Archives For Education

The Chicago Botanic Garden offers classes for every age, interest, and skill level with instruction by experts in their fields.

Plant, water, and grow! Whether you are a parent, teacher, or caregiver, teaching children to plant seeds is a simple and authentic way to help them engage with nature. It’s an activity that the littlest of sprouts can do “all by myself,” or at least with minimal help from you.

PHOTO: Little Diggers pea planting in the raised beds.

Growing future gardeners in the Regenstein Fruit & Vegetable Garden

Planting seeds leads to discussions about what seeds and plants need to grow and how food gets to our tables. Watering is a simple chore young children are capable of doing; it teaches them about responsibility and helps them feel they are making a contribution to the family or classroom. 

Students from our Little Diggers class, ages 2 to 4, planted peas indoors in mid-March and transplanted them outside into the raised beds in the Regenstein Fruit & Vegetable Garden in mid-April. Come follow the steps we took to get there.

March: Planting the Pea Seeds Indoors

Supply List:

  • Seeds
  • Soilless potting mix or seed-starting potting mix in a wide-mouth container
  • Plant pots (plastic or biodegradable, roughly 2.5 inches in diameter)
  • Trowels, spray bottles, or watering cans
  • Plastic seedling tray with lid

Set-up Time: 10 minutes

Activity Time: 10–40 minutes of actual planting (depending on the size of the group)

Appropriate for Ages: 2 and up

Clean-up Time: 10–15 minutes

PHOTO: Large pea seeds are easy for small fingers to grasp.

Large pea seeds are easy for small fingers to grasp.

PHOTO: Use this kind of plastic seedling tray and lid.

Here I am modeling the latest in seedling trays. You can purchase these and our other supplies at your local garden center or home improvement store.

Select seeds that are big—the smaller the hands, the bigger the seed should be—and quick to sprout, or germinate. Also consider the amount of space the mature plants will occupy, and the time of year you are planting. Some seeds can be planted during the cool spring, while others should go in the ground once the threat of frost has passed.

We chose ‘Tom Thumb’ pea seeds because they are large enough for little hands to easily manipulate, they germinate in 7–14 days, they thrive in the cool spring weather, and they only grow to be 8 inches tall and 8 inches wide, making them great for small-space gardens and containers.

Tip: Some other large seeds suitable for little hands are sunflowers, beans, nasturtium (edible flower), pumpkin, and other squash. For more details about how and when to plant these seeds visit www.kidsgardening.org/node/101624.

PHOTO: A low, wide trug full of soil makes filling pots easy for younger gardeners.

A low, wide trug full of soil makes filling pots easy for younger gardeners.

PHOTO: Watering the seeds in is the best part of planting.

Watering in the seeds is the best part of planting.

 

Set out the potting mix in a wide-mouth container such as a flexible plastic tub, sand bucket, or cement mixing tray on the ground. Have trowels, pots, seeds, and spray bottles ready.

Tip: A soil container with a wide opening will lead to less soil on the ground. Also, more children will be able to plant at the same time.

Using a trowel, fill the pot with soil. Set two pea seeds on the soil and push them down ½- to 1-inch deep. Then cover the seeds with soil. Spray with a spray bottle until the soil is saturated.

Tip: Planting depth will depend on the type of seeds you are planting. Read the back of the seed packet for details.

Finally, each child should label their pot. We used craft sticks to easily identify each child’s plant.

Tip: Pot up extra seeds in case some don’t germinate. I potted up 10–15 extras. Every child needs to feel successful and have peas to transplant when the time comes. Once kids have planted seeds a few times and are a little older, you won’t need to pot up extras. Having seeds fail is the next great gardening lesson for more experienced young gardeners.

PHOTO: Our young grower adds his pot to the tray. It's a good idea to pot up extra seeds in case some don’t germinate.

Our young grower adds his pot to the tray. It’s a good idea to pot up extra seeds in case some don’t germinate.

PHOTO: Craft sticks easily identify each child’s plant. Keeping the top lid on slightly open helps air circulate around the plantings, so they don't grow fungus.

Craft sticks easily identify each child’s plant. Keeping the top lid on, but slightly open, helps air circulate around the plantings, so they don’t grow fungus.

Put the containers on the plastic tray and cover with a clear plastic lid. This will keep moisture in and will require less frequent watering. Allow the soil surface to dry out slightly between watering. Using the misting setting on the sprayer works well because it doesn’t create a hole in the soil and expose the seed like a watering can will.

Tip: Watch for white fungus growing on the soil surface. If this occurs, remove the plastic lid. This will kill the fungus and promote germination. If you will be away from the classroom or home for a few days, put the plastic lid on so the soil doesn’t dry out. Remove it when you return.

