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In this activity, learners find out what happens when they cover leaves with pieces of black construction paper. This activity shows learners that plants need sunlight to survive.

In this activity on page 7 of the PDF (Plants—The Green Machines), learners examine the effects that light and air have on green plants.

In this activity, learners will investigate and compare the root systems of plants. Explore how weed and edible plant roots differ, and take a closer look inside with the careful use of a knife!

Learners use a transparent plastic glove as a container to grow seeds. A different kind of seed can be planted in each finger.

In this activity (p.14-15 of PDF), learners discover the concepts of competition and limiting factors as they relate to plant and animal communities.

In this activity, learners compare plant and animal life in different habitats including a sidewalk crack and lawn. Learners sort human-made materials and natural materials found in each habitat.

Learners assemble a figure from a nylon stocking or sock stuffed with soil and seeds. The ends of the nylons inside the jar absorb water, which feeds the grass seeds.

In this activity, learners try to revive wilted celery. Learners discover that plants wilt when their cells lose water through evaporation. Use this activity to introduce capillary action.

In this activity, learners investigate soil erosion. Learners set up a simulation to observe how water can change the land and move nutrients from one place to another.

In this biology/ecology activity, learners construct a terrarium out of a tennis ball container. This terrarium is unique because it never has to be watered.

In this activity, learners conduct an experiment to explore how water flows up from a tree's roots to its leafy crown.

In this activity (located at the top of the page), learners make an easy river strainer and see what they can catch.

Learners make their own acid-base indicator from red cabbage. They use this indicator to test substances around the house.

In this engineering activity (page 3 of PDF), young learners investigate how a pole can be made stable by “planting” its base in the ground or adding supports to the base.