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Studying Fungi Amid the Ghost Orchids

Plant Science and Conservation - Tue, 01/24/2017 - 10:05am

Just like magic, a ghost orchid (Dendrophylax lindenii) appears overhead in a Florida swamp. Its pale roots extend like gloved fingers across the bark of a pond apple tree (Annona glabra), while its graceful flower reflects onto the shadowed water below.

Epiphytic ghost orchid roots cling to pond apple tree. Photo @ Lynnaun Johnson

Epiphytic ghost orchid roots cling to a pond apple tree. Photo @ Lynnaun Johnson

Doctoral student Lynnaun Johnson wades over for a closer look. Habitat is shrinking for this reclusive orchid, and he is using a unique approach to better understand the species’ uncommon lifestyle.

During March 2016 fieldwork in the Florida Panther National Wildlife Refuge, Johnson went deeper every day—even when it meant paddling his canoe within 10 feet of a sunstruck alligator to reach the widely dispersed plants. Each time he located an orchid, he looked past the plant and took a sample from the bark of its host tree.

“What I’m interested in primarily is identifying the fungi within the habitat of these particular orchids,” said Johnson. “If you are going to place a ghost orchid out in nature and it can’t acquire nutrients or it doesn’t form the right associations with mycorrhizal fungi, it’s not going to survive,” he explained. “If these trees have a particular suite of fungi, that might be something that we need to consider in terms of a healthy population.”

Species within the orchid family are generally known to depend on fungi to help them through key stages of life, such as growing from a seed into a seedling. But there are differences in how those partnerships work. When an orchid lives in soil, the fungi help move water and nutrients to and from the roots. But when the orchid lives on a tree, scientists are less certain of what occurs.

Lynnaun Johnson wades toward a ghost orchid.

Lynnaun Johnson wades toward a ghost orchid.

Until recently, they believed that orchids growing on trees were less likely to depend on fungi long term. This belief was encouraged by the discovery that the prominent roots of plants like the ghost orchid actually conduct photosynthesis—a process in which sunlight becomes sugar. That process is managed by leaves in many other orchid species. If the roots are so full of nutrients, do they really need any help from fungi?

A ghost orchid grows in the wild. Photo © Rebecca Weil.

A ghost orchid grows in the wild. Photo © Rebecca Weil.

They sure do, said Johnson and his collaborators, who examined the roots of another tree-bound orchid species, the vanilla orchid (Vanilla planifolia). Using modern technology called high-throughput sequencing that can produce more detailed results than ever before, they found that epiphytic orchids—those that grow on trees—also rely on fungi to carry out essential functions. “We know the importance of photosynthesis, but that doesn’t mean if a plant is photosynthesizing it’s healthy. It means it will continue to rely on fungi to grow and develop,” said Johnson. He recently documented the presence of fungi in the roots of ghost orchid root samples from his field work.

Back in the field, Johnson wondered if the type of fungi present on certain tree species is what led the ghost orchids to select them as their home over other trees. In the Florida refuge, the orchids are found only on pond apple and pop ash trees (Fraxinus caroliniana). So during his fieldwork, he sampled both types of trees, some with and some without orchids. As a point of comparison, he also sampled the bark of bald cypress trees (Taxodium distichum). He plans to conduct more fieldwork this spring before examining the bark for fungi.

The number of ghost orchids in Florida has dwindled as more and more swamps have been drained to build new housing complexes to accommodate a growing population. There have also been times when the trees in the swamps were logged.

Lynnaun Johnson samples bark.

Lynnaun Johnson samples bark.

Johnson will later examine the roots of other orchid species that neighbor the ghost orchids on trees. This will further clarify the importance of fungi to the ghost orchid, which he suspects relies on the fungi more than neighboring orchid species. He also has his eye on a population of orchids growing naturally in Cuba on a larger number of trees that he hopes to study as well.

Johnson aims to help people understand that there is more than a one-to-one relationship in nature, and that multiple partnerships contribute to the health of each species and system. For example, “if we understand the significance of host trees, then we can preserve both the host trees and epiphytic orchids at the same time,” he said.

Orchids may become a lifelong pursuit for Johnson, who moved to Illinois from his childhood home on the island of St. Lucia to pursue his studies. He hopes to specialize in the study of fungi as it relates to plants and the conservation of wild lands and waters.

Read more about orchid research at the Garden, and be sure to visit the Orchid Show, open February 11 through March 26, 2016.

©2017 Chicago Botanic Garden and my.chicagobotanic.org

Autumnal Leaves on Loan to Philadelphia

Lenhardt Library Blog Posts - Thu, 01/05/2017 - 9:14am

One of my favorite volumes in the Lenhardt Library’s rare book collection (although I love them all) is Autumnal Leaves by Ellen Robbins, published in 1868. Each of the 18 original watercolor paintings of autumn leaves looks so true-to-life that you want to reach out and pick a leaf off the page.

Sumac illustraion from Autumnal Leaves by Ellen Robbins.

Sumac from Autumnal Leaves by Ellen Robbins

This volume, specifically, the sumac watercolor, will be on display at the Philadelphia Museum of Art, in the American Watercolor in the Age of Homer and Sargent exhibition which runs March 1 to May 14, 2017. I’m delighted that an East Coast audience will have the opportunity to share this treasure.

Although we’ll miss the book while it’s away, through the Lenhardt Library’s digitization program, each page of the book is viewable in the Illinois Digital Archives repository.

You’ll find the sumac shown here on page 4 of the content list. View the full collection of prints here: http://www.idaillinois.org/cdm/compoundobject/collection/ncbglib01/id/3364/rec/2

Additionally, the sumac will be published in the American Watercolor in the Age of Homer and Sargent exhibition catalog.

A unique, one-of-a-kind book, this is the only copy listed with holdings in a library.

Bound with gold tooling and gilt edges, the volume is quite brittle and fragile. It has just been conserved by a professional book conservator to prepare it for exhibition.

Inside front cover, marbling, and bookplate for Ellen Robbins' Autumnal Leaves, published in 1868.

Inside front cover, marbling, and bookplate in Autumnal Leaves, published in 1868

Read more about Ellen Robbins and her extraordinary life and talent from retired curator of rare books Ed Valauskas in one of his Stories from the Rare Book Collection: Ellen Robbins, New England’s extraordinary watercolorist and floral artist.

Discover more about the current and rare books in the Lenhardt Library’s collection, which is open to the public. Members have borrowing privileges—become a member today!

©2016 Chicago Botanic Garden and my.chicagobotanic.org

2016’s Award-Winning Books on Botany & Horticulture

Lenhardt Library Blog Posts - Thu, 12/22/2016 - 3:10pm

Winter is the time to curl up by a fire with all the books you didn’t get to this summer—and this year had some fantastic reads in botany and horticulture. But how do you know what to pick up in a sea of books?

Each year at its annual conference, the Council on Botanical and Horticultural Libraries (CBHL) awards prizes for the best new works in botany and horticulture that contribute to the body of literature in these fields. Not surprisingly, a selection of these award-winning books are available to be borrowed from the Lenhardt Library. Here are our top four picks—find them online, or check them out on-site on your next Garden visit.

Shopping online? Order through our Amazon Smile link; a portion of your purchase is donated to the Garden.

2016 Award for Significant Contribution to the Literature of Botany or Horticulture:

 A Truly Ingenious Naturalist Explores New Worlds

The Curious Mister Catesby: A “Truly Ingenious” Naturalist Explores New Worlds
by E. Charles Nelson and David J. Elliott ; foreword by Jane O. Waring

University of Georgia Press, 2015. (Wormsloe Foundation Nature Book Ser.)