Tip: Peas don’t respond well to transplanting, so we planted the seeds in biodegradable pots to avoid this problem. These pots break down in the soil, allowing the roots to continue to grow undisturbed.

April: Transplanting the Pea Plants into the Garden

Supply List:

  • Pea plants
  • Trowels
  • Spray bottles or watering cans

Set-up Time: 10 minutes

Activity Time: 20–30 minutes or more (depending of the size of the group and the number of helpers)

Appropriate for Ages: 2 and up

Clean-up Time: 10 minutes

Choose a sunny location that receives at least six hours of direct sunlight every day and has well-drained soil. We planted our peas in the raised beds at the Fruit & Vegetable Garden.

Bring all the supplies out to the site. Have each child choose where they would like to dig their hole. Pass out a trowel and plant to each child. Dig a hole as deep as the soil in the pot. Place the plant, pot and all, in the hole. Fill in the space around the plant with soil and water the plants.

Check the peas daily and water them with a watering can or hose when the soil is slightly dry. About 50 – 55 days after planting, these shelling peas will be ready to harvest and eat! Come see the plants that the students of our Little Diggers class planted in the raised beds, just south of the orchard at the Fruit & Vegetable Garden!

PHOTO: Watering seedlings in the raised beds.

Remember to water in your seedlings when you put them in the ground!

PHOTO: Watering seedlings in the raised bed.

Sunshine and a good squirt of water will help this pea seedling grow!

Direct Sowing: Easy Peas-y Approach

PHOTO: Direct sowing is the easiest approach—and often the most successful with early spring vegetables. Not to mention: it's fun.

Direct sowing is the easiest approach—and often the most successful with early spring vegetables. Not to mention: it’s fun.

As a working parent, I chose this approach with my almost three-year-old. All you really need is a sunny spot with well-drained soil, seeds (we used ‘Tom Thumb’ peas because we have a small garden), a small shovel (trowel) and water. Choose a sunny spot for planting (6–8 hours of direct sun).

First I showed him how to draw lines in the soil with his trowel (they should be ½– to 1-inch deep). Then he dropped seeds along the lines. I wasn’t concerned about spacing 2 inches apart as recommended on the seed packet because I can always thin them out once the seeds start to grow. He covered the seeds up and watered them with the hose. Every evening, we enjoy checking to make sure the soil is damp.

Tip: If you’re little one is getting impatient, these peas can be harvested early and eaten, pod and all, like snow peas!


©2015 Chicago Botanic Garden and my.chicagobotanic.org

The Garden has a bright and cheery answer for overcoming classroom winter doldrums: take a field trip to see the Orchid Show

PHOTO: Students observe how orchids are adapted to the wet environment -- they grow aerial roots that can absorb water from the humid air.

Students observe how orchids are adapted to the wet environment—they grow aerial roots that can absorb water from the humid air.

At a time when schools are tightening budgets and limiting field trips, you might think that an Outrageous Orchids experience is a frivolous excursion—but, in fact, this is a luxurious way to learn life science principles. Our programs are grounded in fundamental science concepts outlined in the Next Generation Science Standards. From Valentine’s Day to St. Patrick’s Day, students get meaningful science lessons as they enjoy the sensational display of colors and aromas in our Greenhouses. 

Field trips are tailored to suit different grade levels. Younger students study the variety of color and shapes found in the exhibition to identify patterns. Early elementary level students examine the structures of orchids to understand their functions. Upper elementary students recognize how tropical orchids have adaptations for survival in a rainforest. These core ideas about orchids apply to all plants and are essential for understanding ecosystems. There isn’t a more beautiful way to study plant science anywhere else in the Chicago region.

PHOTO: It is easy for students to see how this flashy orchid attracts pollinators as well as people.

It is easy for students to see how this flashy orchid attracts pollinators as well as people.

As if being surrounded by gorgeous flowers in the dead of winter weren’t enough to engage a person’s brain, each student also gets to transplant and take a tropical plant to continue the learning after the visit. 

The Baggie Terrarium is a mini-ecosystem that reminds students of the water cycle and enables them to observe plant growth. 

Make a Baggie Terrarium

PHOTO: Baggie terrarium.

We call this a “baggie terrarium.”

