Archives For Youth Education

The Garden is a great place for people of all ages to learn to about plants and the natural world. These posts relate to programs offered for children and youth, but also offer educational information for the adults in their lives as well.

Meet Melyssa Guzman. She is one of 20 College First students who spent eight weeks learning about environmental science and doing a research project at the Chicago Botanic Garden. 

2014 PHOTO: College First student Mely G.

College First student Mely G. would like people to plant butterfly gardens in their yards.

Mely, as she likes to be called, is a junior in the Chicago Public Schools district. She’s kind of a “girlie” young woman who wears a lot of pink, and likes flowery, feminine things. Mely also loves science. Each student had a staff mentor; I was Mely’s. Her project was teaching the public about butterfly-attracting flowers.

Although drop-in programs and exhibitions may be considered more “education” than “science,” understanding how people learn is an area of social science research that can challenge a smart student like Mely. This summer, Mely learned that museums and public gardens often test exhibitions and learning activities, using methods similar to those practiced by conservation scientists, to see how visitors will respond.

Mely began by researching butterflies and the flowers they prefer. Then she decided to set up a display at the Butterflies & Blooms exhibition, where she would teach visitors what flowers to grow in their yards to attract butterflies. The display would have different kinds of flowers—real flowers and pictures—and she would stand and talk with people who were interested.

PHOTO: Mely G. taking notes.

After each group of visitors, Mely recorded notes about how long they stayed at her table, and how interested they seemed.

As kids today would say, her first try was an “epic fail.” Most visitors looked at her display with curiosity, but they seemed perplexed and did not stop to learn more. The display was lovely, with fresh flowers and pictures of native butterflies, but it lacked a clear focus. It needed something else to draw visitors in. The display board kept blowing over, which was another big problem.

PHOTO: Mely G. prepares a display.

Back to the drawing board: Mely made a new display— one that would stand up better and entice visitors with a title that asks: “What Is a Butterfly Flower?”

Mely brought the exhibit inside and modified the whole thing. Instead of using a folding display board, she mounted a poster board on a cardboard box so it would be more stable when taped to the table. She added a title, “What Is a Butterfly Flower?” as well as some facts about butterfly flowers. Then she tested the display again. After each group of visitors, she recorded the time they spent at her table, and gave them a score of 1 to 4 to rate how interested they were, the kinds of questions they asked, and things they talked about while looking at the display.

Museum exhibit developers call this process “rapid prototyping.” Inexpensive mock-ups of exhibits are tested to ensure they work—that visitors enjoy them and get the intended messages—before the museum invests a lot of money on a permanent display.

PHOTO: 2014 College First student Mely G. gives a demonstration.

A mother and daughter listen as Mely explains what colors, scents, and shapes attract butterflies to a flower.

Mely made a few more minor changes to her display. Then she tested a hypothesis. She observed that adults with children seemed more distracted than those without children; that they did not seem to talk to her as much as the childless groups. She hypothesized that adults without children would spend more time, ask more questions, and talk more about butterflies than mixed-generation groups. She used the data she gathered during prototyping the display, analyzing who stopped by her table, how long they spent, and how engaged they were.

Surprisingly, she discovered that families with children actually spent a little more time on average than adults alone. She thought this may be true because adults who brought children to her display spent their time explaining things to them instead of talking to her. In other words, the adults were not distracted, but were directing attention on their children to help them also learn from the display.

Mely does not fully realize that she has stumbled upon a very significant principle of learning: that learning is social. Educational research has shown that interaction between family members has a positive influence on learning in museums and in other environments. I’m very proud of Melyssa’s accomplishment this summer, and I look forward to seeing her expand her research next summer—because we both learned something!

©2014 Chicago Botanic Garden and my.chicagobotanic.org

One of our favorite insects at the Chicago Botanic Garden is the praying mantis. So we were very excited to obtain an egg case earlier this spring. We decided to keep it indoors so we could watch it hatch, and then release the newly hatched insects into the Garden.

PHOTO: Preying mantid egg case on a twig.

About 100 praying mantises emerged from this ootheca and were released into the Grunsfeld Children’s Growing Garden.

A praying mantis egg case is called an ootheca (pronouned oh-uh-THEE-kuh). The plural is oothecae (oh-uh-THEE-see). The ootheca was produced by a female praying mantis last fall. She laid her eggs in this foam of protein that hardened around a stick and protected the eggs through the winter. The eggs usually hatch in mid-June to early July. The half-inch-long immature praying mantis nymphs resemble the adult, but they do not have wings. 

PHOTO: Hundreds of baby mantids pour out of an egg case.

Colorless praying mantis nymphs emerge from the ootheca all at one time. During their first hour, they darken in color to blend in with their surroundings.