456 p.; 238 paintings, illustrations, photos, and maps

ISBN 9780820347264 (hardcover)

Lenhardt Library call number: QH31.C35C87 2015


2016 Award of Excellence in Botany:

On the Forests of Tropical Asia Lest the Memory Fade

On the Forests of Tropical Asia: Lest the Memory Fade
by Peter Ashton

Royal Botanic Gardens, Kew, in association with the Arnold Arboretum of Harvard University, 2014

ix, 670 pages; color photos, illustrations, and maps

ISBN 9781842464755 (hardcover)

Lenhardt Library call number:  SD219.A84 2014

2016 Award of Excellence in Plant Identification & Field-Guides:

 The Comprehensive Identification Guide

California Mushrooms: The Comprehensive Identification Guide
by Dennis E. Desjardin, Michael G. Wood, and Frederick A. Stevens

Timber Press, 2015

559 pages; color photos

ISBN 9781604693539 (hardcover)

Lenhardt Library call number: QK605.5.C2D47 2015

2016 Award of Excellence in Biography:

 The Enlightenment’s natural historian

James Sowerby: The Enlightenment’s Natural Historian
by Paul Henderson

Royal Botanic Gardens, Kew, 2015

336 pages; 150 color plates, 30 halftones

ISBN 9781842465967 (hardcover) 

Lenhardt Library call number: QH31.S69H46 2015

CHBL is the leading professional organization in the field of botanical and horticultural information services. It is comprised of librarians who work in botanic garden libraries across North America and in university libraries focused on botany and agriculture. Several Lenhardt Library staff (Leora Siegel, Stacy Stoldt, and Donna Herendeen) have served as CBHL board members in the past—and at present.

To learn more about CBHL, visit www.cbhl.net.

Members have borrowing privileges—become a member today!

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Give thanks for pollinators on Thanksgiving

Youth Education - Tue, 11/22/2016 - 1:46pm

Thanksgiving is here again, and we at the Chicago Botanic Garden are thankful for all the pollinators who make our food possible, every day, around the world. Bats, bees, butterflies, birds, and more pollinate plants that create one-third of the food we eat.

 Thanksgiving placemat to color and match pollinators to the food they produce.

Click here to download the PDF (11″x17″) of this placemat.

As you enjoy a meal with friends and family, take a moment to say thanks for the little things that make such a big difference—pollinators!

Draw and color the foods you are eating at your feast in the center of your plate on our placemat. Check the answer key to see who pollinated them.Instructions: Click on the image above to download our placemat to enjoy with your feast.

The ideal printing size is tabloid (11 x 17 inches). Letter size paper (8.5 x 11 inches) will also work if you choose “fit to page” when printing.

Draw and color the foods you are eating on our placemat. Check the answer key to see who pollinated them. Then, fill the Thanksgiving plate by drawing and coloring the foods—fruits, vegetables, and spices—that were brought to you by pollinators.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

What Kids Learn in a Cooking Class at the Garden

Youth Education - Thu, 11/10/2016 - 10:12am

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. 

 A girl with a bag over her head, holding a pot in her right hand, a whisk in her left.

What is a teenager to do without any cooking skills?

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.

 The pumkin pie ingredients are all on the counter, and two middle school girls are taking turns adding ingredients to the bowl.

Making a pumpkin pie requires lots of academic skills: reading, measuring, following directions, and even social skills.

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.

 The girl is turning the crank on the vegetable noodle machine and watching the curls of zucchini noodles fall into a bowl.

Turning a zucchini into noodles, also known as “zoodles,” was a favorite activity in this cooking class.

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.”

 a girls is smiling as she holds the plate of muffins she made, and is going to taste.

Why do kids like cooking? Because they like eating good food!

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.


Here are some upcoming cooking classes held in the new ITW Kitchen.

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.

Sensational Squash
Sunday, November 13, 2016
9:30 – 11 a.m.
1 – 2:30 p.m.

Joyful Gingerbread
Saturday, December 3, 2016
Sunday, December 4, 2016
Saturday, December 17, 2016
9:30 – 11 a.m. or 1 – 2:30 p.m.

Loco for Cocoa!
Saturday, January 21, 2017
Sunday, January 29, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m.

Sweet Treats: Cold Eats 
Sunday, February 12, 2017
Saturday, February 25, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m.

Churn It and Flip ‘Em (Make your Own Butter and Pancakes)
Saturday, March 4, 2017
Sunday, March 12, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m. 

Pizza Party 
Saturday, March 25, 2017
Sunday, April 2, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m.

Adult Cooking Classes are hands-on 90-minute workshops taught by food experts, who will introduce new ingredients, flavors, and techniques into your culinary repertoire.

Don’t forget summer camp!

ITW Kitchen Camps are week-long, food-featured summer camps for Grades 1-7.
Summer camp registration opens December 5, 2016.

  • Cooking A-Z, Grades 1-3 
  • Botany in the Kitchen, Grades 3-4
  • Cuisine, Grades 5-7

 

 Two girls are eating carrots. One holds two fingers up behind the other's head to give her bunny ears.

Kids and bunnies like garden-fresh carrots, especially if they are preparing their own snacks and meals.

Check our website at chicagobotanic.org for the latest details about new classes, dates, times, registration, fees, and future cooking programs.

One final note: Since writing this blog, my own daughter can now make mac & cheese and a pretty good omelet. 

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Play a game to learn about water conservation

Youth Education - Thu, 11/03/2016 - 8:58am

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. 

 Board, cups, beads, and game tokens are arranged for the water conservation game.

The Water Conservation Game is set up and ready to play.

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

Click to download the water conservation game.

Click the image above to download your copy of the Water Conservation Game.

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)

Game rules

  1. 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.
  2. 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.
  3. 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.)
  4. 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.
  5. 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. 
  6. 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? 

 

 Package of 620 pony beads and a bracelet made from the beads

Transparent blue pony beads resemble water and make a nice bracelet.

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.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Eastern screech-owl: Tiny hunter of the night

Birding - Tue, 11/01/2016 - 8:52am

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).

Young eastern screech-owl. Photo by Carol Freeman.

Young eastern screech-owl Photo © Carol Freeman

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 November 11 and January 20 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.

 An eastern screech-owl snuggles in to its nest in winter. Photo by Carol Freeman.

An eastern screech-owl snuggles into its nest in winter. Photo © Carol Freeman

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.

The eastern screech-owl is the October bird species highlighted by the Forest Preserves of Cook County. Come #birdthepreserves with the FPDCC; view the list of upcoming events for free events near you.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Rooting for Native Plants

Plant Science and Conservation - Tue, 10/25/2016 - 10:54am

Competition is heating up in the western United States. Invasive and native plants are racing to claim available land and resources. Alicia Foxx, who studies the interplay of roots of native and invasive plants, is glued to the action. The results of this contest, says the plant biology and conservation doctoral student at the Chicago Botanic Garden and Northwestern University, could be difficult to reverse.  

Cheatgrass, which is an aggressive, invasive plant with a dense root system, is in the lead and spreading quickly across the west. Native plants are falling in its wake—especially when it comes to their delicate seedlings that lead to new generations.

Foxx is one of the scientists working to give native plants a leg (or root) up. She hypothesizes that a carefully assembled team of native plant seedlings with just the right root traits may be able to work together to outpace their competition.

 Alicia Foxx (left) participates in seed collection in Southeastern Utah.

Alicia Foxx (left) participates in seed collection in southeastern Utah.

“We often evaluate plants for the way they look above ground, but I think we have to look below ground as well,” she said. Foxx’s master thesis focused on a native grass known as squirreltail, and her hypothesis addressed the idea that the more robust the root system was in a native grass, the better it was at competing with cheatgrass. Now, “I’m looking more at how native plants behave in a community, as opposed to evaluating them one by one… How they interact with one another and how that might influence their performance or establishment in the Colorado plateau.”

In the desert climate, human-related disturbances such as mining, gas exploration, livestock trampling, or unnaturally frequent fires have killed off native plants and left barren patches of land behind that are susceptible to the arrival of cheatgrass.

 Seedlings in the growth chamber.

Seedlings in the growth chamber

“Some of our activities are exacerbating the conditions [that are favorable for invasive plants]. We need to make sure that we have forage for the wildlife and the plants themselves, because they are important to us for different reasons, including the prevention of mudslides,” she said. “We are definitely confronted with a changing climate and it would be really difficult for us to reverse any damage we have caused, so we’re trying to shift the plant community so it can be here in 50 years.”

Garden conservation scientist Andrea Kramer, Ph.D. advises Foxx, and her mentorship has allowed Foxx to see how science theories created in a laboratory become real-life solutions in the field. “I think I’m very fortunate to work with Andrea, who works very closely with the Bureau of Land Management…it’s really nice to see that this gets replicated out in the world,” said Foxx. Seeds from their joint collecting trip in 2012 have been added to the Garden’s Dixon National Tallgrass Prairie Seed Bank.

Alicia Foxx loves to walk through the English Walled Garden when she steps away from her work.

