Walking around the Garden, you may see lots of holes being dug and bulbs being planted for a colorful display in the spring. But one place you may not expect to see this is the Green Roof Garden at the Daniel F. and Ada L. Rice Plant Conservation Science Center.
Green roofs are known for having lots of sedum and other drought-tolerant plants, but rarely do you see bulbs. We decided to give it a try several years ago and found that it works! So every year we plant thousands of bulbs on the north roof and hope for a showy spring display.
Planting these bulbs is not as easy as just throwing them in a hole and walking away; there are a few factors to take into consideration.
One major factor is soil depth. There are three different categories of green roofs: extensive, semi-intensive, and intensive, with a different growing medium depth for each. An extensive green roof has a depth of 6 inches or less, semi-intensive needs 25 percent of the green roof area above or below 6 inches, and intensive has a depth of more than 6 inches.
The Plant Science Center’s Green Roof Garden is semi-intensive, with depths of 4 inches, 6 inches, and 8 inches. When planting bulbs, the rule of thumb is to plant them two to three times deeper than the size of the actual bulb. This means larger bulbs like daffodils or tulips will be planted about 6 inches deep while smaller bulbs like scilla or crocus will be planted 2 to 3 inches deep.
So when deciding which bulbs we would like to see in the spring display, we must take into account how large the bulb is, and where in the Garden it can be planted. Luckily, we are able to plant bulbs in all three depths (with 4 inches being the shallowest). In the 4-inch display there are crocus and smaller species tulips; in the 6-inch area you will see daffodils, Siberian squill, and more tulips, and in the 8-inch area we have planted more daffodils and larger tulips.
When designing where each bulb will go, we also chose how many of each we need to plant. Further back in the 8-inch area, we order larger numbers of each bulb in order to create a large sweep of color that you can see from the viewing deck. Up front in the 4-inch area, we plant several little groupings of bulbs with much smaller blooms, creating a display with a range of color.
So this spring, when you are strolling through the Garden admiring all the gorgeous bulbs in bloom, just remember: not all of them are on the ground. Make sure to come visit the Green Roof Garden at the Plant Science Center and see which bulbs decided to pop up and put on a show for us.
Erica Rocha is a bright young woman who is going places in the career field of ecological research. Her participation in the Garden’s Science Career Continuum when she was a Chicago Public School student was an important step on her journey toward her future career as a scientist.
The Science Career Continuum is composed of three programs: Science First for high school freshmen and sophomores, College First for high school juniors and seniors, and the Research Experience for Undergraduates (REU) for college students. Erica participated in College First in 2012 and 2013 and came back to the Garden for the REU program during the summer 2015. She is currently a junior at Dominican University, studying environmental science.
Upon our recommendation, this summer Erica made a courageous decision to apply for the Doris Duke Conservation Scholars Program at the University of California Santa Cruz (UCSC). Erica had never traveled out of the midwestern United States before.
The Doris Duke Conservation Scholars Program (DDCSP) is a two-year program for college students to explore environmental conservation through field research in northern California. The program includes leadership and professional training. Twenty students are selected to participate in a summer intensive, field-based course focused on collaborative research and diversity in the field of conservation science.
We were pleased, but not surprised, when we learned that Erica was selected to participate in this program. Her experiences in the Science Career Continuum put her at an advantage, and provided an excellent foundation for this kind of experience. Erica had a great summer and wrote to tell the program manager, Amaris Alanis-Ribeiro, about it. It is encouraging to hear that all of the time and effort we devote to students in our program, as well as continuing to stay in touch and advise to them after they leave us, is paying off!
An email from Erica
October 6, 2016
My apologies for getting back to you so late but I really wanted to take the time to write about my DDCSP experience (there is so much to tell!!).
Starting from the moment I got off of the plane and on the way over to the UCSC campus, I was completely stunned by the differences in landscape, weather, and topography of the Santa Cruz and San Jose area. I’ve never really traveled out of state much, so being able to experience a whole new environment and ecosystem that isn’t close to home was so exciting and thrilling to me.
That first day meeting everyone was overwhelming and I had no idea how close I would get to all of the scholars over the course of the summer. It was such a welcoming and comforting environment to be around them and the instructors because they share the same passion for conservation, social justice, and share similar stories as minorities and first generation students. Needless to say I’m grateful to have met all of them.
The very first night, Eric, one of the scholars who attends UCSC, took us to explore the cave on campus. I saw the UCSC mascot there (a banana slug!). It was a great start to the program. We spent the rest of that week learning more about the different ecosystems in Northern California. This included going to Año Nuevo State Park, Moss Landing State Beach, the Redwood forests (with HUGE trees!), and a couple other places. I really enjoyed learning outside and placing all the textbooks’ concepts from back home into the field in California.