After our praying mantises hatched inside an insect cage, I discovered that a bed of false sunflower plants (Heliopsis helianthoides) in the Grunsfeld Children’s Growing Garden was infested with red aphids. I released the praying mantises, and the hungry babies immediately began to feed.

PHOTO: Mantis nymphs on the head of a Rudbeckia flower covered with aphids.

At first, the praying mantis babies seemed a little bewildered by their new surroundings, but they quickly acclimated.

PHOTO: Mantis nymph on a flower stem eyes aphids—a tasty meal.

This mantis held very still as it eyed its prey.

PHOTO: A row of mantis nymphs on a leaf face a stem covered with red aphids.

These four little mantises lined up and stared at the aphids that would certainly become lunch soon.

It wasn’t exactly aphid carnage—much to the disappointment of our eighth grade Camp CBG helper, Joshua, who assisted me with the release—but the young predators did appear to enjoy their first meal.  

PHOTO: Preying mantis on liatris bloom in August.

By the end of August, some of our little friends will be as big as this praying mantis (and just as hungry)!

It may surprise you to know that although it looked like a bad infestation, aphids are not really a big problem for the plants. When they are very abundant, it does not take long for natural predators like praying mantises and ladybugs to find them and move in for a feast. Predatory insects will take care of the problem if you are patient and let nature take its course. If aphids show up in your garden and they bother you, we recommend hosing them off with water rather than using an insecticide, because chances are pretty good that there are beneficial insects on your plants, too. Hosing with a strong jet of water will knock off all the bugs and kill most of the aphids, but it won’t be as devastating to the mantises or other beneficial insects as poison.

We have placed praying mantis oothecae in the Regenstein Fruit & Vegetable Garden and Elizabeth Hubert Malott Japanese Garden, as well as in the Children’s Growing Garden, to ensure that there will be a population of our favorite insect for you to find. Many of them will survive on aphids and other insects they capture and devour on our flowers, and they will grow up over the summer. The next time you visit, stop by and see if you can find them helping our plants remain healthy and less bothered by pests.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

The Ultimate Play Date: Kids + Nature

10 fun things to do outside

Karen Z. —  June 23, 2014 — Leave a comment

School’s out. The first official day of summer has come and gone. Time for life to move outdoors.

For some kids (OK, some caregivers, too), heading out to the backyard, the beach, the parks, and the forest preserves can feel daunting—what do you DO once you’re out there?

“Hands in earth, sand, mud: building, digging, sewing, baking—these are what humans DO.”

PHOTO: A strip of astroturf is covered with an excercise course for ants made from twigs, stones, and other natural objects.

Build an ant playground out of sticks! Sue Dombro of the Forest Preserves of Cook County gave us tips for building one, adding this telling comment: “My daughter used to do this all the time, and now she’s a wildlife biologist.”

For fun, interesting, and education-based answers, we turned to a fun, interesting, and education-based crowd: the 190 teachers, home educators, day care providers, park district staff, museum employees, librarians, and just-plain-curious caregivers who came together at the Garden recently for our first Nature Play conference in May (sponsored by the Chicago Botanic Garden, Chicago Wilderness, and the Alliance for Early Childhood).

That morning, opening remarks were short, but sweet. A few thought-provoking highlights are quoted here. Then we did what any group of early childhood-oriented people would do: We all went outside to play.

At our outdoor “playground,” 19 organizations shared their fun, interesting, and education-based ideas for playing outside. You may recognize many from your own childhood.

1. Pick Up a Stick

How cool is this? In 2008, the stick was inducted into the National Toy Hall of Fame! It’s in great company: the jump rope, dominoes, the Frisbee, Tinkertoys and, yes, the Easy-Bake Oven are co-recipients of the honor. The possibilities of the stick are endless—it’s a musical instrument, a light saber, a wand, a fishing pole, a giant pencil for drawing in the dirt, a conductor’s baton, the first leg of a tepee, and anything else a child says it is.

2. Learn to Lash

If one stick is interesting, a pile of sticks has real 3-D potential. The art of lashing teaches kids to turn something small—two twigs lashed together—into something big: a ladder, a lean-to, a stool, a swing.

3. Find the Art in Nature

Twigs + stones + leaves + “tree cookies” + seeds = a nature “painting,” a sculpture, an imaginary animal, backyard trail markers, or utterly simple, charming drawings like the happy face made out of seeds shown with our headline.

“For children, the most powerful form of learning is with their hands.”

PHOTO: A squirrel made from tree cookies, pine cones, acorns.

Imagination can run wild when kids are outside.