In a way, Foxx is also learning from the invasive plants themselves. To develop her hypothesis, she considered the qualities of the invasive plants; those that succeeded had roots that are highly competitive for resources. After securing seeds from multiple sources, she is now working in the Garden’s greenhouse and the Population Biology Laboratory to grow native plants that may be up to the challenge. She is growing the seedlings in three different categories: a single plant, a group of the same species together, and a group of species that look different (such as a grass and a wildflower). In total, there will be 600 tubes holding plants. She will then evaluate their ability to establish themselves in a location and to survive over time.

 on the right is a sunflower (Helianthus annuus) next to a native grass (Pascopyrum smithii).

On the right: a sunflower seedling (Helianthus annuus) next to a native grass (Pascopyrum smithii)

There has been very little research on plant roots, but Foxx said the traits of roots, such as how fibrous they are, their length, or the number of hair-like branches they form, tell us a lot about how they function.

“I’m hoping that looking at some of these root traits and looking at how these plants interact with one another will reveal something new or solidify some of the theories,” said Foxx.

She aims to have what she learns about the ecology of roots benefit restorations in the western United States. It is possible that her findings will shape thoughts in other regions as well, such as the prairies of the Midwest. Future research using the seeds Foxx collected could contribute to the National Seed Strategy for Rehabilitation and Restoration, of which the Garden is a key resource for research and seeds for future restoration needs.

The Chicago native has come a long way since she first discovered her love of botany during high school. After completing her research and her Ph.D., she hopes to nurture future scientists and citizen scientists through her ongoing work, and help them make the connections that can lead to a love of plants.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Science Activity: Albino Plants

Youth Education - Mon, 10/17/2016 - 11:10am

Leaves are green. There are very few exceptions in healthy living plants, and most of the exceptions are partially green with red, yellow, orange, or white patterns; or they look white, but upon closer inspection they are actually whitish, bluish-green, and not pure white. The pigments that give all leaves their color are essential for the plant’s ability to harness energy from the sun and make sugars in the process we know as photosynthesis.

But every once in a while, a completely white seedling sprouts from a seed. This happened with some basil I grew a few years ago. 

 

 this picture shows two seedlings, one has two green seed leaves and the other is white and only half as big.

The green and albino seedlings came up at the same time, but the albino seedling never grew true leaves, and eventually withered and died.

My albino basil survived only a few days. Without any chlorophyll—the green pigment necessary for photosynthesis—this seedling was doomed. That is the case with all albino plants. The gene mutation that gives rise to albino plants is fatal to the plant, because without the ability to make sugars, the plant runs out of energy to live.

So when I was perusing the online Burpee seed catalog and came across “variegated cat grass” I was curious. VERY curious, and perhaps you are, too.

 a potted plant of white grass leaves.

How can this albino plant survive? (Photo permission from W. Atlee Burpee Company)

I had several questions: 

  • The term “variegated” implies that the leaves would be striped or multicolored, but in the picture it appears that there are all white leaves. What will this grass actually look like?
  • How long will it take to sprout?
  • How easy it to grow?
  • Is there enough green on those leaves for the grass to survive or will it die off like my basil?
  • If it does survive, how long can I keep it growing?

And most importantly:

  • Would this make an awesome science activity for students in the classroom and at home to investigate the importance of chlorophyll in plants?

There was only one way to find the answers. I ordered the seeds and grew some variegated cat grass in our nature lab at the new Learning Center. You can do this in your classroom to find answers to my questions and your own. 

Before I give you directions for growing cat grass, you may be wondering:

What IS cat grass?

The cat grass you may have seen sold in pet stores is usually a type of wheat, or Triticum. Our “variegated cat grass” is a type of barley (Hordeum vulgare variegata). Both are cereal grains that have been cultivated as food for hundreds of years. Both are sold commercially as cat grass because some cats like to chew on the leaves. Not being a cat owner, I don’t know if cats actually like this stuff, but apparently it sells.

Variegated barley was the result of science experiments on genetic mutations in barley seeds in the 1920s. The hybrid barley seeds have been packaged and sold by different seed companies because…well, they’re attractive and intriguing—they caught my attention.

How to plant cat grass, barley, wheat, or any grass seeds

You need:

  • A container that will hold soil at a depth of at least 2 inches; drainage holes are best, but not necessary
  • Variegated cat grass seeds (sold as “cat grass, variegated” and available at Burpee and other seed suppliers)
  • Potting soil
  • Water
  • A warm, sunny location for your plants

 

 Twelve plants have sprouted, one green, three green and white striped, and the rest all white.

In less than a week, a few more than half of the twenty variegated cat grass seeds planted in this 4-inch pot grew to 4 – 6 inches tall. The taller plants are ready for a trim.

Fill the container with moist potting soil. Spread seeds on the surface of the soil. Cover seeds with a thin layer of moist soil and tamp the soil down so that most of the seeds are covered. It’s all right if you can see some of the seeds through the thin layer of soil. Place in a warm, bright location. The seeds will sprout in a few days, but may take a week depending on the room temperature.

If students plant their own individual pots, have them place 20 – 30 seeds in each 3-inch container. The seeds I bought came 300 to a pack, so that means you need at least two (maybe three) packs to have enough for everyone in the class.

 most of the grass is all white, but there are nine or ten all or partially green leaves.

Half of the 100 seeds planted in this 8-inch pot have sprouted, and more should be coming up soon.

You can also use the whole pack in a 8- to 10-inch container, or even spread more seeds in a foil baking pan filled with soil to grow a carpet of grass. The more densely you plant the seeds, the closer the plants will grow together and it will look and feel more like a healthy lawn. A sparser planting makes it easier to observe individual plants. It’s up to you how you want to do it, really.

Keep the grass in a warm, sunny location. Water when dry, but do not allow it to dry out. When the grass leaves are more than 3 inches tall, use a sharp pair of scissors to trim them to a uniform height just as you would mow a lawn. This will prevent the grass from going to seed and keep it alive longer. You can plant new seeds in the same planter to revitalize in two to three weeks when it starts looking a little tired.

Now the REAL science part: 

Whether you make a single classroom planter or have each student plant her own pot, observe your variegated cat grass for the next four to six weeks, or even longer. Keep it watered and trimmed. Measure its growth. Take photos or sketch it to record how it grows and changes. Ask your own questions and try to find answers, and ultimately reach a conclusion about what happens to white plants. If you and your class are really interested, plant some more cat grass and change the procedure to test your own ideas. It’s that easy to do plant science in your classroom.

Want more albino plant science? Read on.

More activities for inquiring minds

You can experiment with other genetically modified albino seeds available through science supply companies.

 A packet of genetically modified corn seeds and instruction booklet

Seed kits enable you to investigate different genetic traits, including the albino mutation.

Carolina Biological Supply Company sells hybrid corn that will grow white leaves and stems. I have planted these seeds and they work pretty well, but require a bright window or light and a warm environment to sprout successfully. A classroom kit contains soil, planting trays, and 500 seeds for a classroom investigation, and costs about $100. You can order just the seeds in packs of 100 genetic corn seeds that are all albino (90 percent of the seedlings will grow to be albino) for $18.50, or a green/albino mix—which means about 75 percent of seedlings will be green and 25 percent white, for $10.50. The latter enables you to compare the mutation to the normal strain. 

 Ten white corn seedlings are a few inches tall.

Five days after planting, albino corn seedlings are beautiful, but ill-fated.

Nasco sells seeds and kits to investigate albino plants. Their “Observing the Growth of Mutant Corn Seeds” kit serves up to 40 students and costs $62.50. Nasco also has albino tobacco seeds with 3:1 green to white ratio, 1,200 seeds for $12.05. Tobacco seeds are smaller, and therefore more difficult for little fingers to handle than corn or barley. I have never tried growing them, but that might be my next science project this fall.

 Cat Grass (Barley).

After a two months, my densely planted variegated cat grass is thriving at the nature lab, even though it no longer resembles the catalog photo.

The answer to my question? Yes! This is an awesome science activity for students because it’s easy and demonstrates something really important—in fact, something essential to our existence!

You don’t need to purchase the fancy kits to investigate why plants are green. You can get a lot of good science learning out of a pack of variegated cat grass. All you really need to do is look around you and notice the colors in nature. Do you see white leaves anywhere? If you do, then there is probably a science investigation waiting for you.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Developing better tools to manage plant collections for conservation

Plant Science and Conservation - Thu, 10/13/2016 - 9:29am

Botanic gardens are looking at the ways that zoos are trying to save threatened and exceptional species—including whooping cranes, black-footed ferrets, and giants pandas—to see if their approach could be adapted and used to help save rare plant species.  

