An Edutopia article by Simi Sardana explores how gardening activities can be used to explain the differences between the concepts of equity and equality by using plants to illustrate how different people need different things to be nourished.

Whilst working in and exploring their garden with her young child, Simi Sardana realized that “there are 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 provides an outline/lesson plan at https://www.edutopia.org/article/teaching-concept-equity-through-gardening to introduce these parallels in focused conversation with children.

INTRODUCE TERMS
As you introduce what particular plants need, explain how their needs are different. 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.

Have your students graph each plant’s varied needs, and refer to the differences as you continue to guide the conversation. Ask your students, “Do our plants need the same amount of sunlight and water, or do they need different amounts?”

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”).

DISCUSSION
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. Leave the conversation open to your students’ interpretation.

Provide concrete examples with your selected plants—for example, tomatoes need six to eight hours of sunlight every day, and too much water can drown them; basil needs hot weather and deep watering; once it’s established, sage needs very little aside from sunlight; kale will grow with very little attention; and violas thrive in cool temperatures with very little water. Then ask them what will happen if each plant is treated equally.

Then introduce the comparison: “That’s if we treat all of the plants equally. If we treat them with equity, then we give them the amount of sunlight and water that they need.” Ask your students what makes the most sense in tending to plants: equality or equity?

EXPAND THE CONVERSATION
Using the gardening example, expand the conversation to the classroom. Ask, “If it makes more sense to treat our plants with equity, does it also make sense to do the same in our classroom?” or “Do we all need the same things in order to learn and grow?” Contextualize that concept by asking your students, “If you are good at math but need help in reading, does it make sense that I help you in math because I helped someone else?”

Provide a concrete example, such as, “If you forget your pencil box at home and I lend you one of mine, should I give a pencil box to everyone else too?” Ask your students to provide other examples of equity in the classroom. Hopefully they will arrive at the understanding that just like plants, we all need more of some things and less of others, but the most important thing is that we give each other what we need in order to grow.

Fairness is a tricky concept to navigate, but again, it doesn’t need to be complicated. Gardening can provide a good metaphor for the fact that equity is simultaneously simple and complex.