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Water Works

Undercover Science

Julianne Beck —  January 2, 2016 — Leave a comment

In a first-time summer internship research project, two college students set out to understand how plants were responding to the Garden’s shoreline restoration projects. They took a deep look into how variations in water levels may be affecting the health of the young plants. The results of their work will help others select the best plants for their own shorelines.

A silent troop of more than one-half million native plants stand watch alongside 4½ miles of restored Chicago Botanic Garden lakeshore. The tightly knit group of 242 taxa inhibit erosion along the shoreline, provide habitat for aquatic plants and animals, and create a tranquil aesthetic for 60 acres of lakes.

PHOTO: The North Lake shoreline.

The North Lake shoreline restoration was completed in 2012. Photo by Bob Kirschner

Now ranging from 2 to 15 years old, the plants grow up from tiered shelves on the sloping shores. Species lowest on the slope are always standing in water. At the top of the slope, the opposite is true, with only floods or intense downpours bringing the lake level up to their elevation.

Wading In

Jannice Newson and Ben Girgenti moved through clusters of tightly knit foliage along the Garden shoreline from June through August, taking turns as map reader or measurement taker. On a tranquil summer day, one would step gingerly into the water, settling on a planting shelf, before lowering a 2-foot ruler into the water to take a depth measurement. The other, feet on dry land, would hold fast to an architectural map of the shoreline while calling out directions or making notes.

Newson, a Research Experiences for Undergraduates (REU) intern and sophomore at the University of Missouri, and Girgenti, a Garden intern and senior at Brown University, worked under the guidance of Bob Kirschner, the Garden’s director of restoration ecology and Woman’s Board curator of aquatics.

PHOTO: Interns Ben Girgenti and Jannice Newson.

Interns Ben Girgenti and Jannice Newson gather plant data on the shoreline.

When the summer began, Girgenti and Newson had hoped to locate and measure every single plant. But after the immense scope of the project became clear in their first weeks, they decided to focus on species that are most commonly used in shoreline rehabilitation, as that information would be most useful for others.

View the Garden’s current list of recommended plants for shoreline restoration.

“We’re interested in which plants do really badly and which do really well when they are experiencing different levels of flooding, with the overall idea of informing people who are designing detention basins,” explained Girgenti, who went on to say that data analysis of the Garden’s sophisticated shoreline development would be especially useful for others.

“The final utility of this research will be to inform other natural resource managers,” confirmed Kirschner, who added that successful Garden shoreline plants must be able to withstand water levels that can rise and fall by as many as 5 feet several times in one year.

Steering the Ship

Along the shoreline, the interns followed vertical iron posts that were installed as field markers during construction, in order to find specific plants shown on the maps. “The posts are pretty key to being able to map out the beds,” said Girgenti.

PHOTO: The Malott Japanese Garden shoreline 3 years after the 2011-12 restoration project.

The Malott Japanese Garden shoreline two years after the 2006 restoration project.

Once they found a target plant, they then counted clumps of it, and put it into one of six categories based on the amount of current coverage, ranging from nonexistent to area coverage of more than 95 percent.

They also measured the average depth of water for beds with plants below the water line, noting their elevation. For plants above the water line, the elevation was derived from the architectural drawings.

Data about the elevation and coverage level of each measured plant, together with daily lake water level readings dating back to the late 1990s, was then entered into a spreadsheet and prepared for analysis to identify correlations between planting bed elevation and plant survival.

Beneath the Surface

For her REU research project, Newson was careful to collect data for one species in particular, blue flag iris. “As a preliminary test of the project hypothesis, data relating to 101 planting beds of Iris virginica var. shrevei were analyzed to see if there was a significant correlation between the assessed plant condition and each planting bed’s elevation relative to normal water,” she explained in her final REU poster presentation in late August.

PHOTO: Southern blue flag iris.

Southern blue flag iris (Iris virginica var. shrevei), photo by Jannice Newson

An environmental science major, she initially experienced science at the Garden as a participant in the Science First Program, and then as a Science First assistant, before becoming an REU intern.

Girgenti began his Garden work in the soil lab, where his mentor inspired him to focus on local, native flora. “I was kind of pushed up a little bit by the Garden,” he said. The following year he did more field work in the Aquatics department. “I wanted to come back because I really enjoyed being here the last two years,” he said. “Every year I’ve come back to the Garden, I’ve been very excited about what I’m going to do.”

