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Celebrate with Us

Garden Blog - Fri, 05/01/2015 - 9:17am

This year, the Chicago Botanic Garden commemorates the 125th anniversary of the Chicago Horticultural Society, which created the Garden and manages it today.

The roots of the Chicago Botanic Garden run deep. Ground was broken in 1965 and the Garden opened in 1972, but its underpinnings can be traced to 1890, when the Chicago Horticultural Society was founded.

To celebrate the Society’s 125th anniversary, the Garden is featuring two special exhibitions, lectures, and the launch of a commemorative book, Chicago and Its Botanic Garden: The Chicago Horticultural Society at 125.

The exhibition Chicago and Its Botanic Garden: The Chicago Horticultural Society at 125  is open May 2– August 16 in the Joutras Gallery.

 The Chicago Horticultural Society at 125 by Cathy Jean Maloney.

Chicago and Its Botanic Garden: The Chicago Horticultural Society at 125 will be available for $35 at the Garden Shop in mid-June.

“The Chicago Horticultural Society has always been a dynamic organization that responded to the needs and interests of the public at all stages of its history,” said Kris Jarantoski, the Garden’s executive vice president and director. “And so it continues to this day by connecting people with beauty and plant collections from around the world in its botanic garden, educating the public about food growing and ecosystems, and studying our native flora.”

The Society shaped the future of Chicago through a series of public-private partnerships. During the 1890s, the Society included many influential businessmen who were also avid gardeners. “At that time, local civic leaders helped individual nurserymen do research,” said Cathy Jean Maloney, a Chicago-area garden historian and author. “This was well before the days when big companies could do their own plant research.” Maloney spent more than two years researching and writing the commemorative book.

The Society hosted nationally recognized flower and horticultural shows, including the World’s Columbian Exposition Chrysanthemum Show, held in conjunction with the world’s fair in 1893. Spectacular arrangements of cut and potted flowers were also displayed alongside artwork and sculpture at the Art Institute of Chicago.

 the annual Chrysanthemum Show.

An early postcard of the Society event of the year: the annual Chrysanthemum Show

“It was the marriage of flowers and horticulture with artistry,” Maloney said. “Wealthy individuals would send floral specimens by railroad from as far away as New York. For people in the Chicago area, that was astounding.” One fall flower show in 1899 drew more than 15,000 visitors.

To observe the anniversary, a special exhibition will take place at the Garden from May 2 through August 16. “There are old hand tools and seed catalogs from the Garden’s archives,” Maloney said. “It will also highlight the major challenges of growing plants from the early days and before the Great Chicago Fire of 1871 to the victory garden era through the present.”

 A view south of the site of the future Chicago Botanic Garden; low in the horizon is the city of Chicago.

A view looking south from the site of the future Chicago Botanic Garden; low in the horizon is the city of Chicago (click on image for a larger view)

 in the foreground are Bird Island on the left, and the Fruit & Vegetable Garden on the right.

An early image of the Garden’s islands: in the foreground are Bird Island on the left, and the Regenstein Fruit & Vegetable Garden on the right (click on image for a larger view)

 Midsummer in the English Walled Garden is a feast for the senses.

Midsummer in the English Walled Garden is a feast for the senses.

Research for the exhibition, lectures, and book was conducted at several institutions including the University of Illinois-Chicago and the Chicago History Museum, at local historical societies, and within the Garden’s Lenhardt Library. The library maintains a Chicago Horticultural Society archive that encompasses 250 feet of shelves and cabinets and includes newspaper clippings, letters, and other ephemera, but the gem, according to library director Leora Siegel, is a Society ledger filled with the spidery, elegant penmanship practiced by the Victorians. “We have some printed materials of early Society meetings that are just wonderful,” Siegel said, “but our magnificent ledger covering 1890 to 1904 is the prize.” A recent grant will allow the ledger and other fragile documents to be digitized so that they will be freely accessible online.

The library exhibition Keep Growing: The Chicago Horticultural Society’s 125th Anniversary is open through August 16 in the Lenhardt Library. A free talk will be held May 17 at 2 p.m.

“The 125th anniversary is a wonderful time to celebrate the people who advanced the Society and its accomplishments throughout its history—and the impact that the Society has made on the Chicago area and the world,” Jarantoski said.

You won’t want to miss it!

This post was adapted from an article by Nina Koziol for the summer 2015 edition of Keep Growing, the member magazine of the Chicago Botanic Garden.

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Breaking Ground on New Educational Opportunities

Garden Blog - Thu, 04/30/2015 - 9:09am

Let me start by expressing how pleased I am to represent the Regenstein School’s Adult Education department at the groundbreaking ceremony for your new Regenstein Foundation Learning Campus.

Six years ago, in the great recession of 2008–09, I found myself in a big predicament: I was suddenly downsized from my longtime career managing finances and employees for a large retailer. What I had was a home with a landscape plan inspired by countless visits to the Chicago Botanic Garden, a growing enthusiasm for garden design based on a few classes I had taken at the Garden, and years of experience in business. I didn’t know it at the time, but I was on the brink of a new career path that would combine my business skills with my passion for plants and people, and lead me to my dream job.

 Kerry Stonacek in his garden

Kerry Stonacek in his garden

So I made a full commitment to building my plant knowledge and garden design skills through the Regenstein School’s certificate programs. Going back to school after 35 years in the business world? Scary? Yes, but what fun! I took a total of 37 in-depth courses in less than four years covering four separate certificate programs—Professional Gardener Level 1 & Level 2, Ornamental Plant Materials, and the Garden Design Certificate. What I experienced here at the Garden were great class selections, professional instructors who were just downright nice, stellar facilities, and a beautiful outdoor living classroom that doesn’t get any better. As someone who knows the value of money, I understood that my education at the Garden was a really sound investment on many levels.

That dream job? I am general manager of retail operations at Chalet Nursery and Garden Center in Wilmette. The Regenstein School classes I attended highlighted practical application, and my passion came back full circle to focus on employee development. At Chalet, we are improving the experiences of both our customers and employees at work through training, and we encourage our associates to enhance their knowledge base by taking programs at the Garden. I get the opportunity to engage with new Regenstein School students, and even offer them employment opportunities at Chalet. Meanwhile, I am still friends with many fellow certificate graduates and instructors.

 A Garden ecologist leads a class into the woods to learn about this ecosystem.

Students make amazing discoveries about plants and nature in a host of certificate programs offered at the Garden.

I believe that passion ultimately can win. It has brought me career satisfaction, friendships, and the opportunity to help others make a difference in their lives. In closing, and on behalf of present and future students, I’d like to thank the Chicago Botanic Garden and everyone who made this new campus possible. The future is full of possibilities!

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Easy Peas-y: Planting Pea Seeds with Little Sprouts

Garden Blog - Fri, 04/24/2015 - 10:08am

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

 Little Diggers pea planting in the raised beds.

Growing future gardeners in the Regenstein Fruit & Vegetable Garden

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

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

March: Planting the Pea Seeds Indoors

Supply List:

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

Set-up Time: 10 minutes

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

Appropriate for Ages: 2 and up

Clean-up Time: 10–15 minutes

 Large pea seeds are easy for small fingers to grasp.

Large pea seeds are easy for small fingers to grasp.

 Use this kind of plastic seedling tray and lid.

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

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

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

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

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

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

 Watering the seeds in is the best part of planting.

Watering in the seeds is the best part of planting.