Over the past year, the Chicago Botanic Garden has been working with the Brookfield Zoo, Botanic Gardens Conservation International, and other institutions to modify management tools developed for zoo living collections for botanic garden use.

Scientists and curators at botanic gardens and zoos both manage populations—of plants and animals, respectively—for conservation purposes. This type of conservation, outside the habitat of the plant or animal, is called “ex situ” (off site) conservation. There is a lot of similarity between the best practices for living collection management at zoos and botanic gardens, but to date, we have not often worked together to adapt tools developed for animals to plants and vice-versa.

This may be due, in part, to the fact that plant conservation relies heavily on seed banking. Storing seeds is an effective conservation method for most plant species, and avoids many of the problems associated with growing plants in the garden. (Living plants may be killed or injured by diseases and pests, may hybridize with other plants in the garden, and over several generations, may change genetically in ways that make them less suited for reintroduction.) However, many plant species are not well-suited for seed banking, either because their seeds are recalcitrant—they cannot be dried and frozen—or because some plants rarely produce seeds. Living collections offer an alternative conservation method for these “exceptional” species.

 Conservation scientist Dr. Andrea Kramer hand-pollinates a Brighamia insignis specimen.

Conservation scientist Dr. Andrea Kramer hand-pollinates a Brighamia insignis specimen.

In this recent paper in the American Journal of Botany, we describe an approach that botanic gardens could adopt to improve their management of rare plant species—based on the “studbook” approach zoos use for animals. We hope to test this approach in two rare plants next year: Quercus oglethorpensis (Ogelthorpe oak—found only in the southeastern United States), and Brighamia insignis (Ālula—found only on Kauai in Hawaii).

 Quercus oglethorpensis.

Quercus oglethorpensis
Photo ©2015, Virginia Tech Dept. of Forest Resources and Environmental Conservation

 Brighamia insignis.

Brighamia insignis

It is clear that zoos and botanic gardens have much to learn from each other, and we hope to work more with our zoo counterparts in the future.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Windy City Harvest (and partners) is finalist in Food to Market Challenge

Community Gardening - Fri, 10/07/2016 - 2:42pm

Windy City Harvest, the Chicago Botanic Garden’s urban agriculture education and jobs-training initiative, and its local partners were chosen as one of five finalists in the Food to Market Challenge.

The Food to Market Challenge, conducted collaboratively by Kinship Foundation and the Chicago Community Trust, will award $500,000 to the multidisciplinary team that presents innovative solutions on how to bring local food to market. The Farm on Ogden Development (F.O.O.D.) includes distributors (Midwest Foods), farmers (Windy City Harvest, Creciendo Farms, Return to Life Farm, Sweet Pea and Friends, Garfield Produce Company), educators (Windy City Harvest, SAVOR…Chicago, ProStart Culinary Training, South Loop Farmers Market), healthcare and access (Community Economic Development Association, Lawndale Christian Health Center), land access (Brinshore Development, SAVOR…Chicago), and customers (SAVOR…Chicago, South Loop Farmers Market). Watch the video and see how this group of longtime partners is positioned to answer the challenges of the food supply chain in Chicago: food, health, and jobs.

 Windy City Harvest is part of a team competing in the Food to Market Challenge.

Windy City Harvest is part of a team competing in the Food to Market Challenge.

The winner of the Food to Market Challenge will be selected at a “Shark Tank”-style event held at the Museum of Contemporary Art on October 26. 

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Color the leaves to understand the shades of fall

Youth Education - Wed, 10/05/2016 - 12:55pm

During the summer, tree leaves produce all the pigments we see in fall, but they make so much chlorophyll that the green masks the underlying reds, oranges, and yellows.

In fall, days get shorter and cooler, and trees stop producing chlorophyll. As a result, the green color fades, revealing the vibrant colors we love. Eventually, these colors also fade, and the leaves turn brown, wither, and drop. Then the trees become dormant for winter.

Parents and teachers: download a coloring sheet for your kids here!

Fall Color at the Garden

There are four pigments responsible for leaf colors:

  • Chlorophyll (pronounced KLOR-a-fill) – green
  • Xanthophyll (pronounced ZAN-tho-fill) – yellow
  • Carotene (pronounced CARE-a-teen) – gold, orange  
  • Anthocyanin (pronounced an-tho-SIGH-a-nin) – red, violet, can also be bluish

Leaves are brown when there are no more photo-sensitive pigments; only the tannins are left.

Color these leaves according to the pigments they produce:

honeylocust leaf
Honey locust

Leaves turn color early in the season; the lighter carotenes glow warmly against the blue sky and green grass.

 

sugar maple leaf
Sugar maple

The fading chlorophyll, combined with xanthophyll, carotene, and anthocyanin, produce the spectacular show we anticipate every year. Leaves change slowly and over time may be any combination of the four pigments, ending in a brilliant flame of anthocyanin.

 

japanese maple leaf
Japanese maple

The darker anthocyanin hues turn these feathery leaves the color of shadows—fitting for the spooky month of Halloween.

 

sweetgum leaf
Sweetgum

Like the maple, this tree puts on an awe-inspiring display of xanthophyll, carotene, and anthocyanin all together.

 

ginkgo leaf
Ginkgo

Light filtering through the xanthophyll and lighter carotene of these leaves creates an ethereal glow. The ginkgo drops all of its leaves in a day or two.

 

sumac leaf
Sumac

The anthocyanin in these leaves makes them the color and shape of flames, and appears as fire against the duller colors of the surrounding landscape.

 

buckeye leaf
Buckeye

Carotenes recede quickly around the edges of the leaves as they prepare to parachute to the ground.

 

tulip tree leaf illustration
Tulip tree

A pale hint of chlorophyll mixes with xanthophyll and a touch of carotene as this tree shuts down for winter.

 

pin oak leaf illustration
Pin oak

This stately tree holds its anthocyanin-rich leaves through the fall. The color eventually fades, but the tree holds its pigment-less leaves through the winter.

Download a coloring sheet for your kids here!

Facts about fall leaf colors:

  • Trees use the sugars they produce through photosynthesis to make all of the pigments we see.
  • The best fall color display comes in years when there has been a warm, wet spring; a summer without drought or excessive heat; and a fall with warm, sunny days and cool nights.
  • Chlorophyll, carotene, xanthophyll, and anthocyanin are also responsible for the coloring of all fruits and vegetables, including corn, pumpkins, beans, peppers, tomatoes, and berries.
  • Peak fall color comes earlier in northern latitudes than southern latitudes, so if you miss the best of the sugar maples in Chicago, take a trip south to get your color fix.
  • You can preserve a leaf by ironing it between sheets of wax paper.

Fall color(ing) activity correct colors:

Fall Color(ing) Activity Answers

Illustrations by Maria Ciacco
©2016 Chicago Botanic Garden and my.chicagobotanic.org

In Their Own Words: The People of Plants of Concern

Plant Science and Conservation - Tue, 10/04/2016 - 8:50am

Plants of Concern volunteers come from many backgrounds, but all share a common denominator: not surprisingly, they are concerned about plants.

 The beautiful Cypripedium candidum, one of the many rare plants Plants of Concern monitors.

The beautiful Cypripedium candidum, one of the many rare plants Plants of Concern monitors

So concerned are these citizen scientists, in fact, that they are willing to traipse all over our region of northeast Illinois and northwest Indiana to monitor hundreds of rare, threatened, and endangered species in a variety of habitats. Their findings help plant scientists understand and work to mitigate the effects of climate change, as well as encroaching urbanization and invasive species.

Here are profiles of three Plants of Concern volunteers, in their own words. We hope these stories inspire you to consider joining their ranks. Another Plants of Concern volunteer recently blogged about her experience as a newbie with relatively little plant-related expertise, and you can find that post here.

Kathy Garness

 Kathleen GarnessBachelor’s degree from DePaul University in visual arts; master’s degree in religious education from Loyola University. Worked for many years as a director of religious education in the Episcopal church, in the commercial art field for more than a decade, and now as administrator and a lead teacher in a nature-based preschool. Earned a botanical art certificate from the Morton Arboretum. Helped develop the Field Museum’s Common Plant Families of the of the Chicago Region field guide.