After the first week on campus we headed to Big Creek Reserve in Big Sur for the ultimate camping trip. I’ve never seen such a pristine and pure environment in my life! There was hardly any human impact on the reserve—it is a great example of conservation and preservation of the land. And the water was like no other I have tasted!
Another great thing was that we basically had the whole reserve to ourselves. Only the land managers and stewards were there.
To top it off we placed our tents in the heart of the redwood forest and slept with the sound of the calming waters from Big Creek every night. I never thought camping could be so stress-free. Since our tents and kitchen were far from where the showers were, the creek was our go-to after a long day at the field. It was so refreshing and cold (which was great after being under the sun for hours).
Our week in Big Sur was my absolute favorite. That is where we were introduced to the basics of research and started developing our own projects. This is where my interest in invasive ecology grew. One of the land stewards there, Feynner, is someone I really enjoyed meeting. He knows the reserve and the forest like the back of his hand. He was a great resource when coming up with research project ideas. He even invited me to come back if I wanted to do future research there.
The next reserve, Sagehen in Berkeley, was probably everyone’s least favorite spot. We were really crowded along with other students studying there. But it was a good in terms of my research there. I was able to conduct a social science project concerning the loggers working on the sustainable forest-thinning project in the reserve. It was interesting to interview the workers doing the labor behind such an elaborate conservation project directly. It gave me a new insight into research from the social science perspective.
Crooked Creek Research Station in the White Mountains was a close second to my favorite reserve. As at Big Creek, we were isolated 10,000 feet away from “civilization” as we liked to say. With limited internet, phone signal, and interacting with the same group of scholars, it allowed us to truly focus on our research.
This is the place where we first attempted to write a formal research paper from a collective project. It was an interesting process to narrow all the possible research topics according to everyone’s interest into one single connected project. This is also where our statistical knowledge was very useful for analyzing the enormous amount of detailed data that we took. It was definitely one of the moments that encouraged me to continue my studies in ecology and research.
Getting back closer to Santa Cruz, our last reserve was Swanton Ranch, where I got to collect data alongside cattle, herons, lizards, and a beautiful coastal view. I even got to substitute for a scholar in their project by helping guide a canoe in an estuary! Our final project here was the one we would present at the symposium in the Marine Lab on the UCSC campus. Having done the REU symposium at the Garden, I felt prepared and excited.
Once we were back on campus after spending weeks at research stations, we continued our discussions and workshops on diversifying the field of conservation. We had a lot of great workshop leaders who really encouraged me to fight for a more just and inclusive workforce, not only in conservation but in my everyday life.
All in all, I came back with a sense of purpose to be more involved in social justice for minorities and with a renewed excitement for ecology and conservation. Being surrounded by such intelligent, engaged, involved, and passionate scholars and instructors, I can’t help but think how lucky I am to have been chosen for this internship. I am so excited for next summer’s internship with DDCSP. I’m so grateful that you told me about this program and recommended me, because without your support I wouldn’t be where I am today. THANK YOU!
Erica Rocha is a former Science Career Continuum participant, current Dominican University student, and future leader in environmental science and social justice. She signed up for—and presented her summer research at—the Louis Stokes Midwest Center of Excellence (LSMCE) Conference this past October.
Why cooking classes? I’ll tell you. I recently watched my 14-year-old “honor roll student” completely botch the job of making herself soup for lunch. I’m not talking about homemade soup; this was a can of tomato soup. Yes, a can of soup.
She was stymied when she couldn’t find the directions on the label—you know, where it says, “Mix soup + one can water.” She fumbled with the can opener. She picked out the wrong size pot. I suggested that she use a whisk to break up the lumps, and her face tensed in an expression of utter despair (oh, teen drama!) until I pointed to the container of utensils within reach next to the stove. By this time, the unincorporated tomato puree was boiling over in a watery grave because she had the heat set too high.
This is largely my fault for not involving her in the kitchen more. It has been challenging to muster the patience to teach my kids domestic skills that seem easier to do myself. I started thinking about all the things my daughter has missed by not having any good cooking lessons: understanding cooking terms, skills with tools and materials, mastery of any food preparation processes, and confidence in the kitchen, not to mention being able to make a hot meal for herself. A quick search on the web confirmed my fears. Over the last decade, lots of people have written about why we need to teach kids how to cook. Allow me to summarize the list of benefits:
Health: Studies show that when kids learn to prepare food, they are more likely to try new foods, and also to be open to making healthier food choices.
Math: We use all kinds of math in the kitchen: counting items, estimating volumes, measuring weight and volume, and keeping track of time.