 

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

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

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

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

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

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

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

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

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

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

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

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

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

 Seeds are absorbing water.  The roots and stems have started to grow.  True leaves have appeared.  Getting ready put our seedlings in the ground.

April: Transplanting the Pea Plants into the Garden

Supply List:

  • Pea plants
  • Trowels
  • Spray bottles or watering cans

Set-up Time: 10 minutes

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

Appropriate for Ages: 2 and up

Clean-up Time: 10 minutes

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

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

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

 Watering seedlings in the raised beds.

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

 Watering seedlings in the raised bed.

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

Direct Sowing: Easy Peas-y Approach

 it's fun.

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

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

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

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

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Easy Peas-y: Planting Pea Seeds with Little Sprouts

Youth Education - Fri, 04/24/2015 - 10:08am

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

 Little Diggers pea planting in the raised beds.

Growing future gardeners in the Regenstein Fruit & Vegetable Garden

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

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

March: Planting the Pea Seeds Indoors

Supply List:

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

Set-up Time: 10 minutes

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

Appropriate for Ages: 2 and up

Clean-up Time: 10–15 minutes

 Large pea seeds are easy for small fingers to grasp.

Large pea seeds are easy for small fingers to grasp.

 Use this kind of plastic seedling tray and lid.

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

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

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

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

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

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

 Watering the seeds in is the best part of planting.

Watering in the seeds is the best part of planting.

 

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

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

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

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

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

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

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

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

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

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

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

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

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

 Seeds are absorbing water.  The roots and stems have started to grow.  True leaves have appeared.  Getting ready put our seedlings in the ground.

April: Transplanting the Pea Plants into the Garden

Supply List:

  • Pea plants
  • Trowels
  • Spray bottles or watering cans

Set-up Time: 10 minutes

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

Appropriate for Ages: 2 and up

Clean-up Time: 10 minutes

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

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

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

 Watering seedlings in the raised beds.

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

 Watering seedlings in the raised bed.

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

Direct Sowing: Easy Peas-y Approach

 it's fun.

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

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

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

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

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Hand to Hand

Garden Blog - Tue, 04/21/2015 - 12:30pm

Long-ago legend says that cranes can live for 1,000 years…and that folding 1,000 paper cranes, one for each year, can make a wish come true. 

So it is that the crane is the symbol of longevity and good fortune.

22 Folds
From the first corner-to-corner fold to the last crook of beak and tail, it takes 22 folds to make this style of origami crane. Because pictures are worth 1,000 words, we offer this visual guide to crane-making.

Download these instructions to create an origami crane.

Click on the image above for a larger version to print and save. Wishing you longevity and good fortune!

Fast forward to the turn of the twenty-first century, when Ray Wilke, a devoted volunteer in the Elizabeth Malott Japanese Garden, decided to make origami cranes as a take-away gift for children who visited the garden’s Shoin House. Each winter, Ray and wife Ginny folded cranes…and each spring/summer Ray handed them out, one by one, to the curious children.

Over the years, Ray and Ginny made 40,000 cranes.

When Ray “retired” from volunteering, fellow-volunteer Edie Rowell decided to keep the hand-to-hand tradition alive. She taught Interpretive Programs manager Mary Plunkett how to fold. Mary found more volunteers to train other volunteers, and set out stacks of paper for them to take at will.

Now there are 10 people who fold, bringing in bags of 20, 60, or 100 origami cranes throughout the winter.

And 3,000-plus cranes are ready to hand out for the 2015 season.

 Volunteers Susan and Edie with their stash of origami cranes.

Happiness is 1,000 paper cranes…and volunteers like Susan and Edie.

This just in from California…

Just 24 hours after our interview, Mary Plunkett called to say that a box had just arrived in the mail from volunteer Meline Pickus. She’d sent 50 cranes from California, where she was staying for the winter. In her spare time, she folded cranes…and she wanted them to arrive in Chicago before the Shoin House opened. Our volunteers are awesome.

 Origami paper cranes.

Origami paper cranes

From Ray’s original intent comes great good fortune: a community has sprung. “It goes beyond the normal notion of volunteering,” Mary explains. “You get into a Zen state when folding…it’s very relaxing…and you’re contributing to something that’s bigger than you. It’s social, too—a group of three or four might have dinner together, then fold cranes together.”

And what do the kids think when they’re offered a crane? “They’re over the moon, they’re very gentle with them,” Mary says. “We say, ‘We’d like you to have one,’ and you’d think you were giving them gold when you explain why. It opens the door for conversations, especially with 7-, 8-, 9-year-olds.”

Cranes are offered, hand to hand, at the Shoin House whenever volunteers are present…for as long as the handmade supply lasts. (Although adults make wishes, too, cranes are for kids only.)

Volunteer season at the Shoin House begins May 13. Bring the kids—and tell them to think about their wish!

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Find style by the decades this weekend!

Garden Blog - Wed, 04/15/2015 - 9:24am

Find the best of your favorite era available at the Antiques, Garden & Design Show, April 17-19, 2015.

 Antiques, Garden & Design Show Design by the Decades

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Unexpected Signs of Spring

Garden Blog - Mon, 04/13/2015 - 9:10am

Sometimes spring just doesn’t want to arrive. Sometimes it can’t wait to burst forth with flowers and foliage and make everything look fresh and new. This year definitely falls into the first category, but this isn’t a bad thing. It gives us time  to appreciate some things that might otherwise be overlooked by the flashier signs of spring.

 Red Charm Peony buds push out of the ground.

Red Charm peony buds (Paeonia ‘Red Charm’) look like alien asparagus pushing their way out of the ground in the Farwell Landscape Garden.

The cooler temperatures are slowing growth for most plants but also allowing for richer colors to develop. These peony stems have a rich burgundy color that is highly ornamental in an otherwise empty bed. Eventually these will grow out into large bushy plants with showy red flowers, but for now we can enjoy the unique form of the new growth.

Many geranium varieties also feature beautiful new growth in the spring. Geranium ‘Blue Sunrise’ in the Dwarf Conifer Garden has gorgeous bright green foliage in the summer, but in the spring it has stunning orange and red new growth that almost looks like flames coming out of the ground. Having plants with vibrant new growth can give your garden a whole new dimension. Imagine how bright blue Scilla siberica would stand out against the geranium, or how lush a planting of soft pink Chionodoxa lucillae ‘Pink Giant’ would look among the hellebores. It’s almost as though you’re getting two different plants for the price of one when you have such distinctive spring growth.

 New shoots of Geranium 'Blue Sunrise'.

New growth doesn’t have to be dull! These Geranium ‘Blue Sunrise’ have new growth that looks like flames coming out of the ground.

 New spring growth on Helleborus x hybridus 'Blue Metallic Lady'.

A Helleborus x hybridus ‘Blue Metallic Lady’ in the English Walled Garden sports new growth that is almost showier than its flowers.

Of course, since it is spring, there are plenty of flowers to see. Many people associate spring with bulbs, but there are some other unusual plants blooming now too. Petasites japonicus spends the summer looking like a rhubarb that has aspirations to take over the world. However, in the spring it graces us with patches of inflorescences that look like bright green cabbages. Nestled inside of the “cabbages” are clusters of lime green flowers that will gradually elongate into a short spike of tufty white flowers. They’re not the showiest flowers ever, but they have a clean, bright color that really makes them pop against the dark soil of the hillside in the Waterfall Garden.

 Petasites japonicus has rather unusual spring blooms.

Petasites japonicus has rather unusual spring blooms.

 Buds opening on Cornelian cherry (Cornus mas).