I started volunteering with Plants of Concern in 2002. I learned about POC after a chance meeting at the REI store in Oakbrook with Audubon representative and Northeastern Illinois University professor Steve Frankel. Steve told me about POC, and that meeting changed my life in a huge way.

I monitor 25 species at nine different sites, including Grainger Woods in Lake County; Theodore Stone in Cook County; several high-quality prairies in Cook, DuPage, and McHenry Counties; and Illinois Beach State Park in Zion. POC assigned them to me because of my interest in and ability to ID many species of native orchids (there are more than 40 just in the Chicago region). But I monitor other plants besides orchids.

 Kathy Garness leads a tour at Illinois Beach State Park.

Kathy Garness leads a tour at Illinois Beach State Park. Photo by Michael Rzepka, Forest Preserve District of Will County

Volunteering for POC differs from most other volunteering positions I’ve held [at the Art Institute and the Field Museum] because there is a lot of independence, and also much more technical training. This citizen science is vital to the sites’ ecologists—most agencies don’t have enough funding to pay staff to collect the valuable, detailed information we do. Volunteers also are highly accountable, and you need to be really sure about your species. That knowledge comes over years of participation, but even if someone just participates once, and goes out with a more experienced monitor, the information collected helps fill gaps in our understanding of our natural areas. And it’s way more fun than playing Pokémon, once you get the hang of it!

My advice for prospective volunteers is to go out first with more experienced monitors. Learn from them—they are better than a digital (or even paper) field guide. Clean your boots off carefully beforehand; don’t track any weed seeds into a high-quality remnant. Observe more than just the monitored plants—look for butterflies, listen for birds, notice the dragonflies and frog calls. Tread lightly and watch your step. Bring extra water and a snack. Use bug spray. Learn what poison ivy is but don’t be afraid of it—just don’t get it on your skin! No matter how hot it is, I wear long trousers, long sleeves, a broad-brimmed hat, and thin leather gloves. Never, ever, go out in the woods alone. Let people know where you are going and when you plan to return. Watch the weather signs. Keep your cell phone charged and with you at all times.

Above all, enjoy this one-of-a-kind experience!

Fay Liu 

Bachelor’s degree in agriculture technology/animal sciences from Utah State University; master’s degree in food science from the University of Tennessee, Knoxville. Trained as a food-science researcher focusing on meat quality. Researched pork quality for a commercial pig farm/processing plant and a pig genetic company.

 Fay Liu on a foray for Plants of Concern.

Fay Liu enjoys a foray. Photo by Plants of Concern

I have been volunteering with Plants of Concern since 2012. I am interested in nature and enjoying the outdoors, and this is a fantastic program for me. My family always spent time hiking and fishing on weekends. I grew up in Taipei, Taiwan, where we had easy access to mountains and the ocean—unlike in the Midwest. We also had a container garden on top of our four-story building, and I helped to take care of the plants.

For POC I primarily volunteer at Openlands, which is about 20 minutes from my house. However, I have also volunteered farther away, south to Will County, east to the city of Chicago, and north to Zion.

Plants of Concern involves many aspects of science: identifying target plants and knowing the plants surrounding them, locating target populations, and using statistical methods to measure populations. For me, the most fun thing is learning new things each time I come out to the field. Maybe it’s a new plant that I have never seen before, or a new hiking route. The most frustrating times are when it’s hard to find the target plant because the population is low.

The advice I have for prospective volunteers is to keep your curiosity alive!

Karen Lustig

Bachelor’s degree in botany from the University of Illinois Urbana-Champaign; master’s degree in botany from the University of Minnesota. Has taught botany at Harper College since 1987.

 Karen Lustig on the prowl for Plants of Concern.

Karen Lustig on the prowl for Plants of Concern

I have been interested in plants since I can remember. My father loved to hike, and my mother was a gardener. Instead of moving furniture around, my mother moved plants. We spent a lot of time outside.

I have volunteered with Plants of Concern since its beginning. I monitored white-fringed prairie orchids with the National Fish and Wildlife Foundation and many other plants with the Nature Conservancy even before then. I knew people (still do) at the Chicago Botanic Garden, and I heard about the program from them, so it was sort of a transfer. I remember that when POC started, we worked in forest preserves. I understood why there was a desire to work in protected lands, but I said we needed to include other properties. And the program expanded beyond the preserves!

I actively monitor for POC at Illinois Beach State Park (IBSP) and also help out at Openlands when I have time. The forays are great fun. That’s my favorite thing: getting out there and being with other people and learning about new plants. At IBSP, visitors are expected to stay on the trail. Of course, most plants don’t grow right on it, but you can usually spot them. Once I was looking around for plants and saw this guy sort of thrashing around in the cattails. I reported him since he looked so bizarre out there, and it turns out he was a skipper [butterfly] expert taking samples for the Karner blue butterfly project. I met him later…a really nice guy, it turns out!

What makes Plants of Concern special is that it is so well run. The staff is quick on feedback and offers lots of help. The training programs are excellent. I’ve heard some terrific speakers, too. Other organizations sometimes don’t seem to have quite the staff or funding for their programs, which can make volunteering challenging. If I had to identify the biggest challenge as a POC volunteer, it would be the paperwork. With POC you can do the entry online, which helps. But filling out forms remains my least favorite thing to do…I just filled out a form [in August] for data collecting I did in May.

My advice to new Plants of Concern volunteers is to go to the workshops—even if you think you know the stuff. It’s amazing what you can learn. And when you first go out, it can be hard just to find the plants, even using a GPS, much less to know what to do when you find them. So go with experienced people!

Students at Harper College have volunteer workdays, and when mine return to the classroom after volunteering with POC groups, they always talk about how knowledgeable and interesting the volunteers are—and these are college environmental science students. It’s great that people can get together and share not just their knowledge but their enthusiasm through Plants of Concern.

poc-monitoring-flagsJoin the ranks of the dedicated people of Plants of Concern: volunteer today.

Plants of Concern is made possible with support from the U.S. Department of Agriculture Forest Service at Midewin National Tallgrass Prairie, Forest Preserves of Cook County, Openlands, Nature Conservancy Volunteer Stewardship Network, National Fish and Wildlife Foundation, and Chicago Park District.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Red-Bellied Woodpecker: Colorful Year-Round Woodland Denizen

Birding - Mon, 10/03/2016 - 8:39am

When someone first hears the name of the red-bellied woodpecker, it doesn’t make sense. The bird has a bright red crown and nape, but where’s the red belly? Actually, there is a small pinkish tinge on the bird’s stomach, but it’s difficult to see unless you look for it with binoculars (and if it’s not covered with gray feathers).

 A red-bellied woodpecker looking for food. Photo by Carol Freeman.

A red-bellied woodpecker looking for food. Its eclectic diet consists of nuts, berries, seeds, insects, and suet from feeders. Photo © Carol Freeman

Unfortunately, the name “red-headed woodpecker” was already taken by another bird—incidentally, much rarer in northern Illinois—so ornithologists named this common, year-round bird the red-bellied woodpecker.

The red-bellied woodpecker (Melanerpes carolinus) has creamy-to-white underparts, and a black-and-white, zebra-patterned back. The male’s forehead is red; the female’s is creamy white. (By contrast, the red-headed woodpecker’s entire head is blood red, and its back is solid black with white patches on the wings.) The red-bellied woodpecker’s preferred year-round habitat is woodlands, and the oak, pine hardwood, and maple forests of the eastern United States. Occasionally, it can be found in wooded suburban neighborhoods.

Woodpeckers have long, barbed tongues. A woodpecker’s tongue is so long that when it is not extending it to grab a meal deep within a crevice, it pulls it in, and wraps it around the inside back wall of its skull, almost to its nostril holes. Because they can get food from deep within a tree instead of relying on what is readily available, they are well-suited to spend winter in northern Illinois, when other insect-eating birds need to move south.  

 Female red-bellied woodpecker.

Female red-bellied woodpecker by www.birdphotos.com [CC BY 3.0], via Wikimedia Commons

If a red-bellied woodpecker visits your yard, you may be able to observe some interesting behavior: the woodpecker puts a nut into the crevice of tree bark, then hits the nut with its beak to get to the yummy morsel inside. It also may store the food there to eat later.

The woodpecker makes its presence known in woodlands and yards or at feeders by calling “querr” or “cherr-cherr” several times, or giving various chattering sounds. Its boisterous noises and colorful plumage add cheer to a cold winter’s day.