Aside from the scientific discovery, the two also refined their professional interests. “I do enjoy being out in the field as opposed to maybe working in a lab; it’s a lot more interesting to me. And also just working in the water with native plants is very interesting,” said Newson.

“I was really interested in getting into more of the shoreline science and also learning which native species were planted there,” said Girgenti. “I really love working here. I’ve never really been involved this much in science, so this has been a really great experience—just all of the problem solving that we’ve had to do over the course of the summer.”

Newson also enjoyed the communication aspect of her work, as Garden visitors stopped to ask what work she and Girgenti were doing along the shoreline. She was especially excited to share with them and her fellow REU interns that “the purpose of why we are doing this is that it provides a beautiful site for visitors to see, it helps with erosion, and also improves aquatic habitat.”

PHOTO: View of the Kleinman Familly Cove.

A view of the Kleinman Family Cove highlights the small bay where our youngest science explorers can learn about the shoreline.

Although the interns have left the Garden for now, the data they collected will have a lasting impact here and potentially elsewhere. Kirschner is currently working with his colleagues on the data analysis to complete a comprehensive set of recommendations for future use.


©2016 Chicago Botanic Garden and my.chicagobotanic.org

For one December session of our Plant Explorers after school program at Chicago International Charter School—Irving Park, the students made living ornaments for the holidays.

This tiny terrarium project can have a calming influence on a potentially hectic holiday, because green and growing plants make us feel more relaxed. It requires you to find some live moss, but it makes an extra special decoration for kids—and adults—who love plants. 

PHOTO: The finished moss terrarium ornament.

The finished moss terrarium ornament

PHOTO: Moss globe ornament supplies.

A fillable plastic globe ornament, small amount of potting soil, live moss, ribbon, and little wooden reindeer are what we used to create our ornaments. (Charcoal is not shown.)

To make your own “moss-some” terrarium ornament you will need:

  • 3-inch or larger plastic sphere ornament that splits into two halves (available at craft stores)
  • Live moss that you find growing in a shady place in your yard (or you can buy it from a garden store that sells terrarium supplies)
  • Activated charcoal (sold in garden and aquarium stores)
  • Soil
  • About 12 inches of decorative ribbon
  • Any miniature item you want to add for whimsy (optional)

Separate the halves of the DIY ornament. If your ornament is like mine, it has little “loops” for attaching a hook at the top. Start by tying a 12-inch piece of ribbon to each half of the ornament through the loops.

In one half of the ornament, add about a teaspoon of activated charcoal. Fill the rest of that ornament half with very wet soil to about a half inch below the top.

PHOTO: Tying the ribbon a the globe ornament.

Use whatever decorative ribbon you like, but make sure it’s narrow enough to fit through the ornament loops and that it’s knotted securely.

PHOTO: The moss ornament is almost complete with charcoal, soil, moss, and reindeer!

The moss ornament is almost complete with charcoal, soil, moss, and reindeer!

Place the moss on top and gently press it into the soil. If you like, add a miniature object to add a little whimsy. Craft stores have lots of miniature objects that would look good in this ornament. We chose these woodcut reindeer to look like the animals were walking through a forest. And there were enough in the pack for all 15 students to get one. Use whatever you like!

If you have a spray bottle with water handy, it helps to give the moss leaves a gentle misting before closing the ornament.

PHOTO: Moss globe terrarium ornament.

Seal the moss in a closed terrarium ornament. The moss can live inside this globe indefinitely.

Place the other half of the ornament on top, but instead of lining up the two loops, put them at opposite ends so that you can hang the ornament ball sideways and not disturb the arrangement. You can tape the two halves together with clear tape if you are concerned about them coming apart. I suggest only taping the sides near the loops rather than wrapping it all the way around so the tape is less obvious and you can open the ornament later if you want to.

The moss just needs light from your home to survive through the holidays. Moisture will evaporate from the soil and will collect on the insides of the ornament. It will roll back down to keep the moss watered indefinitely.

Now you’re wondering if (and how) the moss will survive. I have your answers: read on.

Some Facts About Moss

Mosses are simple plants that scientists classify as bryophytes.