Cornelian cherry (Cornus mas) provides a gentle pop of spring color during a sometimes dreary time of the year.

And finally, the cornelian cherry trees (Cornus mas) in the Heritage Garden provide a soft glowing yellow that is a much gentler burst of color than the more common forsythia that can sometimes be almost gaudy with the intensity of its colors. During a time of year when so much is happening, it’s sometimes nice to have plants that allow your eyes to rest and regroup before moving on to the next batch of vibrant, eye-catching color.

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Bonsai in the Semitropical Greenhouse

Garden Blog - Fri, 04/10/2015 - 9:12am

I am happy to announce the addition of four bonsai trees on display in the Semitropical Greenhouse in the Regenstein Center.

 Bonsai on display in the Semi-tropical Greenhouse.

Bonsai on display in the Semitropical Greenhouse

The crape myrtle, two ficus species, and natal plum trees were placed on display on March 28. The display will be up through the end of May with a change of tree species the last week of April. It’s the first time these trees are being displayed in this fashion here at the Garden, giving visitors the opportunity to see tropical and subtropical trees that otherwise would not be able to be shown in our courtyards until late May, due to temperature requirements.

The courtyards will open on Tuesday April 21, 2015, with our cold-hardy evergreen and deciduous trees.

 Crape myrtle (Lagerstroemia) bonsai.

This crape myrtle (Lagerstroemia) is continuing to respond very favorably to the root work we did.

This crape myrtle (Lagerstroemia) was the focus of my previous post on repotting. It is continuing to respond very favorably to the root work we did.

Crape myrtles are a genus of about fifty species of trees and shrubs native to South Asia, Northern Australia, and some Pacific islands. Some varieties can grow as tall as 100 feet, but most species grow as either small trees or large shrubs. Some varieties are deciduous, and some are broadleaf evergreens—this is a deciduous variety.

Crape myrtles are most famous for their flowers, which grow as clusters of small blooms. Flowering typically takes place between June and August. This tree has never flowered while here at the Garden. I am hoping that with the addition of a more appropriate soil mix, fertilizer changes, and a longer growing season we can can encourage this tree to bloom in the years to come.

The natal plum (Carissa grandiflora) is a dense evergreen tree with sharp spines. It’s native to tropical and subtropical regions of Africa, Australia, and Asia.

 Natal plum bonsai in fruit and flower.

Our natal plum in fruit and flower at the same time!

Our natal plum produces beautiful flowers throughout the year. These can occur either as individual blooms or in clusters. The flowers have a powerful fragrance reminiscent of gardenia. The fruit is plum-shaped and can be red to dark purple-black in color. The fruit of the natal plum is edible and tastes like a giant cranberry—but please don’t eat ours! :)

 Willow-leaf fig (Ficus salicifolia) bonsai.

Willow-leaf fig (Ficus salicifolia)

 Chinese banyan (Ficus microcarpa) bonsai.

Chinese banyan (Ficus microcarpa)

Our two ficus trees on display are monsters! The Nabari (base of the tree) on these trees are huge, and they have a great presence. Ficus are tropical and subtropical trees native to southern Asia and India. However, they are also commonly found in South American countries and the southern United States. There are hundreds of species in the ficus genus in the world, but there are only about a half dozen that are commonly used for bonsai. Ficus benjamina, Ficus microcarpa, Ficus retusa (or Green Island fig), and Ficus salicifolia are among the most frequently used. These are great examples of tropical bonsai that will love their new temporary home in the Greenhouse.

Be sure to come down and see these amazing trees while they are on display! And keep a lookout for the new additions coming later this month. Here is a sneak peek at one of the trees you might see…can you tell what species it is?

 Bonsai in bloom.

This mystery tree might be blooming soon in the Regenstein Center—can you guess what it is?

Thanks for reading, and be sure to follow me on instagram @Windy_City_Bonsai for updates and pictures of the collection!

©2015 Chicago Botanic Garden and my.chicagobotanic.org

The Next Generation Starts Now

Plant Science and Conservation - Mon, 04/06/2015 - 9:10am

When you dream of saving plants for a living, you don’t expect to wait for tribal elders to rule on whether you can get started…or to sleep in the sage-scented high desert on your first camping trip ever…or to walk through the woods to spray your hand-raised seedlings with a deer repellent that smells likes rotten eggs and garlic.

But when you are driven by a passion for plants, you do whatever it takes to move forward, said three alumni of a graduate program offered by the Chicago Botanic Garden and Northwestern University. The two institutions combined their resources in 2005 to offer a unique program in plant biology and conservation; the program marks its tenth anniversary this year.

 Tracy Misiewicz climbs into the canopy of a tropical rainforest to collect data on pollination.

Tracy Misiewicz climbs into the canopy of a tropical rainforest to collect data on pollination.

Students take courses at both the Chicago Botanic Garden and Northwestern University and work with researchers and faculty from both institutions. Alumni of the graduate program—which includes a doctoral track—are working for nonprofits and agencies including the Field Museum, the Morton Arboretum, and the U.S. Environmental Protection Agency, and participating in research projects in places including India, China, and Malaysia.

Here are the stories of these three graduates from the master’s program: 

Tracy Misiewicz

 Masters graduate Tracy Misiewicz in the field.

Program graduate Tracy Misiewicz in the field.

Tracy Misiewicz’s research project was on hold, while the village elders poured fermented rice wine into the ground. During the ceremony, in the western mountains of Cameroon, the elders chanted in Bakossi, a Bantu language, asking their ancestors if Misiewicz—a native of Maryland who decided to become a scientist in the seventh grade—could enter the rainforest. Then the elders threw down a handful of cacao nuts to see if they would land in a certain order. They did; the ancestor had granted permission.

And that, recalled Misiewicz with a delighted laugh, is how she began her fieldwork in Cameroon. With her sister as a research assistant and their Ngomboku neighbor—a basket weaver—as a guide, Misiewicz trudged through the forest to look for Dorstenia, the second largest genus in the moraceae (mulberry) family. Dorstenia species—some of which are considered threatened or are already extinct—are used by indigenous people for medicinal purposes and show promise in their use in modern medicine. As part of her master’s thesis, Misiewicz looked at the family tree and evolutionary history of some species within the genus.

In Cameroon, Misiewicz and her sister learned how to cook local dishes and dance to local music. “You really get to know the people and the culture,” said Misiewicz. “When we left, we were crying, and the ladies in the village were crying.”

For her master’s research at the Garden, Misiewicz worked with adviser and Garden scientist Nyree Zerega, Ph.D., and Garden conservation scientist Jeremie Fant, Ph.D. “They are two of the smartest and nicest and most supportive mentors I could have had,” said Misiewicz, who went on to get her Ph.D. at the University of California, Berkeley. “They made science fun. They made me understand that when your experiment didn’t work out or things are going wrong, it’s OK. I learned to overcome and move forward and still love science…at Berkeley, my experience was wonderful, but there were times where I was like, ‘What am I doing? I’m not having fun. Nothing is working.’ Always, I would think back to my experience at the Chicago Botanic Garden, and think, ‘I love science.’”

Misiewicz now works as a science project specialist for the Organic Center, a nonprofit organization in Washington, D.C., that focuses on research and education projects related to organic food and farming. The job is a good fit—she loves policy, science, and thinking through problems. “I think science is sort of like cooking in that you can follow a ‘recipe’ and learn to extract DNA,” Misiewicz said. “That’s not the hard part. It’s the thinking critically and creatively and problem solving, and understanding what’s going on. That’s what I really took away from the Garden…I learned how to think.”