In February or March, the male red-bellied woodpecker begins seeking places to excavate cylindrical cavities—in dead trees or dead limbs of trees—and enticing a female to mate and lay eggs, which happens in late March and early April.

As with many birds, red-bellied woodpeckers will nest in the same location year after year. The male typically builds a new cavity—often in the same tree, near the old one—each season. The nest cavity is from 10 to 14 inches deep and usually built on a limb (as opposed to the trunk). The female lays four to five white eggs each season, and both parents incubate the eggs for about 12 days and take care of the nestlings, which fledge in another 24 to 27 days.

Numbers of this beautiful, common bird have grown across most of its range over the past 50 years, according to the North American Breeding Bird Survey. Once most common and found mostly in central and southern Illinois, it has expanded its range northward in the state in the past century, including into northern Illinois, where it had been decidedly rare in the early twentieth century.

The red-bellied woodpecker is the November bird species highlighted by the Forest Preserves of Cook County. Come #birdthepreserves with the Forest Preserves; view the list of upcoming events for free events near you.

©2016 Chicago Botanic Garden and my.chicagobotanic.org. Additional photos by Ken Thomas and Tom Friedel.

Fresh Recipes in Windy City Harvest’s New Cookbook

Community Gardening - Fri, 09/23/2016 - 11:00am

‘Tis the season for the harvest bounty at Windy City Harvest! Our staff and program participants are busy harvesting our final summer crops: peppers, tomatoes, and eggplant; and early fall crops: kale, carrots, and cabbage.

This harvest season we are excited to unveil our new cookbook, Cooking in Season with Windy City Harvest. This cookbook is a collection of our favorite seasonal recipes and features the fresh produce grown and harvested at our farms transformed into healthy dishes by our program participants, staff, and local chefs.

 Windy City Harvest Youth Farm participants.

Windy City Harvest Youth Farm participants

Our program has been lucky to develop wonderful partnerships with local chefs and restaurants. Many of these chefs, including Cleetus Friedman, executive chef and creative chef for Caffé Baci; and John des Rosiers, chef/proprietor of Inovasi, Wisma, and The Otherdoor, have generously shared seasonal recipes that feature Windy City Harvest produce.

 Harvesting kale at the Washington Park farm.

Harvesting kale at the Washington Park farm

Just like planting seeds and harvesting the bounty, cooking is an essential component of the Windy City Harvest program. Program participants learn how to cook with produce grown on the farms, sometimes using fruits and vegetables that may be unfamiliar to them. The participants then share their newfound culinary skills with their communities, whether trading recipes with market customers, providing cooking demonstrations at local WIC (Women, Infants, and Children) clinics, preparing multicourse lunches for their peers, or showcasing their dishes at our annual Open House celebrations.

One of our favorite fall recipes is a grilled kale salad.

Grilled Kale Salad
Preparation: 15 to 30 minutes. Serves: 6 to 8

 Grilled kale salad.

Salad:

  • 3 pounds (about 4 bunches) toscano kale, washed and dried
  • ½ cup vegetable oil, divided
  • ½ teaspoon salt, plus more for bread
  • 2 garlic cloves, cut in half
  • ½ loaf of sourdough bread (cut into ¾-inch thick slices)

Dressing:

  • 3 large garlic cloves, minced
  • ½ cup lemon juice
  • ½ cup extra-virgin olive oil
  • ½ teaspoon salt
  • 1 cup feta cheese, crumbled

Preheat the grill to high. Stack the kale and cut off the thick end of the stems about 3 inches from the end of the leaf. Compost the stems. In a large bowl or large plastic bag, toss the kale with ⅓ cup of the vegetable oil and salt, until the leaves are evenly coated with oil.

Rub each slice of bread with a garlic clove half. Drizzle the remaining oil on the bread. Grill the bread slices until golden brown with nice grill marks on each side. Set aside. Grill the kale leaves until crispy and cooked—about 30 seconds to 1 minute per side. Dice the grilled bread into croutons, and julienne the kale into bite-size pieces. Place the mixture in a large bowl.

To make the dressing, combine the minced garlic with the lemon juice, olive oil, and salt in a Mason jar. Tighten the lid and shake the jar vigorously to combine the ingredients. Pour the dressing over the kale and bread, and toss the mixture to coat. Add the feta and toss again. Transfer the salad to a serving platter or bowl.

 Windy City Harvest student cooks in the Fruit & Vegetable Garden kitchen.

Get in the kitchen with Windy City Harvest

If you would like to see more seasonal recipes and learn about the Windy City Harvest program, purchase a cookbook from createspace.com or pick one up in the Garden Shop. Bon appetit!

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Expedition to Door County

Plant Science and Conservation - Wed, 09/21/2016 - 2:44pm

Last June, I headed up to Door County, Wisconsin, with Kay Havens, our director of plant science and conservation,  for a 31-day trip to undertake our annual fieldwork. “A month at the beach!” you say, thinking it such a treat! Well, yes and no.

Four undergraduate students in our REU program joined us to track literal life and death events in two plant populations on the dunes of Lake Michigan. The dunes can be more than 20 degrees Fahrenheit hotter than ambient temperatures, and we work in the interdunal swales, where no lovely breezes off the lake can reach us. It is often well over 95 degrees in the dunes, even if it’s a balmy 75 degrees in Sturgeon Bay. But, no matter—we are on a mission! On days with the hot sun both beating down and reflecting up from the sand, we observed, measured, and recorded the births, deaths, and reproductive successes of one of our favorite plants: the threatened pitcher’s thistle (Cirsium pitcheri). 

 Pitcher's thistle (Cirsium pitcheri)

Pitcher’s thistle (Cirsium pitcheri)

We find every seedling we can, and place a flag next to it to help us keep track of the ones we’ve counted. We don’t want to miss a single one. Each seedling is a measure of successful reproduction for this monocarpic perennial. Monocarps—plants that only flower once before they die, are completely dependent upon producing as many successful offspring as they can, all in the quest to ensure that they just replace themselves. When all plants successfully replace themselves, a population is stable.

Just to replace yourself is a monumental undertaking for a plant that flowers once and then dies. Especially for pitcher’s thistle. The dunes are a harsh environment for a tiny baby plant. Many of them die—exposed to the heat, and without enough water to sustain them. We estimate that fewer than one in ten seeds germinate and survive each year, and in some years, only a small percent of those survive the winter to become a juvenile plant the next year. That means that each flowering plant must produce many seeds to replace itself. The good news? Generally, if a seedling survives to the juvenile stage, it has a much increased chance of survival to make it to the next stage—a vegetative plant—and the vast majority of those go on to reproduce at some point.

 Kay Havens, ready to record data at Ship Canal Nature Preserve, owned by the Door County Land Trust.

Kay Havens is ready to record data at Ship Canal Nature Preserve, owned by the Door County Land Trust.

However, seed germination and seedling survivorship and growth depend upon two things: where you come from and where you live. To look at this, we took 100 seeds from each of our two study populations and grew them in “seed baskets” in our study garden at the Chicago Botanic Garden. We also grew the same number in seed baskets at their respective home sites. Regardless of population, they germinated and grew very readily in our study garden. But there were very stark differences at our study sites in Door County: seed germination was 39% at one site, but only 9% at the other.

 Pitcher’s thistle seedlings sprouted in one of our seed baskets at the Ship Canal Nature Preserve.

Pitcher’s thistle seedlings sprouted in one of our seed baskets at the Ship Canal Nature Preserve. The pair of yellow-green “leaves” opposite each other are actually cotyledons, or seed leaves, and are the first photosynthetic organs to emerge from the seed during germination.

 These are Pitcher's thistle seedlings that have grown very large under the favorable conditions of the test garden on the south side of the Plant Science Center.

These are pitcher’s thistle seedlings that have grown very large under the favorable conditions of the test garden on the south side of the Plant Science Center. In just one growing season, they have grown as large as plants three to four years old that grow under natural conditions.

Why the difference? Well, our first site is definitely more hospitable! Even we are happier to work here. It’s not nearly as hot, and the dune structure is more flat, so the breeze off the lake makes things more pleasant—for plants and people alike! And it appears to this observer’s eye that there’s more water available close to the surface here. This year, there are two large patches in the dune that have been perpetually damp. In contrast, our second population is literally high and dry, making life hard for the little pitcher’s thistle seedlings. How does this affect the prospects of these two populations overall? Stay tuned! We’ll let you know when we have finished our analysis of the long-term trends at these two very different sites.