What you see as a clump of velvety green carpet is actually hundreds of tiny individual moss plants clumped together. Botanists refer to these as gametophytes.

PHOTO: A close up of moss seen from above shows the tops of hundreds of individual plants clumped together.

A close-up of moss seen from above shows the tops of hundreds of individual plants clumped together.

PHOTO: Seen from the side, the moss looks like a tiny, dense forest.

Seen from the side, the moss looks like a tiny, dense forest.

Mosses do not have true roots. They have rhizomes that anchor the plant to the soil and send up buds for new individual moss plants, but the rhizomes do not transport water like true roots. Mosses absorb water, nutrients, and carbon dioxide through their leaves. 

The rhizomes are fine and grow at the surface of wherever they are planted, so they do not require deep soil. As a result, moss can grow in any porous surface, like tree bark or a stone (but maybe not on a rolling stone!). So moss can thrive in the small amount of soil in your ornament. The moisture sealed inside the globe will keep the air humid and supply the leaves with water.

Mosses also do not flower or make seeds. They produce tiny spores that are difficult to see without magnification. The spores are carried by wind until they fall, and there they wait for the right conditions to grow into new moss plants.

PHOTO: A single moss gametophyte grows from a root-like rhizome.

A single moss gametophyte grows from a root-like rhizome.

PHOTO: Moss reproductive structures.

The tips of the taller slender structures are sporophytes that will release spores and continue the life cycle of the moss.

If your moss dries up or becomes dormant, do not despair! You can bring it back to life by soaking the dry clump in water and keeping it moist. This will reinvigorate the dormant moss and activate spores that are lying hidden in the dry moss, enabling them to grow into new moss.

PHOTO: Moss terrarium ornament with deer.Find more fun projects for the holidays! Make Spicy Greeting Cards and Rock Candy, or a Grapefruit Bird Feeder. ‘Tis the season for a little Christmas tree taxonomy!


©2015 Chicago Botanic Garden and my.chicagobotanic.org

Handmade greeting cards make people feel loved. Here is a fun and festive way to show friends and relatives that you care about them. It’s a great project for kids who need something to do during Thanksgiving break. (It’s also a way to use up some of those 20-year-old spices that are languishing in your kitchen cabinet!)

PHOTO: Spice holiday cards.

Finished spicy holiday cards smell absolutely fantastic.

MATERIALS

  • White glue in a squeeze bottle
  • Construction paper 
  • Dried herbs and spices, whole or ground 
  • Salt and water in a small dish, with a paint brush
  • Markers, crayons, or colored pencils

Work over a large paper towel or mat, because this project is messy!

Fold a piece of stiff paper (construction paper or card stock) in half. Draw a design with glue on the front of the card. Try to use glue sparingly, because the paper will warp if the glue is too thick or wet. Sprinkle the herbs or spices of your choice on the wet glue.

You can apply the spices by gently tapping them out of the jar onto the page, or take small pinches and apply them where you want them to go. If you want more control, fold a small piece of paper in half, put some spices in the crease, and gently tap the paper to slide the spices down the crease to apply them to your picture. 

It helps if you make the glue design for one spice at a time, and let each spice dry before putting a new one on. When each spice has dried, shake the card to remove excess, and apply glue for the next spice. This reduces blending.

PHOTO: Spice holiday card: snowman.

Cream of tartar dries white to make this snowman. Other dried spices were used for hat and arms, and whole cloves make the face and buttons.

PHOTO: Spice holiday card: wreath.

One of my daughters combined different herbs to make this wreath, and decorated it with dots of cinnamon, whole cloves, and a bay leaf and paprika bow.

Dried herbs are all slightly different shades of green. Tarragon leaves are a lighter green, and a little brighter than oregano. For yellow, try ground turmeric or curry. Paprika, cinnamon, chili powder, and crushed red pepper flakes deliver warm reds. Pink and green peppercorns make nice accents. Cream of tartar and alum powder dry white, but require special handling or they will flake off. Everything sticks better if you gently press the herbs into the glue.

You can also glue whole spices such as bay leaves, cloves, fennel seed, or pieces of cinnamon bark to the card. Keep in mind that whole spices will make the card bulkier and may make it difficult to fit the card into the envelope. 

PHOTO: Spice holiday card: birds.