Alicia Foxx

 Masters program graduate Alicia Foxx with Northwestern University Provost Daniel Linzer, and Chicago Botanic Garden President and CEO Sophia Shaw.

Program graduate Alicia Foxx with Northwestern University Provost Daniel Linzer, and Chicago Botanic Garden President and CEO Sophia Shaw.

Alicia Foxx hit the ground running when she started her master’s degree program, under the supervision of Andrea Kramer, Ph.D., a conservation scientist at the Garden. “The second time I met her,” recalled Foxx, “we were getting on a plane” to work on a research project in the Southwest.

The two of them drove and camped in the high desert of the Colorado Plateau, which covers parts of Utah, Colorado, New Mexico, and Arizona, including the Grand Canyon. Foxx, a native of Chicago, had never slept outside or seen mountains before. And she had never seen the way that invasive species could choke out native plants, including bunch grasses and wildflowers.

“On paper, it was a very interesting subject,” Foxx said. “You’ve got invasive plants that are taking over the West. But I think seeing how there were pretty much one or two [native plants left] in a very large landscape and how we’re losing the plant diversity that we really need to gain back was very different than just learning about it. It made me think, ‘This work is really important.’”

Originally, as an undergraduate at Elmhurst College, Foxx had planned to become a veterinarian—until she worked with her advisor, a botanist, on an invasive species project. “I just loved it,” she said. “I thought, ‘This is really interesting, and plants are really cool.’” One day, while looking up a list of invasive plants on the Garden’s website, something else caught her eye. “I thought, ‘Oh, there’s a graduate program there?’ So I clicked on the link.”

Foxx was accepted into the Garden’s master’s program and, in June 2012, made the weeklong trip with Dr. Kramer to the Colorado Plateau. With a team of researchers, they gathered the seeds of promising native plants—those tough enough to thrive in harsh conditions—as part of the national Seeds of Success collection program.

For her master’s thesis, Foxx studied native species that may be able to compete with cheatgrass (Bromus tectorum), an invasive species in the Plateau. Now, she is a doctoral candidate in the plant biology and conservation program. “I am so excited about working at the Garden for another five or six years,” she said. On some days, especially in the summer, she gets to the Garden an hour early to visit favorite spots, including the English Walled Garden.

Someday, Foxx hopes to have a role similar to Kramer’s, as both a researcher and an advisor. “Andrea is a very intelligent researcher who thinks of rather elegant research questions,” Foxx said. “On the advising side, she is very kind, understanding, and patient, and this has helped me to grow as a scientist.”

Byron Tsang

 Masters graduate Byron Tsang working in the field.

Program graduate Byron Tsang working in the field.

As an undergraduate at Northwestern University, Byron Tsang—now a project manager and ecologist with the Chicago Park District—was a chemistry and biology major. Tsang, who grew up in Atlanta, thought he might go into some sort of disease research, specializing in immunology and diagnostics. But something else tugged at him.

With a passing interest in ecology, Tsang took some field ecology classes and volunteered to work on the North Branch Restoration Project. (The organization helps protect and restore native Illinois ecosystems along the North Branch of the Chicago River.) And on vacation in New Zealand, he happened to learn about a challenging ecological problem—a common weed was taking over pastureland needed for sheep. When he finished his undergraduate studies and decided to pursue a master’s degree, Tsang had settled on a new field: plant biology. “I thought, ‘Hey, I could actually do this for a living,’” Tsang recalled.

Tsang wasn’t sure what his master’s thesis would be about, but he knew that he wanted to focus on a local problem. “I ended up falling in love with midwestern ecology,” he said. His adviser, associate conservation scientist Daniel Larkin, Ph.D., steered him to the Garden’s Jim Steffen, a senior ecologist. Steffen, who is leading restoration efforts in the Garden’s McDonald Woods, mentioned an intriguing question: why had two native wildflowers—pointed-leaf tick trefoil and violet lespedeza—failed to take off in the Woods? (The two legume species had been able to grow in other area oak woodlands; both are indicator species that appear in healthy woodlands.) Tsang took on the question as his master’s thesis; as part of his research, he sprayed young seedlings in the woods with a smelly deer repellent.

Tsang’s connection to the Garden has continued in his work for the Park District’s Department of Natural Resources. When he heard about a Garden project to evaluate urban nature pockets—as part of its Research Experience for Undergraduates (REU) program—he realized that the Park District had a similar goal. This summer, he hopes to work with an REU intern in the Park District’s natural areas.

“My experience studying at the Garden really set the stage for my career as an ecologist,” Tsang said. “I learned a great deal about the intricate and often delicate ecological relationships that tie Chicago’s natural areas together, but equally important, I built invaluable personal relationships with academics, scientists, and restoration specialists in the Chicago area, all of whom I consider my colleagues and co-conspirators in my ongoing work at the Park District.”

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Unfolding the Mysteries of the Ravines

Plant Science and Conservation - Sun, 03/29/2015 - 9:10am

Standing guard along the western shore of Lake Michigan, the ravines are a naturally engineered filtration system from land to water.

Curving up from the flat lands of Illinois and arching alongside the coast into Wisconsin, their hills and valleys are filled with an abundance of foliage, plants, and animal life unlike any other ecosystem in the Chicago Wilderness region. Among other benefits, they help to filter rainwater. Rare plants, migratory birds, remnant woodlands, and fish are a part of this shadowed world that has long been entrenched in mystery for local residents and scientists alike.

As urbanization, erosion, increasingly intense weather events, and invasive plants begin to peel away at the perimeter of the ravines, it has become increasingly urgent for us to unwrap those mysteries and help protect the system that has long protected us.

New volunteers are welcome to dig in this spring and summer. Register to begin by attending a new volunteer workshop.

Volunteers and staff sample vegetation along a bluff transect at Openlands Lakeshore Preserve.

Volunteers and staff sample vegetation along a bluff transect at Openlands Lakeshore Preserve.

“The ravines are one of Illinois’s last natural drainage systems to the lake,” said Rachel Goad, manager of the Chicago Botanic Garden’s Plants of Concern program. “They are delicate landscapes. It can be challenging to get in to them. It can be challenging to move around on the steep slopes.” Those challenges have not deterred Goad and a team of citizen scientists from digging in to look for solutions.

For 15 years, the many contributors to Plants of Concern have been collecting data in the ravines, with a particular focus on the rare plant species that can be found there. The data, now quite valuable due to its longevity, is a treasure chest for land managers and others who are trying to better understand the system and how to save it.

Goad and her team are now in the final stages of testing a vegetation assessment connected to a virtual field guide for the ravines. She hopes it will be completed by the end of this year. Its purpose is to serve as a resource for ravine restoration and management long term. The plant-focused sampling method, called a rapid assessment, is the third piece of a larger ravine-management toolkit that includes a way to evaluate erosion and stream invertebrates considered to be indicator species. The toolkit has been assembled by Plants of Concern and partner organizations in recent years.

“The idea is that a land manager or landowner could pull these tools off of the Internet—there would be data sheets and an explanation for how to use them, and these resources would provide a practical, tangible way for people to better understand the ravines,” explained Goad. She and her volunteers will test the protocol this summer, as they meander through the ravines with their notebooks, cameras, and GPS mapping equipment in hand. What they learn could benefit managers trying to determine whether to focus on vegetation management or restoring the stability of a ravine, for example. The toolkit, according to Goad, “is complementary to restoration and understanding these plant communities.”