One plant, two places—offering a fascinating glimpse of a life of contrasts.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Becoming a Plant Sleuth for Plants of Concern

Plant Science and Conservation - Thu, 09/15/2016 - 9:12am

Last year, with great anticipation, I became a plant sleuth. Tired of my relative ignorance of plants, I wanted to learn more about them and become more productive while being outdoors, which I am—a lot. So I joined Plants of Concern as a volunteer.

Based at the Chicago Botanic Garden, Plants of Concern (POC) was launched in 2001 by the Garden and Audubon–Chicago Region, supported by Chicago Wilderness funding. The program brings together trained volunteers, public and private land managers, and scientists, with the support of federal, state, and local agencies. For more than 15 years, the POC volunteers—a generally mild-mannered but formidable force of citizen scientists—have monitored rare, threatened, and endangered plant populations in our region to assess long-term trends. 

 On this foray with Plants of Concern, we marked endangered plants with flags.

On this foray with Plants of Concern, we flagged and counted targeted plants.

Broadly speaking, the data we plant detectives collect provides valuable information. Land managers and owners can use it to thoughtfully and effectively manage land, protecting ecosystems that have helped to support us humans. Scientists and students can use the data to help them understand rare-species ecology, population genetics, and restoration dynamics. The implications are significant, with climate change an important factor to consider in altered or shifting plant populations.

I quickly discovered that many POC volunteers are way more plant savvy than I am. Fortunately for me, the organization welcomes people of all knowledge levels. Our goal is to gather information about specific plant populations, ultimately to protect them against the forces of invasive plant species and encroaching urbanization. And our work is paying off. Some POC-monitored plant populations are expanding—reflected in the removal of those species from state lists of threatened and endangered species.

We are (mostly) unfazed

Yes, we POC volunteers are a hardy lot. Stinking hot, humid days on the sand dunes near Lake Michigan or the Midewin National Tallgrass Prairie? We drink some water and slap on sunscreen. Steep ravines with loose soil and little to hang onto? Bring it on! An obstacle course of spider webs? No prob—well actually, those are a real drag. Last time I wiped a web from my sweaty face I muttered, “There ought to be a word for the sounds people make when this happens.” (Oh, right, there is: swearing!) But webs slow us down for just a few seconds before we resume the business at hand.

 Amy Spungen out in the field, volunteering for Plants of Concern.

Author’s note: Some projects are a little more involved than others. This was one of those.

That business is hunting down and noting targeted plants, and continuing to monitor them over time. Our tools are notebooks, cameras, and GPS mapping equipment. In northeast Illinois and northwest Indiana, we volunteers, along with Garden scientists and staff from partner agencies, have monitored 288 species across 1,170 plant populations at more than 300 sites, from moist flatwoods to dry gravel prairies to lakefront beaches and sand savannahs. Collectively, since Plants of Concern began, we have contributed 23,000 hours of our time in both the field and office.

“Northeastern Illinois is incredibly biodiverse, and some people are surprised to learn that,” says Rachel Goad, who became manager of the program in 2014, after earning a master’s degree in plant biology from Southern Illinois University–Carbondale. “There are so many interesting plant communities and lots of really neat plants. For people who want to learn more about them and contribute to their conservation, Plants of Concern is a great way to do that. We rely on interested and passionate volunteers—we would not at all be able to cover the area of the Chicago Wilderness region without them.”

From the minute I met up with a POC group during my first foray last October at Illinois Beach State Park, I was hooked. Though I often feel like a dunderhead as I bumble around hunting for my assigned plants, wondering why so many plants look so much like other plants, I love it. One reason is the other, more experienced volunteers and staff leaders, who generously help me as I ask question after question after question.

 a man of ultimate patience.

Plants of Concern foray leader Jason Miller: a man of ultimate patience—with me.

Some of us volunteers are walking plant encyclopedias, while others (that would be me) have been known to call out, “Here’s a dwarf honeysuckle!” only to have foray leader Jason Miller, patience personified, respond gently, “Actually, that’s an ash seedling.”

            “Hey Jason,” I say a couple of weeks later, trying to look unconcerned. “Do you guys ever fire volunteers?”

            “Yes, but it’s rare,” he replies. “Of more than 800 volunteers over all the years, maybe five at most—and not recently—were dropped from the program.” He indicates that it’s more a mismatch of interests than a few flubbed newbie I.D.s that can lead to that very rare parting of ways. Miller also acknowledges that some plants are especially tricky, such as sedges (Carex spp.) and dwarf honeysuckle (Diervilla lonicera). “Some species are straightforward,” he says, “and others are harder to monitor.”

I’m not hopeless—I’m just growing

I decide to interpret my POC foibles as “opportunities for growth,” since slowly but surely, I am starting to catch on. The information sheets distributed as we gather before a foray are making more sense to me. I am getting better at noticing the tiny serrated edges of a leaf, or compound rather than simple umbels, or any number of other subtle ways plants may distinguish themselves from others.

That gradual but steady learning curve fits with what Goad describes as “the most critical characteristic we look for in volunteers: someone who really wants to learn.” She adds that diversity among POC volunteers strengthens the program as a whole, helping to build a “constituency for conservation” among people not traditionally associated with environmental activism.

 Plants of Concern volunteers watch a presentation before heading out on foray.

Volunteers get a debriefing before heading out on a foray. Newbies go with experienced volunteers.

Goad and her staff, which includes research assistants Miller, Kimberly Elsenbroek, and Morgan Conley, work to match volunteers with something that fits their level of expertise. This “hyper-individualized” approach to training POC volunteers can limit the number of participants per year, currently about 150 (a year-end tally firms up that number). “We tend to fill up our new volunteer training workshops, which means that our staff is always working at capacity to get those folks up and running,” says Goad. “I encourage people to sign up early if they know they are interested.”

Another challenge for managing the volunteer program, Goad adds, is that “any time you have a whole bunch of different people collecting and sending in data, there has to be a really good process for checking it and cleaning it and making it useful.” Over the years, the program has improved its volunteer training and data processing so that errors are minimized.

Get ready, get set—learn!

Miller was majoring in environmental studies at McKendree University when he came to POC in 2013 as an intern. Now, among other things, he’s in charge of volunteers at the Openlands Lakeshore Preserve. Like Goad, he says the main requirement in a volunteer is a willingness to learn. “We want someone who is interested in plants and their habitats,” he said. “If so, whenever you can help us out, great! We realize you’re giving your time to do this.”

Goad hopes to expand POC into other parts of Illinois over the next decade. “There are populations across the state that should be visited more regularly,” she says. “We do a lot with the resources we have, but it would be great to expand, and to do so, we need to continue to be creative about funding.” With partners that include forest preserve districts, county conservation districts, many land trusts, and nonprofit agencies that own land—and with its knowledge about challenged plant populations—POC is uniquely positioned to help facilitate collaboration.

 Plants of Concern volunteers.

The world’s best volunteer group

Whatever the time frame, wherever Plants of Concern volunteers are found, the hunt is on. Some days are glorious for us plant sleuths, such as my first foray last fall. We hiked over the dunes, Lake Michigan sparkling beside us, the cloudless sky brilliant blue. A light breeze kept us cool as we spread out, flagging the targeted plant—the endangered dune willow (Salix syrticola)—which was readily apparent and accessible. Then there are days like one this past June, when the sun beat down over a hazy Lake Michigan, humidity and temperatures soared, and my assignment was a steep, prolonged scramble over ravines to find and flag my elusive target, the common juniper (Juniperus communis). By the end of it I was, to coin a phrase, literally a hot mess—but a happy and triumphant one, for I had indeed been able to plant a few flags.

 planting flags on a foray to monitor slipper orchids.Perhaps it’s time for you to sleuth around and plant a few flags, too! Visit Plants of Concern and find out how to join.

Plants of Concern is made possible with support from the U.S. Department of Agriculture Forest Service at Midewin National Tallgrass Prairie, Forest Preserves of Cook County, Openlands, Nature Conservancy Volunteer Stewardship Network, National Fish and Wildlife Foundation, and Chicago Park District.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Black-Capped Chickadees Are Preparing for Winter

Birding - Wed, 09/14/2016 - 10:08am

Chick-a-dee-dee-dee.

