately 2000 seed plants and uses visibly identifiable characteristics for classification. Recommends using the methodology of identification in other areas for biological identification. (YDS)

Explains the process of establishing transgenic plants which is a very important tool in plant biology and modern agriculture. Produces transgenic plants with the ability to synthesize opines. (Contains 17 references.) (YDS)

This article describes a simple and rapid method for using summer squash to investigate born deficiency in plants. Author asserts that students are likely to feel challenged by laboratory exercises and projects that focus on the role boron plays in plant growth because it is an unresolved problem in biology. (PR)

The carpel is a highly modified leaf enclosing the ovules. This article describes methods for teaching about the evolution of the carpel and the nature of carpel fusion. Presents an illustration of the evolution of the most common types of compound pistil arrangement from the ancestral single-carpel marginal type of placentation. (PR)

Describes how to observe and study the fascinating world of insects in public parks, backyards, and gardens. Discusses the activities and habits of several common insects. Includes addresses for sources of beneficial insects, seeds, and plants. (nine references) (JJK)

Describes a simple, relatively inexpensive laboratory activity that allows students to examine the requirements for the fungal decay of wood and devise methods for prevention. (ZWH)

Ways in which linear lesson sequences can be modified to provide increased opportunities for open-ended activities especially with problem solving are considered. Examples drawn from chemistry and plant reproduction, seeds, and germination are given. (KR)

Presents a demonstration to show students how wind and temperature can influence the rate of transpiration in a plant. Lists supplies needed and steps for the procedure. (NB)

Few people are more curious about their worlds than young children. Why, then, do so many science lessons begin with questions supplied by adults rather than kids? In many published programs, lessons revolve around set questions, with step-by-step directions provided for children to follow. This approach seems to say that young children are not…

The study described is part of a larger research programme designed to investigate primary aged children's learning during a visit to the Eden Project. Children from eight primary schools were interviewed approximately four weeks after a one-day, teacher-led visit to the Eden Project (EP) in Cornwall. Their responses revealed that the children…

The grade three curriculum set out by the British Columbia Ministry of Education has four categories for science: Processes of Science, Life Science, Physical Science, and Earth and Space Science. Within each of these categories there are numerous topics to teach. For example, the physical science curriculum requires students to learn about…

Describes the life cycle of the Amaryllis plant from bulb to blossom. Suggests 12 activities in which students monitor plant growth, examine plant parts, make drawings of the plant, and eat flowers of other plants. (MDH)

Consumer chemistry projects using houseplant fertilizers are described. Background information on fertilizer elements and different brands are discussed. The procedures for the activities (reading fertilizer labels, calculating the cost of various fertilizers, and calculating the amount of nitrogen in solution) are included. (KR)

Describes symbiosis and its significance in the day-to-day lives of plants and animals. Gives specific examples of mutualism, commensalism, and parasitism in the relationships among fungus and plant roots, animals and bacteria, birds and animals, fish, and predator and prey. (MDH)