Bulb boy plant stopped working
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Once you have terminology established, tell your students, “If we treat all of the plants equally, it will mean that we will give them the same amount of sunlight and water, even if they need different amounts.” Then ask them, “Does this approach to taking care of the plants make sense?” to prompt discussion. Lead the students to the conclusion that the plants need different amounts of sunlight, water, and soil depths to grow, and from there explain how the term equality (“everyone gets the same thing”) compares with the term equity (“everyone gets what they need”). Ask your students, “Do our plants need the same amount of sunlight and water, or do they need different amounts?” Have your students graph each plant’s varied needs, and refer to the differences as you continue to guide the conversation. Using the back of the seed packets or this online resource, highlight the variation of sunlight, water, shade, and soil depth that each of the plants needs in order to grow. Ask your students to apply that idea to people-for example, ask, “What similarities and differences do we see when we look at each other?” Consider creating a compare and contrast thinking map to refer to and/or build upon later in the activity.Īs you introduce what particular plants need, explain how their needs are different.
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Once the students establish the similarities and differences of each garden plant, provide context: Yes, they are all plants, but they all look different, and they all have distinct qualities and needs. Ask, “What does the sunflower provide us? What do we do with tomatoes?” Note that there are differences not only in the plants themselves, but also in what they provide us when they mature (e.g., nourishment or flavor). Guide the conversation by asking your students, “What do the tomato plant and the sunflower have in common? What differences do you see?” Expand the conversation about what the plants provide. Frame the ActivityĪs you introduce the science lesson and gardening activity to your students, take the opportunity to compare and contrast the established garden plants, as I did with my daughter: The basil needs more water, the sunflowers need less. As my daughter highlighted for me, equity exists in even the simple tasks of watering a garden. Conversations about equity do not have to be complicated-they can start with simple metaphors. I have often wondered why teaching about equity is delayed in many schools, and why the subject is perceived as complicated.
#Bulb boy plant stopped working how to
As I explained the answers, I realized that we were talking about how to walk through the garden-and the world-with awareness of identities and needs.Īs an educator, the proverbial light bulb went off above my head: There were parallels between cultivating a garden and cultivating consciousness of the differences between equity and equality. and the traditional science activity of gardening would work as a catalyst for a discussion about similarities and differences among people. She asked why we didn’t need to water the sunflowers as often as we needed to water the basil and was curious as to why our lettuce did better in the shade. Recently, while gardening together, my 5-year-old asked a lot of questions about the needs of different plants.
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