Supplies:

  • 1 zip-top bag (quart-size or larger)
  • Potting soil, moistened
  • A small plant or plant cutting (during Outrageous Orchids classes, we let students take a spider plant “pup” from a very large spider plant)
  1. Pour soil into the bag to fill about 2-3 inches deep. Use a finger to create a hole in the soil for the plant.
  2. Bury the roots of the plant in the hole and gently tap the soil around the base of the plant. If you are planting a stem cutting, place the stem in the soil and tamp around the base. If you have a larger bag, you can add more than one plant. Three different plants in a gallon size bag can make an attractive terrarium.
  3. Seal the bag, leaving about a 1-inch opening. Blow into the bag to inflate it and quickly seal the last inch tight so the air doesn’t all escape. The carbon dioxide in your breath is good for the plant, and will give the bag enough substance to stand up.
  4. Place the terrarium in a bright location, but not in direct sunlight. Remember that most tropical plants grow under the canopy of taller trees and do not need full sun. In fact, too much direct sun makes their leaves fade!
  5. Watch for tiny water droplets forming on the sides of the bag. These will gradually roll down the sides of the bag and re-water the soil. As long as the bag is completely sealed, it will stay moist and you will never have to open the bag or add more water. But if it dries out, you will need to water the plants.

You can leave your terrarium alone for a long time and not do anything but watch the plants grow. Eventually, they will outgrow the bag. Then you can transplant them to a pot if you like, or take cuttings and start another baggie terrarium.

Like all of our programs, Orchid Show field trips inspire young people to learn more about plants! Visit our website at chicagobotanic.org/fieldtrips for more information about these programs. 


©2015 Chicago Botanic Garden and my.chicagobotanic.org

Guest blogger and Bucknell University professor Chris Martine, Ph.D., talks about guiding students away from their electronic devices and into the plant world.

 

It is a pretty spring day. The sun shines through my office window, illuminating the old and worn photo on my desk. With the image is a handwritten note: “1912 photo of Bucknell botany class field trip.” Twenty-nine formally dressed students are shown sitting near a river, a specimen and an open floristic manual in each of their laps.

Inspired, I stand up to look out my window at the plants in bloom in my campus view. I wonder if the present-day students walking past have seen them, too, and are just as impressed as I am by the chromatic exhibition.

But then I notice something: nearly every one of them—instead of looking up—is looking down. Their attention is on the smartphones in their hands; they appear to be unaware that there is anything around them at all. This reminds me, once again, of the mission I have defined for myself as a professor of botany:

In order to help them understand and appreciate the nature of life on Earth, today’s students must first be taught how to see.

PHOTO: Dr. Martine's class poses for a group shot on a hike.

Chris Martine, Ph.D., brings his college students into the forest to learn to identify plants. They are learning to see plants a new way, through methods Martine encourages everyone to adapt: putting down electronic devices and experiencing nature firsthand.

“Plant blindness” (an incapacity for many people to recognize the green world around them) has been bemoaned by modern botanists for some time. The students beyond my windowpane, however, are suffering from an ailment of a different nature, something I have begun to refer to as the “Mantid Syndrome.” 

The Mantid Syndrome describes the positioning of one’s hands and forelimbs when staring at and thumb-typing on a smartphone: hands in front of face, elbows bent in a posture not unlike a praying mantid as it prowls along a stem.

Unlike the mantid, students exhibiting this syndrome are not scanning the world around them. Rather, they see nothing beyond the reach of the bouncing thumbs and swiping forefingers working their small glass touchscreens. The issue is not an unwillingness to discern the details of the nature in their world—it’s a fundamental inability to tear their eyes from their screens long enough to know that nature is even there.

PHOTO: Chris Martine, Ph.D.

Guest blogger Chris Martine, Ph.D., brings botany to his students’ screens, but prefers bringing students to botany.

This is dangerous, of course, and not just because “smartphone mantids” often walk in front of cars or into stationary objects. These tech portals may take a user almost anywhere and show them almost anything. Yet, at the same time, one also becomes all the more disconnected from a real experience in this world—especially an experience that includes a sense of connection to nature itself.

Thankfully, there are potential treatments. One is to develop electronic education and outreach tools that meet people where they are—in virtual spaces. I have personally taken the plunge and joined this effort in a number of ways, including developing and hosting the YouTube series “Plants are Cool, Too!”, blogging for the Huffington Post, and peppering social media outlets with posts/shares/tweets about plants and biodiversity.

Efforts like these can engender greater awareness, I think, but they are not enough. Unsurprisingly, the best way to connect people with the real world is still to get them outside, unplugged and in position to see real things in real places—just like my predecessor had done with his botany class a century before me. Plants, with their ubiquity, stationary habits, and approachable demeanors, are ideal subjects for teaching students to see. Experience has shown me that if you can see the plants in your world, all the rest starts to come unblurred.

On a recent morning with my field botany class, I asked the students to look around the forest we were standing in. Six weeks into the course, I knew they would have a hard time finding a species in this spot that they couldn’t recognize and assign a name to. A short time ago this was not the case for any of them—and yet here they were, having learned to see in a new way, feeling perhaps more at home in a forest than they had in their entire lives.