4. Nature as Paintbrush

Sure, you can use a standard brush to paint with, but feathers, pine needles, and arborvitae segments not only expand the creative possibilities but also feel wonderfully different in the hand.

5. Kid-Made Kites

Send the imagination soaring with a simple paper bag and a couple of kitchen skewers—in moments, it’s a kite! And then there’s the process of decorating it with ribbons and streamers…

6. Cricket Bug Box

Catch a cricket (or buy a dozen for $1 at the pet shop). Friendly and chirpy, crickets are many kids’ first experience with the insect world. Even little kids can collect the foliage, food scraps, and water-soaked cotton balls to accessorize a temporary shoe-box habitat.

“Nature is children’s real home.”

PHOTO: A log and magnifying glass.

What’s under that log? Life.

7. Lift a Log

One of the simplest of all outdoor projects: lift up a log that’s been sitting on the ground and be amazed by the tiny wildlife that lives­ underneath it! Don’t forget to bring your magnifying glass.

8. Make a Magic Circle

Tuck a few wooden embroidery rings into a backpack. Placed on the ground in the woods, or the garden, or the sand, they become magical circles for kids to explore. What’s in yours?

9. D.I.Y. Dyeing

Rainy days need projects, too. Natural dyes made from vegetables (beets, onions), fruits (grape juice), or spices (turmeric, chili powder) transform undyed yarn or fabric into a personal style experience.

10. Paint Chip Color Hunt

One quick visit to the paint store can send kids off to hunt for hours, as they try to match nature’s colors to the humble paint chip card. (Handy to keep in the car for unexpected delays, too).

PHOTO: A variety of paint chip cards with flowers that match the colors on the chips.

Simple but engrossing: match the colors in nature to the colors on a paint card.

Looking for fun things to do with the kids this summer? June is Leave No Child Inside month, so Chicago Wilderness/Leave No Child Inside has organized all sorts of ideas for you on Pinterest!


©2014 Chicago Botanic Garden and my.chicagobotanic.org

Bottle Cap Bouquets

Kathy J. —  May 4, 2014 — 3 Comments

Miniature flower arrangements offer a charming and whimsical gift for mom, grandma, or anyone special. A nice feature of these tiny bouquets is that you can show off the beauty of small flowers that always sing backup to showier blossoms in large arrangements. Also, you can use aromatic herbs with small leaves as filler greens to add a pleasant scent.

PHOTO: The supplies for creating bottlecap bouquets.

The supplies for creating bottle cap bouquets.

PHOTO: a tiny bouquet of mini carnation, baby's breath, and a sprig of sage.

This little arrangement of mini-carnations, baby’s breath, and a sprig of sage has pink burlap ribbon wrapped around the bottle cap to mimic a fancy basket of flowers.

What you need:

  • A cap from a plastic bottle, such as a milk container or soda bottle
  • Floral foam (the wet kind)
  • A bunch of small flowers—I used mini-carnations, waxflowers (Chamelaucium uncinatum), and baby’s breath (Gypsophila paniculata)
  • Fresh herbs (thyme, rosemary, and lavender work well because they have stiff stems)
  • Optional: ribbon for added decoration

The directions are pretty simple.

Cut the floral foam to fit the inside of the bottle cap. Start a little larger than you need, and then trim it to fit. Push it into the cap. If your cap is narrow, like a milk bottle cap, you may want the foam to be above the level of the cap so there is enough room to hold the flowers. Otherwise, trim the top so the foam does not stick up. Add water to soak the foam.

PHOTO: hands tracing around a bottlecap and block of foam with a pencil.

Trace the cap on a piece of foam and then carve the foam with a butter knife to fit inside the cap.

PHOTO: hands poking flowers into floral foam.

Begin sticking the flowers into the foam. Here, we started with a waxflower in the center and added smaller flowers and herbs around it.

Cut the flower and herb stems about 3 inches. You can trim them shorter depending on the desired height in the arrangement. Stick them into the foam. You might want to start with one of your larger flowers in the center and then add smaller flowers and herbs around it.

PHOTO: a tiny bouquet of waxflower, baby's breath, and rosemary.

Waxflower, baby’s breath, and rosemary complete this delicate arrangement.

PHOTO: a tiny bouquet of baby's breath and thyme.

Not into pink? This yellow cap with baby’s breath and thyme is fragrant and cheerful.

When you are satisfied with your floral creation, you can either leave it as is—especially if the color of the bottle cap looks nice with the flowers—or you can tie a ribbon around the bottle cap. The best way to keep it in place is by using a few drops from a hot-glue gun. 

PHOTO: a tiny garden created in an old contact lens case.

Surprise! An old contact lens case becomes a miniature garden of waxflower and thyme that smells as amazing as it looks.

