Thanks for the update on your plants. Just out of curiosity, what about the environment is different for the plant that's growing faster than the others? Do you think that the different environment may have something to do with its fast growth, or do you think it's just an inherently fast-growing plant?
I thought this post did a good job steering the student's thinking back to their fundamental question of how do genes or the environment impact growth.
Help us grow!
Your contribution at any level will go directly toward increasing capacity to serve more teachers and students and it will help to sustain the program. Get a print copy of the book Inquiring About Plants: A Practical Guide to Engaging Science Practices by Uno, Sundberg and Hemingway with a donation of $30 or more.
Preparing for the Spring 2024 Session!
The Spring 2024 session application is coming up!
Scientists! Invitations will begin going out in mid-February! This is a great time to update your availability and consider adding Investigation Themes to your preferences. If you are new to PlantingScience, check out 'Join as a Mentor'.
We're looking forward to working with you! Please contact us if you have any questions.
2024 F2 Fellows Needed!
Scientists! We are seeking Fellows candidates for the 2024 F2 Cohort
We are now looking ahead to the coming research cohort and seeking early career scientists who are interested in participating. This is a stipended opportunity that will require that accepted applicants take part in a training during the summer of 2024 and then participation in PlantingScience in a 'liaison' role during the Fall 2024 session.
Scientist Mentors Needed!
As we grow and continue to pursue our F2 research, we are sending out this appeal to our Scientist community: please spread the word and invite your students, colleagues, and friends to sign up and mentor with us! Mentors range from late undergraduate students to emeritus scientists. Feel free to download our mentor flyer and post it in your institution to encourage others to join us, too!
“I liked that we didn’t know what was going to happen before we did the experiment. Instead of being taught something and then just doing an experiment to prove it, we made an attempt to find out what would happen ourselves.”
- PlantingScience Student
“At every opportunity, all involved kept reminding my students of the process that real science requires. This helped me to convince my students that they are really doing science - not just play acting until some future date.”
- PlantingScience Teacher
“It is a lot of fun interacting with students from an age group I don’t have the chance to spend a lot of time with. It is a good reminder of where public knowledge of plant science stands, and a great opportunity for me to practice explaining key concepts in a simple and straightforward way.”
- PlantingScience Mentor