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In this activity, learners will be working with predictions with a time frame of one week, or longer. Start by planting seedlings.

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.

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, learners will make seed orbs to grow new trees and plants. Learners will explore ecology and life cycles as well as stewardship through this activity.

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.

In this activity, learners create a biosphere in a baggie.

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.

In this outdoor activity, learners become beachcombers as they walk on a sandy beach in search of evidence of life.

This lesson gives full instructions for making cabbage juice indicator, a procedure sheet for learners to record observations as they use the indicator to test materials, and extension activities to d

In this activity, learners survey living organisms near where they live or go to school, and create a local field guide.

In this outdoor activity, learners use only their senses to to find the extremes of several environmental variables or physical factors: wind, temperature, light, slope and moisture.

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.