Bringing Life to the Classroom

BY CANDACE SILVA, COMMUNICATIONS MANAGER AND MAURICE HICKS, FIFTH GRADE TEACHER

Fifth Grade Teacher Maurice Hicks brings literal life into the classroom by sharing his love of plants with his students. An avid gardener himself, Mr. Hicks teaches the boys to care for living things and creates opportunities for meaningful curricular connections and life lessons along the way.

As you enter Mr. Hicks’s room on the 5th Floor, your eye is immediately drawn to the large, bright windows that serve as the perfect home for the greenery that lines the windowsill. While pleasing to the eye, the plants aren’t just for show. Rather, each serves as a unique pathway for deeper learning. A rubber tree links the 21st-century fifth graders to 1600 BCE as they study the Olmec civilization. These ancient people, whose namesake translates to “the rubber people,” extracted sap of the plant to create and eventually trade the flexible material. Boys explore science through the ficus elastica plant (commonly known as the rubber tree plant), a species of flora native to Southern China, Southeast Asia, and Indonesia. With the support of Science Teacher Katie Donahue, students engage in a hands-on investigation centered in form and function. The goal being the understanding of how and why the plant influenced their civilization. And the pothos, a common and resilient houseplant, teaches students about geography and climate as they explore the various continents across the globe in which this species thrives.

The theme of what it means to thrive clearly extends beyond academics when the classroom’s thriving plant life serves as a visible and meaningful metaphor for students’ social-emotional growth and learning. By caring for the plants and gaining an understanding of what each needs to meet their growth potential, students are reminded that each boy is equally unique. What works for one plant may not work for another, as is the case with each learner. As they tend to their plants, they also learn how to tend to one another—emphasizing the importance of nurturing relationships and building an understanding of what each individual needs in order to do their best each day.

The greenery also offers students the opportunity to take on an important classroom job. Each week two boys are named class “horticulturalists” and own the responsibility of researching a plant before sharing their findings with their peers. As they learn more about their green roommates, they practice research and public speaking skills, building confidence in both areas while creating a connection with the potted cohabitants of Room 502.

Mr. Hicks’s passion for plants is skillfully woven into his curriculum, adding texture and tangibility to lessons across disciplines. Recently, Mr. Hicks shared his thoughts on best plants for the classroom and some important lessons—both academic and beyond—that he teaches using his 5th Floor Garden as a framework.

Gardening Tips from Mr. Hicks:

Best Plants for the Classroom By Maurice Hicks, Jr.

Plants are living beings with similar basic needs as humans. Let’s move from surviving to thriving.

As the school year reaches its start, faculty, staff, parents, and beloved caretakers seem to be in a sprint to ensure that spaces are ready for students. With everything going on, I will not forget to incorporate an aspect of life that is forgotten once the school year begins. What I’m referring to is life in the outdoors. As educators, we constantly work with the beautiful wild within, and it’s important to not forget about the wild we tend to take for granted on our commutes. An ongoing goal has been to pull in (literally dragging at times) plants that will safely and functionally transform teaching spaces, bridging the gap between humans and nature. Known as biophilic design, the concept is growing in popularity within communities and environments. I’m here to share some insight on a few plant pals that are great for a classroom. I repeat, these are living things that require care; we too can learn from their presence.

Jade Plant: This plant is small in size, yet it is effective in impact. It requires bright indirect light and should be in a terracotta or clay pot to strip extra moisture. The key concept for students is patience. It will grow two inches each year and will require attention to make sure the top two inches of soil are slightly moist between watering. Golden Pothos: This beauty is full of color when properly cared for. It’s one of my favorites (even though we say we shouldn’t) because it can be propped up on a shelf or storage unit and adored from every angle as it cascades down its foundation. The eye- popping green and gold blends pull attention towards it. My plant’s name is “Goldie.” Place it in a spot for some bright indirect light, and watch it grow. Key concept: Beauty in variegation.

Spider Plant: The name speaks for itself; the students love it and want to know more. Since the plant needs bright indirect light, lightly moist soil, and additional humidity, it is the perfect plant for student responsibilities (misting, watering, and soil monitoring). Lastly, it is easy to propagate, meaning everyone can walk away with a spider plant baby. Don’t we all love a party favor? Key concept: Collaboration

Rubber Plant: This plant is an oldie but goodie. Hardy yet elegant, it requires direct to bright indirect light. When cared for, its magnificent, shiny leaves look fake (hence the name). I love this plant because it creates this jungle environment that is settling and mysterious. Furthermore, for historians, the sap (which should not be consumed or lathered on skin) produces latex, which was used by the Olmec, Mayan and Aztecs for shoes, waterproof clothes, and balls for sport. 5th graders can tell you about this. Key concept: Interdependence.

In closing, I hope more folx can take some time to consider how they can bring the outside in. As we engage students in meaningmaking, let’s lean into a deeper learning opportunity from the green around us. From biophilic design, biomimicry to urban gardening, we have the capability to create more for a more well-rounded community. The environment will thank us for the commitment.