What science is to me

Susan Garrett • August 17, 2020

This is a gladiolus that my son
and I planted this spring. My
father grew these when I was
little in Massachusetts and they
are absolutely gorgeous, elegant
flowers. I wanted to put several
flowers on this page. We plant
perennials as much as possible
and I love to see them come
back after the winter. My
husband and I walk outside and
check on their progress in the
spring and summer.
Seeds are what come to
mind after seeing flowers.
Each of these flowers has
formed, or is in the process
of forming, seeds so the life
cycle of the plant can
continue. I point out to my
students the different ways
flowers and trees create
seeds when we are outside
for recess or in our school
garden. They inevitably
become more observant and
start looking for seeds to
show me. It becomes our
mutual obsession.
This is Cape Cod Bay in
North Truro, Massachusetts
where I grew up and spend
every summer. This image
shows the beauty of the
clouds, sun, water, and sand.
This part of the Cape was
formed by a glacier.
When I read the assignment I immediately went outside to look for the meaning of science. I realize I
could have taken pictures of light bulbs, laptops, and simple machines in my house, but science to
me is embodied in life (and death in the 2nd picture where the ants are eating a decapitated roach)
and the outdoors.
I remember walking to the bus one spring in middle school and realizing that the lilac bush ALWAYS
bloomed lilacs in early June. My aunt says when I was two she asked me what I was staring at in the
driveway and asked if she knew that sand was just teeny tiny rocks. I believe observation and
experiences in nature are some of the best ways to hook kids on science.