Turmeric, paprika, and bay leaves were used to create this scene of birds perched on a branch.

PHOTO: Spice holiday card: snowflakes.

It’s too bad your screen is not “scratch and sniff,” because this card smells of cinnamon, cardamom, paprika, oregano, and tarragon.

Want to add some sparkle? Glue salt crystals in some areas or paint salt water on the paper with a fine paintbrush or cotton swab. Like glue, you’ll want to use a light touch so the paper does not become too wet and wrinkled.

My daughters are teenagers, so they made an effort to make a picture of something recognizable. If you have younger children, they will probably make a picture that resembles abstract art. It doesn’t matter, because it will still smell wonderful! What’s important is that they make it themselves and have fun doing it.

PHOTO: Spice holiday card: Christmas tree.

My daughter used tarragon for the tree, crushed red pepper for the trunk and garland, whole cloves for ornaments, and turmeric to make the star.

After the glue is completely dry, gently shake the card over a bowl one final time to remove the loose spices. When you are finished working on this project, you can place all of the leftover spices from your work area into a bowl and place them in a room to make the air fragrant. 

One final step: don’t forget to write your message on the inside! You might say something clever like, “Seasoning’s Greetings,” “Merry Christmas Thyme,” “Have a Scent-sational Hanukkah,” or “Wishing You a Spicy New Year.” Don’t forget to sign your name!

A card like this does not fit into an envelope easily and is best hand-delivered. If you must mail it, cover the front with a piece of paper to protect it. Carefully pack the card with a stiff piece of cardboard in a padded envelope to reduce bending and crushing while it’s in transit. If you are delivering a small bundle to the post office, ask them to hand-cancel your cards (they’ll appreciate the tip).

I hope your special creations brighten someone’s day and fill them with memories of good times with family and friends!

Want more fun, craft projects for kids over the holidays? Check out our blogs on making Fruit and Veggie Prints, Wearable Indian Corn necklaces, and Bottle Cap Bouquets.


©2015 Chicago Botanic Garden and my.chicagobotanic.org

Anyone who reads the volumes of research can easily see all the reasons why a nature preschool is not just a real preschool, but should be a standard for all preschool environments to aspire to attain.

Here are my top five reasons why a nature preschool should be the choice of all parents when deciding on their child’s first preschool experience.

Growing and planting teaches a valuable lesson in change over time, and sticking with a project to see results that may take a while to be revealed.

Growing and planting teaches a valuable lesson in change over time, and sticking with a project to see results that may take a while to be revealed.

No. 1: Children in nature preschools learn by doing and with hands-on activities.

You must be hands-on when you learn in nature. You cannot be a passive learner; you must engage. Most nature preschools do not put a heavy emphasis on early academics. Instead, they opt for a balanced curriculum that seeks to develop the “whole child”—i.e., cognitive, physical, social, emotional, and creative development.

According to Ken Finch, president and founder of Green Hearts (a conservation organization dedicated to restoring and strengthening the bonds between children and nature), “Nature preschool students truly learn how to learn…developing the curiosity and joy that should pervade all education, while practicing key social skills such as sharing, waiting one’s turn, and following simple directions.”

These are all principles that the National Association for the Education of Young Children endorses and embraces.

No. 2: Time learning in nature supports creativity and problem solving.

Many children spend time in preschool working on one-answer solutions. Their work is very cut and dry, limiting the amount of critical thinking or creativity needed for the answer. Play in nature allows children to try several solutions to a problem. Nature is unpredictable, and often, answers might not be what we would like, but we learn from this too. A great example is “Spike”, the titan arum that did not bloom here at the Chicago Botanic Garden. Was the anticipation and all the new knowledge that so many people learned while waiting a waste of time? Of course not! Spike went back to the greenhouses and is being studied. Our horticulturists have gained even greater knowledge of titan arum cultivation for Spike’s failure to bloom.

Stephen Kellert, social ecologist and senior research scholar at Yale University’s School of Forestry and Environmental Studies states, “Play in nature, particularly during the critical period of middle childhood, appears to be an especially important time for developing the capacities for creativity, problem-solving, and emotional and intellectual development.”

Children engaging with nature experience similar failures, and learn from them. They try new ways to solve problems, and find out more about why their solutions did not work for the next time. Nature allows for children to discover how to adapt.