The data, however, is only one piece of the solution. Goad believes the connections people make when monitoring the ravines are what will impress upon them the significance and urgency of the issue. Her goals are to create connections between people and their local natural communities, and to engage a more diverse representation of volunteers in the program.

“What Plants of Concern is doing is engaging local citizens, introducing them to ravines, and getting them interested in what’s happening in these mysterious V-shaped valleys around them,” said Goad.

In all, Plants of Concern monitors 288 species across 1170 populations in 15 counties, covering 13 habitat types.

Rachel Goad monitors rare plants in a ravine.

Rachel Goad monitors rare plants in a ravine.

Goad hopes that by growing connections between these ravines and those who live nearby, she can increase the chances that this system will continue to protect rare plant species and one of the largest sources of drinking water in the world. As a recent recipient of a Toyota TogetherGreen Fellowship, administered by Audubon, Goad is intent on better understanding how to build such connections.

“We are working to make connections between monitoring and stewardship,” she said. “Monitoring can be a transformative experience.” Once a volunteer is in the field, navigating the terrain and gaining familiarity, they learn to see existing threats, such as encroachment by invasive species. Documenting these threats is important, but can feel disempowering if they’re not being addressed. Goad wants to show volunteers that there is something that can be done about the problems they encounter, and build a proactive understanding of conservation. “I believe in citizen science, which is the idea that anybody can do science and get involved in research,” she said.

Goad stepped in as manager of Plants of Concern just last year, after earning her master’s degree. It was like returning home in some ways, as she had previously helped to manage natural areas at the Garden.

In part because of that initial experience, “I knew I wanted to work in plant conservation,” she said. “It felt pretty perfect to get to come back and work with Plants of Concern. It’s an amazing experience to live in Chicago and to be able to work in some of the most beautiful natural areas in the region.”

Early spring ephemerals in bloom on a ravine bluff.

Early spring ephemerals bloom on a ravine bluff.

Plants of Concern has been a mainstay at the Garden for 15 years, dispatching committed volunteers to the ravines and other key locations across the Chicago Wilderness region to monitor and collect data on endangered, threatened, and rare species. The mounting data collected by the program is often used as baseline information for shifting or struggling species, and is shared with land managers. Through special projects, such as with one of the Garden’s recent REU interns, they have also contributed to habitat suitability modeling for rare species.

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Mapping the Future of the Wild West

Plant Science and Conservation - Fri, 03/06/2015 - 11:29am

Silvery-green sagebrush cascades over the canyons of the Great Plains and Great Basin in numbers that would strike envy into the hearts of most rare and endangered plants. The abundant species keeps the wheels turning in a system where struggling plant and animal species rely on it for life-sustaining benefits.

As the climate changes and brings new rainfall levels and other environmental conditions, will this important species transition to new locations? What are the potential consequences for its current neighbors? These questions concern Shannon Still, Ph.D., postdoctoral research associate at the Chicago Botanic Garden.

 Dr. Shannon Still looks over the area of his research.

Dr. Still looks over the area of his research.

“Sagebrush is a very big part of the ecosystem in the West, and we need to see what is going to happen,” said Dr. Still. “It’s a workhorse species that is important for pygmy rabbits, sage grouse, and mice that live around it, and it helps to stabilize soils.”

Still made several trips into states including Colorado, Wyoming, Idaho, and Nevada in 2014 to investigate the likelihood of such a transformation and to help prepare land managers for the potential results. “When a climate changes, species often shift their location within it,” he explained. When that species has already become an integral part in the lives of its neighbors, it can mean a ripple of changes across the entire system.

It’s All About That Brush

 Wyoming big sagebrush, the focus of the study.

Wyoming big sagebrush (Artemisia tridentata Nutt. ssp. wyomingensis), the focus of the study

Standing in a thicket of Wyoming big sagebrush (Artemisia tridentata Nutt. ssp. wyomingensis), the focus species of his study, Still reaches into a 3-foot tall plant with his Felco 8 pruners to take a sample. (He’ll later send this sample to his collaborator in a Utah Forest Preserve Service field office who will confirm the subspecies identification through a genetic test.)

Still plots the location of the plant with his GPS unit, which he also uses to track his route through the dusty wilderness in the Garden research vehicle. He snaps a few photos for visual reference and makes notes in his computer tablet before moving on to the next site.

There are millions of plants out there now, Still estimates. So, he strategically collects information from 150 key locations during multiple visits. He then returns to the Garden to add the new information to his database, which also holds data from herbaria records he collected earlier.

At his desk in the Garden, he inputs new data. He then uses a software workflow he built himself to compare a map of the plants with a map of how the climate will look in those locations in future years. He runs models that overlay one map on top of the other to see where climate shifts will occur in the current species range. This allows him to predict where Wyoming big sagebrush will continue to prosper, and where it may disappear due to a lack of rain, too much rain, or temperature shifts, for example.

Staking a Claim

Still is excited about the ability of the software to provide climate-related analysis on sagebrush and other species. In fact, it’s the second study he has run with the program in the last two years since it was developed, using specialized algorithms for each.

 Chicago Botanic Garden research vehicle parked in the field.

Colorado Rockies in the background; research subjects all around

First, he developed the software workflow to better understand how more than 500 rare species in the same western region might fare in the future if their environmental conditions change as predicted, and to which changes they are most vulnerable. The study results are like a crystal ball for land managers, identifying which species are most urgently in need of their care. The three-year investigation will come to a close in late 2015.

Already, both studies have received attention, with publications in the January issue of Nature Areas Journal authored by Still and his collaborators.

Still’s initial findings reveal that the Wyoming big sagebrush species already appears to be shifting. An anticipated increase in precipitation in the Great Plains and a drier climate in the Great Basin may lead to a contraction of the species into a smaller range, he explained. “By 2050, models show that 39 percent of the current climate for Wyoming big sagebrush will be lost.”

Still hopes that by identifying locations where sagebrush may fail to thrive, land managers can immediately focus on restoring areas that will continue to be suitable for the species long term.

 Sagebrush in the canyon.

Sagebrush population in the canyon

“We don’t expect sagebrush to go extinct,” said Still. “But we may lose plants in areas where we don’t want to lose them, or more rapidly than we hoped. That could lead to more erosion or the loss of suitable habitat.”

Always moving forward, Still is continuing to work with the data, now adding details about plant locations such as the slope of the land and the direction they face. With those details, he will run new models in the future.

The wild West once again finds itself at the forefront of exploration and change. If Still has any say in the matter, its mysteries and historic charm will endure.

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Students Learn that Science Can Be Beautiful

Youth Education - Fri, 02/27/2015 - 9:10am

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

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

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

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

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

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

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

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

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

Make a Baggie Terrarium

 Baggie terrarium.

We call this a “baggie terrarium.”

Supplies:

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

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

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

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Vanilla inhabitants: The search for associated bacteria and fungi

Plant Science and Conservation - Tue, 01/20/2015 - 2:26pm

Last April, I ventured to Mexico as part of an international team investigating how cultivation practices influence the growth and health of the orchid Vanilla planifolia.

Vanilla planifolia produces the seed pods used to make vanilla, the spice used for flavoring desserts and beverages, and for providing wonderful aromas in candles, perfumes, and many other things. This collection trip would take me to vanilla’s native habitat of Mexico. All varieties of vanilla originated in Mexico, including those of Madagascar and Tahiti.

Vanilla cultivation

 Vanilla planifolia bloom.

