Sentence examples for plant students from inspiring English sources

One of the challenges I've had as a biology teacher is that as soon as you mention the word plant, students go, "oh, I hate plants".

To be able to identify a plant, students must have a clear understanding of the taxonomic concept that underlies the species.

For example, the term "food" is used without a strict definition when discussing animals, but when we begin to discuss what counts as food for a plant, students struggle with how to best define the term.

Me: "What are you then, a plant?" Student: "No".

Beginning in the winter, long before the garden is planted, students make their plant selections and map out their beds, building academic skills along with horticultural ones.

Along with tending the plants, students would also be able to use the space to complement environmental science and sketching classes.

By designing and experimentally evaluating controllers for simple plants, students are encouraged to experience pros and cons of particular approaches.

For example, if this is done for the evolution of plants, students could misinterpret evolution as a progression from extant non-vascular plants (e.g., mosses) to extant vascular seedless plants (e.g., ferns) to extant seed-bearing plants to flowering plants.

A decade-long survey of plant physiology students revealed persistent weaknesses in students' abilities to answer quantitative questions (Llamas et al., 2012).

Although denying claims of forced labour, they did acknowledge "concerns" at Wistron's plant, including students working overtime and night shifts.

At the end of the plant project, students should reflect back upon their entries in their log book and write a paper summarizing the study, focusing around the question: "What factors affect how a plant grows and reproduces?" In their papers, students should describe the purpose and findings of the experiment.