No. 3: Time spent in nature helps reduce symptoms of ADHD.

PHOTO: Infographic of health benefits of children being active in nature.

This infographic created by the National Environmental Education Foundation is also a quick scan of facts about why being active in nature makes kids healthier. Click here to download or view larger.

Researchers Dr. Frances Kuo and Andrea Faber Taylor of the University of Illinois’ Landscape and Human Health Laboratory have dedicated themselves to studying the relationship between physical environment and wellness. They have done a number of studies in particular related to ADHD and time in nature. These studies have shown children with ADHD have improved concentration after time spent in nature. I have witnessed firsthand how children respond inside the classroom after spending time outside in nature. They really are ready to listen, concentrate, and settle into tasks either on their own or with others. Think about how you feel after you return from a walk or time outside in your garden—don’t you feel stress-free?

There are many other health benefits related to nature preschool. A good report to find out about more of them is Health Benefits to Children from Contact with the Outdoors and Nature

No. 4: Children who attend a nature preschool are better observers.

“Nature literacy awakens habits of perception (sensory awareness) and cultivates a rich vocabulary of search images (knowledge of place). Through these, our students connect to the natural world in a meaningful way.”—Fostering Outdoor Observation Skills, A Project of the Association of Fish and Wildlife Agencies’ North American Conservation Education Strategy 2011.

Children must take the time to listen for birds, look for small clues that animals might have come down a trail, and notice the differences between leaves on two different plants or trees. Observation in nature is not just about knowing the names for plants or creatures, but being able to recognize them when out on a hike.

Allowing time to examine the outdoors in detail makes children better overall observers, and better able to focus in class.

Allowing time to examine the outdoors in detail makes children better overall observers, and better able to focus in class.

No. 5: Nature Preschool fosters an appreciation of the world around children.

When a child engages in an activity of any kind, an appreciation develops. Think of children exposed to various genres of music; they become better attuned to musical nuances. It is the same for children who spend time on a regular basis in nature. They see the beauty, explore the changes, and learn to enjoy their time outside. This appreciation is carried over to adulthood.

“Research on human development and learning has long established that the early childhood years are a crucial period in the formation of lasting adult values. Could we do any better than to ensure that one of those values is a deep love for the outdoors?”

“Children enrolled in a nature-focused preschool for even a single year, will probably get more direct contact with the outdoors than they will have in all their subsequent years of K-12 schooling.”Nature-Focused Preschools: Putting the Heart First in Environmental Education by Ken Finch

It is the frequency of explorations in nature that are probably the greatest benefit of a nature preschool.

It is the frequency of explorations in nature that are probably the greatest benefit of a nature preschool.

In her article, “The Wonders of Nature: Honoring Children’s Way of Knowing,” Ruth Wilson, Ph.D., notes, “Early experiences with the natural world have also been positively linked with the sense of wonder. This way of knowing, if recognized and honored, can serve as a lifelong source of joy and enrichment, as well as an impetus, or motivation, for further learning.

Sadly, the ability to experience the world…as a source of wonder tends to diminish over time. This seems to be especially true in Western cultures, where for the sake of objective understandings; children are encouraged to focus their learning on cognitive models, rather than on first-hand investigations of the natural environment.”

Further reading and resources:

As a parent, can you choose a learning outcome for your child that is more important than that “sense of wonder?” Even for an adult, wonder is so important in order to be a lifelong learner.

As you make the choice of a preschool for your child, I hope that you will take some time to read a bit more on nature preschool values. Are these indoor/outdoor classrooms just the latest new kid on the block, or is there more to this trend? Which ways do you find best for children to learn?

Online registration for the Garden’s 2016 Nature Preschool program begins December 7, 2015. Save the date: Open Houses for the program will be held January 14 and April 7. Click here for more information on the program.


©2015 Chicago Botanic Garden and my.chicagobotanic.org

Did you know that pin oaks hold their anthocyanin-rich leaves through the fall? Or that the oldest oak at the Chicago Botanic Garden is a white oak that lives near the Lake Cook entrance? Download our infographic below to learn more about the popular and beautiful native oak trees we are celebrating this October and beyond.

Oaktober infographic to color


©2015 Chicago Botanic Garden and my.chicagobotanic.org