Tahitian vanilla is a hybrid of V. planifolia (shown) and V. odorata. Photo by H. Zell CC-BY-SA-3.0

While in Mexico, I visited three farms in the state of Veracruz and one in the state of Puebla. It was fascinating driving to these vanilla farms with my Mexican collaborators. It took us three days of traveling to complete our field collections. Each of the four farms had very different methods of growing V. planifolia. For instance, one of the farmers said he knew what his plants needed and thought growing his vanilla on concrete blocks was the best method. At another farm, the farmer brought decaying wood from a neighboring forest and used it as mulch for his vanilla plants that grew on living posts known as “tuteurs.” This was different from the other farmers who grew their vanilla on trees in the forest and wooden dead “tuteurs.”

Each of the plantations had different soil textures. At the last organic farm, the soil was compact and hard. At the farms that were in the forest, the soil appeared rich and softer. There is no way to quantify the terrestrial root growth, but I did note that the roots in the organic farms were longer and healthier, with some growing up to 4 or 5 feet when we dug the roots up from the soil.

 A view of the Pantapec vanilla farm.

At the Pantapec farm in the state of Puebla, Mexico, vanilla is cultivated in a highly managed environment.

 A view of the 1 de Mayo vanilla farm

By contrast, the vanilla grown at 1 de Mayo farm in the state of Veracruz, Mexico, is cultivated in a completely natural environment.

The benefits of fungi

 Orchid tissue microscopy at 100x.

Research on rare and endangered orchids usually focuses on finding fungi to help in the germination of orchids. We know that orchids will only germinate in nature using fungi. In addition, fungi living inside of plant leaves can benefit the plants’ health by preventing pathogens from growing. Also, bacteria living within the plants and fungi can be beneficial in the same way as the endophytic fungi. (Photo: V. planifolia tissue microscopy at 100x)

My part of the research project is to collect root samples from V. planifolia from each of these different farms to study the fungi and bacteria inhabiting this orchid. Currently, not much is known about the microbes (fungi and bacteria) that reside in orchid roots. Some fungi and bacteria can cause diseases. For example, with the appearance of a fungal pathogen such as Fusarium oxysporum, Mexican farmers can lose 67 percent of their crops when the Fusarium causes the rotting of the Vanilla’s stem and roots. On the other hand, there are beneficial fungi that inhabit roots, known as mycorrhizal fungi. These beneficial symbiotic fungi acquire mineral nutrients for the Vanilla, and sometimes receive carbon from the orchid in exchange. Although 90 percent of plant species have mycorrhizal fungi, and while we have a good understanding of mycorrhizal fungi of some of these relationships, relatively little is known about the mycorrhizal fungi of orchids, including V. planifolia. The reason for this is that isolating and growing the fungi and bacteria associated with orchid roots can be difficult, and some have never been grown outside of their host.

At each farm, I wanted to sample five individual plants of V. planifolia. Additionally, because of the lifestyle of this orchid, I also wanted to sample the above-ground roots (epiphytic) and the below-ground (terrestrial) roots in the soil. Using either a scissors or a scalpel, I cut small root samples and placed them into Ziploc bags. The vanilla plants are very precious to the farmers, and so a few were initially uncomfortable with our cutting off pieces, but ultimately they were very accommodating.

Epiphytic or terrestrial?

 The Vanilla orchid's epiphytic roots.

Typically, vanilla grows as a vine, with two types of roots: epiphytic roots (those which wrap around trees or other structures) and terrestrial (soil) roots. This is referred to as hemiepiphytic, because it starts within the ground and grows upward onto the tree’s bark. Many research papers suggest that epiphytic roots do not harbor many fungi, because these roots can photosynthesize, and do not need mutualistic fungus partners.

Back here at the Chicago Botanic Garden, I am in the process of evaluating the microbial community that lives in the root samples I collected. We are using a new technique called high-throughput sequencing that will enable me to evaluate the entire fungal and bacterial community within the orchid’s roots by using their DNA as a way to fingerprint the individual species of microbes. We are not certain how many species of fungi and bacteria we will find, but we predict that this method will give us a good picture of the fungal and bacterial community in these roots and if these communities differ among the different farming techniques. These data will be used to better understand how epiphytic orchids utilize mycorrhizal fungi and refine the best conditions to grow vanilla and prevent diseases in the plants.

This research trip was a delight, not only because of the samples that I collected, but also because I could learn more about how vanilla is grown and used. The farmers showed us how they “cure” and prepare the vanilla by fermenting it in the sun and before drying it thoroughly. I also tasted homemade “vanilla moonshine,” generously offered by the farmer’s wife. When visiting Papantla, I learned about the Aztec myth that explained how forbidden love created the sacred vanilla orchid. And of course, I was elated because I usually spend the majority of my research time in the lab. And here I was in the tropics, after spending the previous months facing the bitter Chicago 2014 winter.

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Winter Infographic

Youth Education - Fri, 01/16/2015 - 9:25am

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

 An infographic about winter.

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Between a Rock and a Future

Plant Science and Conservation - Sat, 01/10/2015 - 9:30am

A pretty little iris growing in the mountainous rocky outcrops of Jerusalem is the focus of a research collaboration stretching over 6,000 miles.

Scientists at the Chicago Botanic Garden and Jerusalem Botanical Gardens have combined their strengths to study the natural population structure, or remaining genetic diversity, of the rare Iris vartanii. What they have discovered may save the species, and others like it, into the future.

The finicky wildflower exists in just 66 locations in Israel’s Mediterranean ecosystem—a dangerously low number. New road construction, urban expansion, and even afforestation in the area have reduced the availability of its natural habitat, fueling the crisis. For a plant that is endemic to, or only lives in, one narrow region, that spells trouble.

 Iris vartanii ©Dr. Ori Fragman-Sapir

Iris vartanii Photo ©Dr. Ori Fragman-Sapir

“Whenever you have a rare plant, you always have concern that as diversity starts to go down, the plant becomes more and more endangered,” explained Garden volunteer and molecular biologist Eileen Sirkin, Ph.D. “The idea of diversity is that maybe one plant is more drought tolerant, another is more flood tolerant, and another is more wind tolerant, for example, so no matter what the conditions, there will be some survivors. As you narrow that, you are more and more in danger of losing that species.”

Do the existing plants contain adequate genetic diversity? And to sustain the species, how many plants are enough? These are the central questions.

Gaining a Foothold

The scientific partnership between the two gardens was forged when Jerusalem Botanical Gardens’ Head Scientist Ori Fragman-Sapir, Ph.D., who has monitored the species and studied its demography in the field, visited the Chicago Botanic Garden and met with Chief Scientist Greg Mueller, Ph.D. The two quickly saw an opportunity to combine Dr. Fragman-Sapir’s research with the genetic capabilities of the Garden to answer those critical questions.

“Conservation genetics is one of the core strengths of our science program,” said Dr. Mueller.  “There are few other botanical institutions that have this expertise, especially internationally, so we are happy to collaborate on interesting and important plant conservation projects like this one.”

“Conservation genetics is one of the core strengths of our science program,” said Dr. Mueller. “There are few other botanical institutions that have this expertise, especially internationally, so we are happy to collaborate on interesting and important plant conservation projects like this one.”

It wasn’t long before Fragman-Sapir began shipping leaf samples to the Garden’s molecular ecologist, Jeremie Fant, Ph.D. Together with his dedicated volunteer Dr. Sirkin, Dr. Fant set to work extracting data from the samples and documenting DNA fingerprints for each plant. Once they had a large enough data set, they compared and contrasted the findings—looking for similarities and differences among the plants’ genetic compositions.