Reading: Following a recipe requires reading and understanding cooking vocabulary.
Safety: Learning about safe kitchen practices could prevent a miserable experience with cuts, burns, or microbes and food poisoning.
Self-Esteem: Mastering skills such as mixing, chopping, and kneading requires practice, and so it builds self-confidence. When we learn to perfect particular dishes, we feel a sense of ownership and accomplishment.
Science: Cooking has many science applications: combining different ingredients involves working with chemical reactions; cutting up ingredients reveals the physical structures of plants, animals, and fungus.
Social Studies: Cooking is linked to culture and tradition, and so there is a connection to history and social studies.
Social Skills: Communication skills are essential when learning to cook. If there is one thing food TV shows have shown us, it’s that people love to talk about food as much as they enjoy eating it, and food gives shy kids something interesting to talk about.
Clearly, I have failed my daughter, but I suspect I’m not the only parent in this sinking gravy boat.
And so, to address this deficiency in our children’s lives, my colleagues and I decided to bring back the fun and educational experience of a middle school cooking classes in our new ITW Kitchen at the Learning Center on the Regenstein Learning Campus. In addition to all of the aforementioned benefits, we wanted all of our Chicago Botanic Garden cooking classes to teach kids where food comes from as we demonstrate cooking vegetables and fruits that are grown at the Garden.
If cooking classes are so great, why were home economics classes cut from elementary schools? I believe this happened when our country’s leaders decided that students needed to devote more time and attention to pure reading and math. This was done with the best of intentions. However, cooking gives kids a practical reason to learn those academic disciplines. It makes all subjects more meaningful and worth learning, so maybe it’s time to say, “No Child Left Out of the Kitchen.”
Have I convinced you? Then consider enrolling your youngster, or even yourself, in a cooking program. The Garden is the perfect place. And remember, if you leave the teaching to us, then you won’t have to clean up afterward.
Healthy Cooking for Kids: Baking is a four-session class for Grades 5–8; the first in this series of cooking classes.
Sundays, January 22 – February 12, 2017
1 – 4 p.m.
ITW Kitchen, Learning Center
An experienced kids’ culinary instructor will offer young teens some basic food-preparation techniques, as they follow recipes using healthy ingredients from a garden. By the end of this multi-week course, students will be able to bake savory scones, whole grain muffins, and other treats.
Weekend Family Classes are 90-minute programs with monthly mouthwatering themes, ideal for families with children ages 4-10 to make a dish together.
A few years ago, my Daisy and Brownie Girl Scout troop was working on their Household Elf badge. We needed a fun way to teach about conserving water at home—not a lecture—because let’s face it, after a full day of school, 6- to 9-year-old girls would will not sit still and listen to another lesson. I decided to make a board game for them. The main message of this game was a really important one: in Chicago, all of our water for drinking, cleaning, and recreation comes from Lake Michigan. If we waste water, then we waste the lake. It is that simple.
The girls responded very well to the activity. I am sharing it on the Garden’s blog for others to use, because at the Chicago Botanic Garden, we would also like people to understand the importance of conserving water from our lakes and other sources. Obviously this game was created for Chicago residents, but the same principles apply everywhere, in every community. The game could be adapted for another location by replacing the image of the Lake Michigan with an image to represent the local water source. (For most cities, that is groundwater.)
Download the game board
I discovered, to my surprise, that many of my Brownie Scouts were not familiar with board games. Most millennials have lots of experience pushing virtual buttons on a screen and competing against friends in cyberspace, but tossing a die and moving a token around a board with actual friends? Not so much. Anyone replicating this activity may find they need to explain how a game like this works. Also, it was also important to require that the players actually read the board squares in order to understand why they are taking two or three or ten beads as they move around the board. Having a discussion at the end of the game proved essential to getting the message across.
After playing the game with my Scouts, I shared it with a group of middle school girls who were studying conservation in an after-school program. Believe it or not, it worked well with the older students, too. In fact, they loved it—mostly because they got to make a bracelet. But hey, whatever works, right?!
To use this activity with your group, make one complete game set for every three to five students.
A game set includes:
1 game board, printed on 11″ x 17″ paper
1 six-sided die
Place marker tokens; one per person (these can be any small object, or borrow them from another board game set)
About 100 pony beads (I like to use transparent blue plastic beads because they look like water)
1 small cup per person, plus one cup to serve as the bead reservoir
Elastic thread cut into 8-inch pieces; one per person (this is to make bracelets)
The object of this game is to move around the board and be the person who uses the least water. Remind players that every time we use water, we take a little more out out of Lake Michigan.