Tips

When using a shallow bottle cap, limit the number of larger flowers like mini-carnations or mini-daisies to three or fewer. Floral foam has limits. Adding too many flowers will cause the foam to fall apart and the flowers to flop over. If the first attempt suffers from floppy flowers, start over with a new piece of foam and add fewer flowers. 

If you really want more than three large flowers, use a taller cup, such as a medicine cup from a bottle of cough syrup, as the vase. Even then, take care not to overload the foam. This is a small bouquet, after all!

PHOTO: the final bottlcap bouquet arrangements in a group.

Precious and colorful, these-mini bouquets will stay fresh and bring cheer for a few days.

Floral foam is irresistible. Your kids, even teenagers, will want to play with it. Parcel it out in small pieces so they don’t play around with the whole block before you can use it. 

You can use the same procedure to make a mini-dried flower arrangement; just don’t wet the foam. Any way you make them, these little bouquets are sure to bring big smiles from someone you love. 

©2014 Chicago Botanic Garden and my.chicagobotanic.org

On any given day, the Chicago Botanic Garden’s science laboratories are bustling with activity. Some of the researchers are extracting DNA from leaves, analyzing soil samples, discussing how to restore degraded dunes—and talking about where they’re going to college. The young researchers are interns in the Garden’s College First program, studying field ecology and conservation science, and working side by side with scientists, horticulturists, and educators.

PHOTO: Orange-shirted middle schoolers examine palm trees and take data in the greenhouse.

Science First participants gather data in the Greenhouse.

PHOTO: Two high school girls wearing blue "College First" tshirts and latex gloves examine samples in the lab.

Two College First participants work on analyzing samples in the Garden’s plant science labs.

The Science Career Continuum consists of five programs:

  • Science First, a four-week enrichment program for students in grades 8 through 10.
  • College First, an eight-week summer internship for high school juniors and seniors with monthly meetings during the school year.
  • Research Experiences for Undergraduates (REU), a ten-week summer research-based science internship supervised by a Garden scientist and funded through a National Science Foundation grant. In 2014, three College First graduates will participate.
  • Conservation and Land Management (CLM) internship, offered through the Department of the Interior’s Bureau of Land Management and held in 13 western states.
  • Graduate programs in plant biology and conservation, offered jointly with Northwestern University for master’s degree and doctoral students.

The program is part of the Science Career Continuum, which is aimed at training the next generation of dedicated land stewards and conservation scientists. The Continuum engages Chicago Public Schools students from diverse backgrounds in meaningful scientific research and mentoring programs from middle school through college and beyond. “Each level of the Continuum challenges students to improve their science skills, building on what was learned at the previous level and preparing them for the next,” said Kathy Johnson, director of teacher and student programs.

College First is a paid eight-week summer internship for up to 20 qualified students. Isobel Araujo, a senior at Whitney Young High School in Chicago, attended the College First program in 2011 and 2012. As part of the program, she did research on orchids and learned how to estimate budgets to fix hypothetical ecological problems. “It was definitely challenging, but it was awesome,” said Araujo, who plans to major in environmental studies.

During the school year, College First students also attend monthly meetings that help them select colleges, complete applications, and find financial aid to continue their education. More than 94 percent of College First graduates attend two- or four-year colleges, and many are the first in their family to attend college. Three students, including Robert Harris III, received full scholarships to universities beginning in fall 2013.

Harris is a freshman at Carleton College in Northfield, Minnesota. As a junior and senior at Lane Tech High School in Chicago, he made a three-hour daily round-trip commute to the Garden for the College First program. During his internship, he learned to extract plant DNA and study genetic markers in the Artocarpus genus, which includes breadfruit and jackfruit. Harris said the program was a great experience. “You get out of the city and experience nature close up,” he said. “The Garden itself is one big laboratory, and it was a lot more hands-on than in high school.”

PHOTO: An intern carries a quiver full of marking flags, and takes notes on her clipboard.

Science First and College First programs lead into other graduate and postgraduate programs. Visit chicagobotanic.org/research/training to find information on these programs.

PHOTO: A group of about 50 people pose at the end of the Serpentine Bridge.

Conservation and Land Management (CLM) postgraduate interns for 2013 pose for a group photo at the Garden. Visit clminternship.org to find out more about this program.

Because of funding restrictions, enrollment for the Continuum programs are limited to students from Chicago Public Schools. For more information, visit chicagobotanic.org/ctl/teacher_students or call (847) 835-6871.


This post was adapted from an article by Nina Koziol that appeared in the spring 2014 edition of Keep Growing, the member magazine of the Chicago Botanic Garden.

©2014 Chicago Botanic Garden and my.chicagobotanic.org