Gaining Altitude

To give scientists a point of comparison, Fragman-Sapir shared tissue samples from five populations (geographically separated clusters of plants) of a more commonly occurring related species, Iris histrio. By also documenting the DNA fingerprints of those plants, which grow in the surrounding area, but unlike Iris vartanii are not rare, Fant was able to determine how much diversity is needed to sustain the species.

 Volunteer Dr. Eileen Sirkin

Dr. Eileen Sirkin volunteers in the laboratory.

Although the study subject is far away from the Garden, its challenges hit close to home. In 2013, Fant and Sirkin published findings from a similar study on a rare plant found at Illinois State Beach Park, Cirsium pitcheri. For that initiative, they examined the DNA of plants from a restored site at the beach and compared them to the DNA of naturally occurring plants across the range, measuring diversity.

“We’re always working with rare and endangered species, and we collaborate with different people around the world to answer those questions,” explained Sirkin.

The Summit

After completing a statistical analysis of Iris vartanii’s DNA fingerprints, Fant made several encouraging conclusions but also issued an alert for continued attention.

The rare species’ genetic diversity was similar to that of Iris histrio. “This does tell us that genetic diversity in Iris vartanii is not likely an issue,” said Fant, who was not surprised by the conclusion. “Genetic diversity of any population is determined by the origins of the species, the age of the population, and proximity to the site of origin,” he explained. “As both species likely arose locally [from Jerusalem northward to the Galilee and further on] and have been around for a very long time, they possess similar levels of genetic diversity.”

 Dr. Jeremie Fant.

Conservation scientist Dr. Jeremie Fant

Especially encouraging was that each Iris vartanii population had significant differences in their genes, likely a result of their longtime separation. The findings highlight that it is all the more valuable to conserve each population for their potential to contribute unique genes to future plants, according to Fant.

Although many populations showed high diversity and low inbreeding, which is preferred, others showed the reverse, increasing their potential risk of extinction. The latter group, explained Fant, may benefit from extra special monitoring and care.

To conserve the existing populations, attention will need to be given to their surrounding natural areas, explained Sirkin. “If you find a species that people like and you study it and say we need to do all these things to save it, you are not just saving one plant, you are saving an ecosystem, including all the other plants, insects, other invertebrates, lizards, birds, and whatever else is involved in that ecosystem,” she said.

The findings and recommendations give land managers a clear direction for their conservation efforts, all because of one eye-catching plant that told the story of many.

©2015 Chicago Botanic Garden and my.chicagobotanic.org

Mushroom Discovery

Plant Science and Conservation - Mon, 12/29/2014 - 9:30am

All the possibilities for the Obama Library plus our Windy City Harvest Youth Farm are featured on National Geographic’s website! Read about it in Greg Mueller’s article, The Next New Species Could be in Your Backyard: Why Exploration and Discovery Matter—Everywhere on National Geographic. Mueller, chief scientist and Negaunee Foundation vice president of science at the Garden, describes the excitement of discovering new species in our own neighborhoods and parks.

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Photograph by Patrick R. Leacock

Read more by Garden scientists at voices.nationalgeographic.com
Copyright © 2014 National Geographic

Putting Down Roots: Urban Agriculture at Work

Community Gardening - Tue, 12/23/2014 - 9:15am

Two years ago—before his life took a head-spinning turn—Fernando Orozco was a 19-year-old juvenile offender in the Cook County Sheriff’s detention center. Recently, he completed work as a grower and crew leader on the Kraft Food campus in Northfield, Illinois, as part of a 13-week stint in Windy City Harvest Corps, an educational and transitional jobs program run by the Chicago Botanic Garden.

 Fernando Orozco.

Fernando Orozco at the Kraft Makers Garden

“I never thought I’d have a job like this where I have my own site and, not only that, the responsibility of caring for a crew of other guys,” Orozco said, on a break from work last summer in the 8,000-square-foot Kraft Makers Garden.

His crew included young men, ages 17 to 21, in the Illinois Department of Juvenile Justice system. The team grew enough tomatoes, peppers, lettuce, and other produce to fill 55 boxes a week for the U.S. Department of Agriculture’s Women, Infants, and Children (WIC) supplemental nutrition program. Other crops included cherries, beets, swiss chard, and watermelon, made pretty with plantings of scarlet runner beans and firecracker flowers, all grown in full view of Kraft employees as they worked out in the company gym. Produce from the site is donated to WIC centers and food pantries in the networks of the Greater Chicago Food Depository.

Orozco became interested in farming at the sheriff’s detention center, where he learned basic growing and organic practices in a program run by Windy City Harvest, the Chicago Botanic Garden’s urban agriculture education and jobs-training initiative. He went on to complete the nine-month Windy City Harvest Apprenticeship program, earned a certificate in safe and sustainable urban agriculture, and interned at locations including chef Rick Bayless’s home garden in Chicago.

The Windy City Harvest Apprenticeship program attracts a diverse group of students, including young adults with a history of incarceration and those with significant barriers to employment. “Just because they’re checking that box that says ‘felony offense’ doesn’t necessarily mean that they’re bad people,” said Angela Mason, director of Windy City Harvest. “They just need someone to give them a chance and support them through those changes. ”

Fernando and WCH Crew work at Kraft

Using organic methods and operating on eight acres at a dozen locations throughout Chicago and Lake County, Windy City Harvest students annually grow about 100,000 pounds of fruits and vegetables, serving an estimated 143,000 people.

Now Orozco tells the former juvenile offenders with whom he works that they can leave their past behind. “I’m not the smartest person in the world,” he tells them, “but I saw an opportunity and I took it, and the same opportunity is happening to you guys. Are you going to take advantage?”

Orozco hopes to run his own farm some day. “But, for now, I’d be happy if I were here, doing the same thing, just perfecting the craft, growing food and helping people, growing people,” he said. “I can’t ask for a better job.” 

This post was adapted from an article by Helen K. Marshall that appeared in the winter 2014 edition of Keep Growing, the member magazine of the Chicago Botanic Garden.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

20 Years of College First at the Garden

Youth Education - Fri, 12/19/2014 - 9:20am

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

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

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

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

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

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

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

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

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

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

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

 William Moss at the podium.

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

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

 Group photo of past College First participants.

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

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

©2014 Chicago Botanic Garden and my.chicagobotanic.org

The Long Road Home

Plant Science and Conservation - Thu, 12/11/2014 - 9:15am

Golden paintbrush (Castilleja levisecta) is gaining ground in its native Oregon for the first time in more than 80 years. Recent reintroductions have seen the charismatic species flourish on its historic prairie landscape. To keep the momentum going, scientists are pulling out all the stops to ensure that the new populations are robust enough to endure.

“Genetic variability will be key to the reintroduction success of golden paintbrush,” explained Adrienne Basey, graduate student in the plant biology and conservation program of the Chicago Botanic Garden and Northwestern University.

 Golden paintbrush (Castilleja levisecta).

Golden paintbrush (Castilleja levisecta) growing in propagation beds in Oregon. Photo by Tom Kaye

Basey, who previously managed a native plant nursery, is now studying the genetic diversity of golden paintbrush plants before, during, and after they are grown in a nursery prior to reintroduction to the wild.

“My work is looking at the DNA, or genetics, of the wild, nursery, and reintroduction populations to see if there is any change through that process,” she said. If there is a change, she will develop recommendations for adjusting the selection and growing process to better preserve diversity. “My goal is to give both researchers and practitioners more information to work with,” she noted.

