“Plant blindness” is defined as the failure to appreciate the fundamental importance of plants. To address this phenomenon, we created the Pet Plant Project (P 3 ) where students grow an unknown plant from seed, monitor development, and relate lecture concepts to their plant on a daily basis. A qualitative survey was administered and analyzed to evaluate student responses to the experience. Themes in the analysis, identified across 209 student-participants at Tennessee Tech University, included positive reinforcement of lecture material, a new-found appreciation for plants, responsibility and pride related to plant care, a continued desire to grow plants, and more. Statistical results included: 73% of students noticed plants more after the project; 76% planned to grow plants in the future; and 68% made a connection with their own plant that bolstered engagement in course materials.

Teachers have reported that students enjoy growing plants but that logistical constraints such as limited space and inadequate lighting make it difficult to incorporate living plants into their classrooms. We present a method that takes familiar materials from the students’ world – trading-card holders – and uses them to make interactive, cost-effective “plant pouches” that can function as living microscope slides. Students grow plants in card holders and are able to observe both the roots and shoots for several weeks, including making observations with a compound or dissecting microscope. The plant pouches require minimal space or resources, and the system is flexible enough to accommodate different types of plants and is amenable to experimentation.

Students need to be aware of plants in order to learn about, appreciate, care for, and protect them. However, research has found that many children are not aware of the plants in their environment. A way to address this issue might be integration of plants with various disciplines. I investigated the effectiveness of an instructional approach based on integration of botany with chemistry and art for increasing students’ awareness of plants. The study was carried out in a science summer school for 10- to 12-year-old students (n = 25). A plant awareness questionnaire and a plant blindness test were used as pretests and posttests to assess the effects of the instruction on the students’ plant awareness. Semi-structured interviews were also conducted with the students after instruction. The results indicated that integrating plants with various disciplines might overcome the learning problem of students associated with their “plant blindness.” Moreover, this instructional approach can provide students opportunities to learn the names of plants and some concepts in the botanical discipline, as well as help them understand the relationship between plants and other disciplines.