Put about 100 beads in a cup and place it in the middle of the lake. The beads represent water from Lake Michigan. Players will keep track of how much water they use by collecting the beads in their cups as they move around the board.
Players place their markers on “Start.” Each player rolls the die; the player with the highest roll goes first. If there is a tie, roll again to break the tie. The player sitting on the left of the first person goes second and players take turns going around the board in a clockwise direction. (I had to explain this to the girls in my troop.)
The first player rolls the die and moves that number of spaces on the board in the direction of the arrows. The player lands on a square, reads what it says and follows the directions, collecting the beads from the reservoir and putting them into her own cup. Each player takes a turn and until everyone has moved around the board once and ended at the lake. It is not necessary to roll a perfect number to reach the end.
When everyone is swimming in the lake at the end, tally up the number of beads each player has collected. The player with the fewest beads wins, because she used less water than the other players.
Return beads to the reservoir and play again once or twice to give others a chance to win.
What is this game telling us?
Ask the players to think about water use. The questions below can stimulate discussion. This can be brief, but it is important to reinforce the message that all of our water comes from Lake Michigan and we need to be responsible with water use.
What activities in the game used a lot of water and made someone lose the game?
What are some ways people waste water?
What practices use less water?
What would happen if everyone was careless and used all the water from the lake?
What can you do at home to reduce the amount of water you take out of Lake Michigan?
Make a water bead bracelet
For a fun wrap up, each player can make a bracelet using the beads and elastic string. Wear the bracelet to remember to try and use less water at home. The bracelet makes a nice reward for learning outside the classroom.
One last important note
When teaching young children about water conservation, avoid the temptation to bring up stories of environmental problems that are beyond their ability to solve right now in their lives, like unpleasant images of industrial pollution, drought, and famine. Child development experts will tell you that when we burden children with messages about how they need to help save the planet, we actually do more harm than good by making them feel overwhelmed, hopeless, and less inclined to adapt sustainable habits. Focus on things they can do, like turning off the water when they brush their teeth. It is enough that they learn not to use more water than they need at home so that they can share it with all of the creatures they love. This is a message we can respond to positively at any age.
In the middle of the night, an 8-inch bundle of feathers and hollow bones projects a haunting, mysterious sound. It sounds like the rising and falling whinny of a horse, followed by a piercing tremolo. Though it sounds far away, the bird—an eastern screech-owl—could likely be right above your head (that is, if you are out in the middle of the woods at night).
A year-round, common resident of northern Illinois, the eastern screech-owl, (Megascops asio) is primarily found in woodlands; it prefers trees with natural cavities near a field with a stream or shallow river. But it can also be found in wooded residential neighborhoods, possibly even in your backyard. It could be lurking in a small tree cavity during the day, snoozing while waiting for its evening foray to your back porch light to catch a moth.
The eastern screech-owl comes in two color morphs—red (rufous) and gray. Ornithologists aren’t sure why, but they do know parent morphs of the same or different colors can producer young of either color. Those who get a look at this owl under moonlight or in its daytime roosting hole will see a dark streaking on the owl’s breast that blends well with the tree’s bark. It has a 20-inch wingspan, piercing yellow eyes, and tiny ear tufts. (Actually, these are not ears, but rather feather tufts it can move to communicate or use for camouflage.) As with most owls, the ears of the eastern screech-owl are situated asymmetrically on either side of its head—one is higher than the other. This arrangement enables it to zero in on its prey through triangulation, by turning its head to the left and right and moving it up and down a few times.
The Chicago Botanic Garden regularly holds programs offering visitors a chance to learn about the habits of Illinois owls as well as hear and see the diminutive eastern screech-owl. Join us for our next Owl Prowl sessions.
These owls will nest in a natural cavity or man-made nest box, adding no material of their own. The female lays four to five white, round eggs and incubates them for about 26 days. The male brings her food when she’s on the eggs and also after they hatch. She breaks up the prey into morsels to feed her young. In another 26 to 30 days, the young fledge, but they remain dependent on the parents for food for a few months longer before heading out on their own to hunt.
What do they hunt? An eclectic diet: eastern screech-owls eat moles, mice, shrews, and flying squirrels year-round, but also prey on cicadas, crickets, moths, and worms during warmer months. Like other owls, the screech-owl regurgitates pellets that contain undigestible fur and bones. Finding pellets beneath a tree is one clue to its presence.
You can purchase screech-owl boxes and hang them in a tree in your wooded backyard with hopes of attracting them to nest. At night, listen for the mysterious whinny of the screech-owl near a woodland. You never know how close one may be. Or on a sunny day, especially in winter, look at natural cavities and trees—you might see a screech-owl snoozing at the entrance.