PHOTO: Martine's field botany class on a research trip in the woods.

Not a “mantid” in the group—Martine’s field botany class gets a feel for the forest around them.

These students are lucky to have access to that forest—and lots of other wild places in our region—where they can develop and realize their new vision. But many young people are not as fortunate. For the more than 50 percent of the global human population in cities, finding places to become acquainted with plant diversity might be perceived as a challenge.

Luckily for all of us, there are institutions like the Chicago Botanic Garden in cities around the world where people can visit, learn about, and come to love real plants. Botanic gardens are thus critical players in helping so many more of us learn to see. Even one special encounter with a plant can be enough to open a person’s eyes for good.

With that last point in mind, I turn away from my office window and walk out of my building. In a moment I recognize a student coming my way, her face buried in her phone. I decide to intervene, and I keep it simple.

“Hey, come have a look at these plants over here.”


©2015 Chicago Botanic Garden and my.chicagobotanic.org

Winter Infographic

The Graphic Gardeners —  January 16, 2015 — 1 Comment

Think plants look brown and dead in winter? There’s plenty of life still going on beneath the surface!

ILLUSTRATION: An infographic about winter.


©2015 Chicago Botanic Garden and my.chicagobotanic.org

Twenty years ago, I was running school field trip programs at the Chicago Botanic Garden when then-education manager Alan Rossman received a grant to start a brand new program called “College First.” This program would use the Garden site and staff to introduce 12 students from three Chicago Public Schools to careers in the green industry. He hired retired teacher Gwen Yvonne Greenwood to coordinate the program and enlist staff from all over the Garden to mentor and teach these young people.

PHOTO: Six high school students are posing in the Fruit and Vegetable Garden, wearing dark green uniform College First T-shirts

These six students from 2003 are all college grads with jobs now.

At the time, there weren’t many programs like College First anywhere in the country. College First was even unique among the other museum teen program start-ups, in that our goals were not merely to make the institution more relevant to this age group, but also to provide a springboard to meaningful careers in science-related fields. Who knew that 20 years later, with some changes and improvements along the way, this small program would evolve and grow into the Science Career Continuum we have today?

We now bring 60 students (like Mely Guzman, whom I blogged about earlier this year) from all over Chicago to the Garden every summer and expose them to environmental and conservation sciences, with the hope that a few of them will be inspired to pursue a career in this field, and maybe go on to do something important for our planet. To date, College First has served more than 500 students from 116 schools. The majority of them have attended college and have entered—or are entering—productive careers. Many of them have pursued science-related careers as a direct result of their experiences at the Garden.

PHOTO: At the reception of the College First 20-year reunion.

Program manager, Amaris Alanis Ribeiro (standing on the right) reminds a group of former students to visit Wonderland Express after they are finished eating.

We celebrated the success of College First on December 14, with a reunion party at the Garden, including a visit to Wonderland Express, for all past students, instructors, mentors, donors, and their families. More than 200 people attended the event. In between the many reunion hugs, congratulations, and words of encouragement for current students, we gave all program participants an opportunity to reflect on their experiences by telling us their stories on video, writing comments on a talk-back wall, and tweeting about the event while a live Twitter feed displayed the comments.

PHOTO: College First participants shared their thoughts and feelings on a mural outside the auditorium.

College First participants shared their thoughts and feelings on the comment wall outside the auditorium.

A former program coordinator, William Moss, is now a gardening guru and media celebrity. (Even our instructors have moved on to great things in their careers!) William presided as master of ceremonies during a presentation to recognize all the people who have made this program possible. We honored staff mentors, Louise Egerton-Warburton, Jeremie Fant, and Tom Soulsby as outstanding mentors. The College First 20th Anniversary event was made possible by the generous support of Joel Friedman of the Alvin H. Baum Family Fund. Awards were presented to Annette Kleinman and family of the Sheridan Foundation, the W.P. & H.B. White Foundation, and the Lloyd A. Fry Foundation for their generous financial support over the years.

PHOTO: William Moss at the podium.

William Moss—television celebrity, author, gardener, and all-around good guy—helped us to honor all the people who have made this program successful.

For me, this was a very rewarding event. It was such a pleasure to see so many past and present students coming together and sharing in the success of this program, especially those who are now adults with spouses and children of their own. This group represents our scientific future.

PHOTO: Group photo of past College First participants.

A total of 57 past and present College First participants attended the celebration and posed for a picture. Wow!

I wish each and every one of these smart and talented young people a happy new year and all the best in their bright futures!


©2014 Chicago Botanic Garden and my.chicagobotanic.org