Most people recognize that familiar call of the black-capped chickadee. It’s often heard in late summer and fall as chickadees gather in family groups and small feeding flocks to prepare for the winter.

The chickadee’s song—translated as “Hey, sweetie,” (though you can’t often hear the third syllable)—is reserved for late winter, spring, and summer, when the bird is courting and nesting. Nothing brightens a mid-February day more than when a chickadee sings because to those who hear it, the song signals spring’s arrival.

 Black-capped chickadee (Poecile atricapillus). Photo © Carol Freeman.

Because of its curiosity and propensity to visit feeders, the black-capped chickadee (Poecile atricapillus) can often introduce youngsters and adults to bird-watching. Its telltale black cap and throat with white cheeks makes it easy to identify. Photo © Carol Freeman

The black-capped chickadee is the September bird species highlighted by the Forest Preserves of Cook County. Come #birdthepreserves with the FPDCC; there is a free walk at the Garden on September 17, 7:30 to 9 a.m.

The black-capped chickadee is considered a non-migratory species—it can survive the harsh winters of northern Illinois. These birds can lower their body temperature when sleeping at night, which protects them from freezing.

While some birds need to leave the region in fall because insects and other food will soon become difficult to find, chickadees know how to find insect larvae overwintering in tree bark (although flocks of chickadees do make small geographic movements, depending on food availability in colder months).

They also stash seeds to eat later, and unlike squirrels, they remember where they put them. Chickadees eat berries and animal fat in winter, and they readily come to feeders feasting on seeds and suet. Supplemental food, especially sunflower seed from feeders has been shown to help these little balls of feather and hollow bones survive when it gets really cold and wet outside. Those who feed birds can observe an interesting behavior in chickadees—they form a hierarchy, meaning the top chickadee gets to eat at the feeder first—it snatches a seed and leaves, then the second in command gets its turn.

 berries.

A black-capped chickadee enjoys a plentiful and tasty treat in early February: berries.

In February, chickadees begin singing and looking for a cavity hole in which to nest—and there’s a wide variety of homes they’ll find suitable. They’ll choose abandoned woodpecker cavities and man-made nest boxes, or excavate their own small, natural cavities. Chickadees will nest in rotted, old wooden fence posts and abandoned mailboxes, and a pair once built a nest in an old shoe hanging from a line.

The female builds a cup-shaped nest with moss for the foundation, lining it with rabbit fur or other soft material. She has one brood each year, laying an average of seven to eight eggs. After 12 days of incubation, the young hatch, then remain in the nest for another 16 days. When they fledge, they continue to follow their parents, calling and begging for food. Come winter, they travel in small feeding groups, often with nuthatches, titmice, and other small songbirds.

West Nile, which came to the U.S. about 17 years ago, likely may not have affected black-capped chickadees as much as some thought, according to a recent study.

Though people were seeing fewer chickadees in their backyards and in woodlands when the virus came to the region, a 2015 study showed that overall black-capped chickadee numbers have not been affected by the mosquito-borne disease, especially compared with other species. Studies will continue on how the virus is affecting bird populations—but one thing is for certain—when the virus struck, it reminded humans not to take for granted the common birds they enjoy. And the black-capped chickadee is certainly a species that humans enjoy watching and hearing.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Opening the Doors to a Dream at Learning Campus

Youth Education - Thu, 09/08/2016 - 9:00am

Seven years ago, we dreamed of turning a gravel parking lot at the Chicago Botanic Garden into something defining—a place where learners of all ages could explore and become inspired by the natural world.

My name is Eileen Prendergast, and I’m director of education at the Chicago Botanic Garden. Over the past few years, I’ve spent a lot of time flipping through blueprints of that place, the Regenstein Learning Campus, the new home base for the Joseph Regenstein, Jr. School of the Chicago Botanic Garden. And I’ve been counting the days until we could open the doors to the public.

That day has finally arrived.

 The Regenstein Learning Campus, as viewed by drone.

The Regenstein Learning Campus

I never could have imagined the rich details, the subtle and not-so-subtle ways in which the Learning Campus connects people to nature. Consider the heart of the campus, the Learning Center, which has 12 indoor and two outdoor classrooms (for cooking, yoga, and other classes, along with space for the new Nature Preschool). The Learning Center is also home to:

  • an art installation that reveals the transitioning shades of the Chicago Botanic Garden throughout the seasons—color rectangles show leaves, stems, berries, or flowers, photographed in extreme close-up,
  • benches made by a master wood-carver from the reclaimed wood of ash trees, and
  • an enclosed indoor beehive that allows honeybees to roam outside—and pollinate flowers in the new Nature Play Garden—and return through a long tube in the Learning Center’s roof.
 A young visitor examines the new indoor beehive in front of nature photographed in extreme close-up by artist Jo Hormuth.

A young visitor examines the new indoor beehive in front of nature photographed in extreme close-up by artist Jo Hormuth.

Now the last—and most important—piece of our dream is about to come true. I can’t wait to see the Learning Campus come alive with people—splashing, rolling, climbing, and finding their own inspiration—at the free Opening Celebration. I look forward to meeting you.

 Yoga is in session at the new Learning Campus.

Yoga is in session at the new Learning Campus.

Come to the free Opening Celebration, September 10 and 11, 10 a.m. to 4 p.m.; parking fees apply. Enjoy live music and activities, take home a free plant, and more. Take 10 percent off classes when you sign up on-site on opening weekend (members get 30 percent off). Members are welcome to stop by the lounge for light refreshments and a commemorative gift.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

Nature Preschool: Awesomeness and ABCs

Youth Education - Tue, 09/06/2016 - 8:50am

A small pink bicycle—with training wheels and pink ribbons—was parked outside the new Nature Preschool at the Chicago Botanic Garden. It was just a sign of things to come at the preschool, which opens September 6 at the new Regenstein Learning Campus, home to the Garden’s education programs.

 Bike parking right outside the new Regenstein Learning Campus.

Parking right outside the new Regenstein Learning Campus

Learn more about the Nature Preschool at the Garden on our website.

Open houses for the 2017-18 school year will be held this fall. Meanwhile, we talked to some of this year’s students at the orientation for 4-year-olds about their future career plans and other matters.

 Gemma plays in the outdoor mud kitchen.

Gemma plays in the outdoor mud kitchen.

Gemma

Q. What are you looking forward to doing in school?
A. I like studying and putting all the things into baskets and seeing if the temperature is hot or cold and climbing trees and playing outside and looking at the stream and measuring and weighing things and to paint and do art.

Q. What’s so interesting about plants?
A. I like to see if a little walnut will grow into a walnut tree.

Q. What do you want to be when you grow up?
A. An explorer.

 Ethan works with homemade play dough.

Ethan works with homemade play dough.

Ethan

Q. What are you looking forward to doing in school?
A. I like playing on the big hills and the rocks and in the garden and cutting the putty and working in the mud kitchen and ABCs.

Q. What is your favorite plant?
A. Cactus. [Why?] Because it has pointy things.

Q. So you already know things about nature.
A. I know a blue jay eats worms. I know that the cactus keeps water so he doesn’t need much.

 Harrison explores tools in the science corner.

Harrison explores tools in the science corner.

Harrison

Q. What do you think the Nature Preschool is going to be like?
A. Awesomeness.

Q. What do you want to be when you grow up?
A. A scientist.

 Erin works in the math station.

Erin works in the math station.

Erin

Q. Why do you want to go to the Nature Preschool?
A. I want to learn about plants. I like digging in the dirt. At home, I pull weeds. Mom does, too. I want to climb a tree.

Q. What’s your favorite subject?
A. I like writing and animals.

 Serena enjoys a snack.

Serena enjoys a snack.

Serena

Q. What do you want to do in preschool?
A. Go down the hills, play in the water and splash, read things.

Q. What’s your favorite subject?
A. Science.

Q. What do you want to be when you grow up?
A. When fishes and sharks get sick, I’ll fix them.

Q. What else will you do?
A. Just that.

 Kids and families explore the Kleinman Family Cove.

Explore with us.

Come to the Regenstein Learning Campus’s free Opening Celebration, September 10 and 11, 10 a.m. to 4 p.m.; parking fees apply.

Enjoy live music and activities, take home a free plant, and more. Members can stop by the lounge for light refreshments and a commemorative gift.

©2016 Chicago Botanic Garden and my.chicagobotanic.org

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