Building for the Future

The research is unique in the relatively young field of restoration science, according to Basey’s co-advisor and molecular ecologist at the Garden, Jeremie Fant, Ph.D. “Adrienne’s study is awesome because of the fact that it has data and the samples to back it up; it is early on in this game of reintroductions and restorations, and potentially could have a lot of impact, not just for that species but what we tell nurseries in the future,” he said.

 Adrienne Basey with herbarium specimens.

Basey works with herbarium specimens

Basey is working with data collected over the past decade by research scientists at the Institute for Applied Ecology in Corvallis, Oregon, and University of Washington herbarium specimens from Washington and Oregon dating as far back as the 1890s, and data she has collected from existing plants during field work. “It’s a perfect partnership,” said Dr. Fant, who noted that the Garden is guiding the molecular aspect of the study while colleagues in Washington and Oregon are providing a large portion of the data and samples.

The availability of all of this information on a single species that is undergoing restoration is very rare, explained Fant. “It’s a very unique scenario that she has there, so we can look at how diversity changes as we go from step to step and hopefully identify any potential issues and where they are occurring in the process.”

The study itself will likely serve as a research model for other species in the future. “There isn’t much research out there to help propagators understand when and where genetic diversity may be lost during the production process,” said Basey’s co-advisor and conservation scientist at the Garden, Andrea Kramer, Ph.D.

Last year, Basey, Fant, and Kramer worked together to write a paper outlining ten rules to maximize and maintain genetic diversity in nursery settings. “My goal is to support reintroduction efforts by informing nursery practices and demonstrate to nurseries on a broader scale how their practices can influence genetic diversity through a single case study,” said Basey.

A Green Light Ahead

Her preliminary research is focused on four golden paintbrush populations. Early evaluations show clear distinctions between a few of them, which is good news. Basey will next compare those genetic patterns to those of plants in reintroduction sites.

According to Fant, earlier studies by other researchers have shown that many restoration efforts for threatened species suffer from low levels of genetic diversity prior to reintroduction, due to a number of causes ranging from a small population size at the outset to issues in propagation. It is critical to work around those issues, he explained, as the more genetic diversity maintained in a population, the better equipped it is to survive environmental changes from drought to temperature shifts.

Basey will also compare the current level of diversity of golden paintbrush to that of its historic populations, to get a better sense of what the base level should be for reintroduction success. She plans to wrap up her lab work well before her summer 2015 graduation date.

 A golden paintbrush is visited by its primary pollinator, a bumblebee.

A golden paintbrush is visited by its primary pollinator, a bumblebee.

For now, she is pleased with the level of diversity she sees in the current population. “I think the fact that it has a high genetic diversity means that these reintroductions could be successful,” she said. “But if we are creating a bottleneck, we need to know that so we can mitigate it as quickly as possible.” (A bottleneck is an event that eliminates a large portion of genetic variability in a population.)

Fant is enthusiastic about the timing of the study as the field of restoration is taking off. “We can jump in early as programs are being started,” he noted. “If we all learn together, I think it really does ensure that everyone gets what they need in the end.”

For Basey, it’s about building a bridge between the theoretical and the applied aspects of restoration. “My interest isn’t so much in this single species but more in the communication of science to practitioners. I like to bridge the line between research and the people who are using research,” she said.

Basey, like the golden paintbrush, is looking toward a bright future.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Working to restore a rainbow of wildflowers in the Colorado Plateau

Plant Science and Conservation - Fri, 12/05/2014 - 2:09pm

I’m a conservation scientist here at the Chicago Botanic Garden. I have an incredible job that allows me to work with many wonderful graduate students and a team of researchers to study ways to restore natural areas in the Colorado Plateau.

If you’ve ever visited national parks like the Grand Canyon or Arches, you’ve experienced at least some of what the Colorado Plateau (also known as the Four Corners region) has to offer. It includes more than 80 million acres across Utah, Colorado, New Mexico, and Arizona—and the largest concentration of national parks in the country.

 Andrea Kramer in the Colorado plateau.

Our research team heads out across a recently-burned area in search of data.

Although beautiful, the Colorado Plateau’s natural areas are facing many threats, including wildfires, a changing climate, and destructive invasive species such as cheatgrass (Bromus tectorum) and Russian knapweed (Acroptilon repens). Working with many partners, including the Bureau of Land Management, we are studying which native plants may be best able to handle these growing threats (we refer to them as “native winners”). The ultimate goal is to help make restoration of these plants and habitats as effective as possible in order to maintain healthy natural areas that support wildlife and pollinators, and help keep our air and water clean.

 Andrea Kramer at Rio Mesa.

Another beautiful day at Rio Mesa

This is no small task. The invasive species that the native plants are up against are very impressive. For example, Russian knapweed is allelopathic (prevents other plants from growing nearby), and it has roots that can grow more than 20 feet deep, seeking the water table. Fortunately, some native species are also able to grow in these conditions, and some even appear to be evolving and adapting to be better competitors.

Three Northwestern University graduate students are working with me. Master’s student Nora Talkington is testing how different populations of a native grass are able to compete with Russian knapweed, while doctoral student Alicia Foxx is researching how different root structures of native plants help them compete with invasive species. Master’s student Maggie Eshleman is studying six native wildflower species including the smallflower globe mallow (Sphaeralcea parvifolia), which has tiny, fiery orange flowers. These wildflowers are likely “native winners” and are strong candidates for increased use when restoring habitat in the Colorado Plateau.

A rainbow of wildflowers for restoration:

  • Tansy aster (Machaeranthera canescens): This purple-flowered plant is good for pollinators, one of the few plants that flowers late in the season, and on top of that, is really good at growing in sites that need to be restored.
  • Woolly plantain (Plantago patagonica): This cute little annual plant is often the only thing we find flowering and producing seeds during extreme drought years. It is very impressive!
  • Bee plant (Cleome lutea): This annual plant has gorgeous yellow flowers. It’s good at growing in disturbed areas and, as its name indicates, is a great forage plant for bees.
 Cleome lutea.

Bee plant (Cleome lutea) by Andrea Kramer

 Sphaeralcea parvifolia.

Smallflower globe mallow (Sphaeralcea parvifolia) by Andrea Kramer

 Machaeranthera canescens.

Tansy aster (Machaeranthera canescens or Dieteria canascens) by Maggie Eshleman

 Plantago patagonica.

Woolly plantain (Plantago patagonica) by Andrea Kramer

This summer was a busy one. My students and I spent many weeks in the Colorado Plateau working with collaborators to collect seeds (as part of Seeds of Success collectors—a national native seed collection program). These seeds are now being used for studies in the Garden’s research greenhouses and growth chambers, and at study plots in Utah, Arizona, and Colorado. In the Garden’s Daniel F. and Ada L. Rice Plant Conservation Science Center, we are also using incubators to create spring- and summer-like conditions that will help us understand when and why seeds of certain species are able to germinate and grow. This is an important aspect of ultimately being able to restore species in a degraded habitat.

 La Sal mountains in the background; the plains abloom in May.

La Sal mountains in the background; the plains abloom in May

How cool is it to be able to take research that’s been done on a small scale and actually apply it to the real world? I feel so lucky to be able to do this work, and being here at the Chicago Botanic Garden has allowed me to build long-term partnerships that investigate the application of research, rather than just focusing on publishing it. Stay tuned for updates on how these native winners perform.

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

©2014 Chicago Botanic Garden and my.chicagobotanic.org

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