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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

Plant Evolution Infographic

Plant Science and Conservation - Thu, 11/13/2014 - 11:53am

It’s like having a time machine—supercomputers and gene sequencing allow scientists to study early events in plant evolution. 

One of our conservation scientists, Norman Wickett, Ph.D., is co-leader of a global initiative involving some 40 researchers on four continents. The team has spent the past five years analyzing 852 genes from 103 types of land plants to tease out early events in plant evolution. The results, published recently in the Proceedings of the National Academy of Sciences, expand our knowledge of relationships among the earliest plants on land.

An Infographic About Plant Evolution

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Wearable Indian Corn

Youth Education - Sun, 11/09/2014 - 7:50am

I always look forward to seeing Indian corn in the market and finding it in autumn decorations. Indian corn—in its range of hues from blue to deep maroon to oranges, golds, and yellows—extends the colors of the season long after the tree leaves have faded and been raked away. It is one of November’s icons, reminding us of the cultural and botanical history of the continent.

“You call it corn; we call it maize.”

Or so the 1970s TV ad for Mazola margarine told us.

Long ago, “corn” used to be the term for any grain seed, including barley, wheat, and rye, so naturally the new world plant “maize”—botanically known as Zea mays—was labeled as another kind of corn when it was introduced in Europe. For some reason, the name stuck, and we all think of the sweet yellow stuff on our dinner plates (and its close relatives) as the one and only “corn.”

 A comparison of teosinte vs. modern corn, Zea mays.

This drawing shows the similarities between modern corn and its ancestor, teosinte, after 10,000 years of cultivation. Illustration by Nicolle Rager Fuller, National Science Foundation

There are actually many varieties of maize-corn. Archaeologists are pretty sure that all of them resulted from the domestication and selective cultivation of the grass teosinte (pronounced tay-oh-SIN-tee), around 10,000 years ago by the people living in what is now Mexico. Over time, maize became a staple crop, yielding different varieties of nutritious and versatile grains throughout the American continent.

 Three ears of Indian corn leaning against a pumpkin.

The farmers in my neighborhood sell Indian corn in bundles of three alongside gourds, pumpkins, and bundles of straw.

Indian corn is related to popcorn. These kinds of maize differ from other kinds in that they have a harder outer coating and a starchy interior with a bit of water inside the seed, or kernel. Popcorn pops when the kernel is heated quickly at a high temperature, causing the water inside the seed to suddenly turn into steam, inflating the starch. The sweet corn we love to eat and the dent corn used for tortilla chips and livestock feed will not produce a fluffy white snack when heated.

We can exploit these properties of Indian corn and turn the kernels into necklace beads to wear during the season. 

How to make an Indian corn necklace

You will need the following:

  • Indian corn (one average-size cob will make two necklaces)
  • a sharp embroidery needle, long, with a large eye
  • string; you can use ordinary sewing thread, but a little heavier is better
  • a pot of water to cook and soften the corn
 Indian corn.

My daughter chose this bundle of Indian corn because she liked both the deep red of cob on the left and the pinkish seeds of the one in the middle—but not for the same necklace.

First, remove all the kernels from the cob. You can wedge a butter knife between the rows of kernels and twist to pop out the seeds. Once you get some of the cob stripped, you can rub the kernels loose with your thumb.

 a bowl full of colored corn seeds, or kernels.

These seeds have been removed from the cob and are ready for boiling to soften them.

Place the corn kernels in a pot of water and boil for 30 minutes. (This isn’t hot enough for the corn to pop.) Test for doneness by removing three  kernels. If you can push a needle through each of them easily, they are ready. Remove the pot from the heat and allow to cool. You can add cold water to cool them faster, but be sure to leave them soaking so they do not dry out, even when you are stringing them. (Pushing the needle through dry kernels can be a painful experience.)

While the corn is cooling, cut a string about three times as long as you would like your necklace to be. (You can work in shorter sections and tie them together, but it won’t look as nice.) Thread the needle and double the string; then knot the ends.

Now, select kernels in the colors you like, or pick them up randomly so the string resembles the color pattern of the corn cob. Try to pick softer pieces. Hold each kernel by the sides, and push the needle through the middle of the kernel so that the needle is not pointing toward your finger. Then slide it down the string. Leave a few inches of string below the first piece so you have some string to tie when you’re finished.  

 This image shows how holding the seed by the sides puts fingers out of the way of the sharp end of the needle.

It is very important to hold the kernel by its sides as you poke the needle through the middle of the seed.

If the kernel is too hard and resists piercing, do not force it! Try to push the needle through at another angle, or discard that piece and select a softer one. This is important because you will prick yourself with the sharp needle if you are not careful. In fact, you’ll probably stab yourself at least once even if you are careful, so this is not a project for very young children. 

Pack the moist seeds close together on the string. As they dry, they will shrink in size. You may want to slide them together a little tighter so the string doesn’t show, but you’ll also want to leave enough wiggle room so the necklace has flexibility. When your string of corn is long enough, allow the seeds to dry completely. Then tie the ends together and you will have an attractive necklace to wear to Thanksgiving dinner or other festive gatherings!

 Indian corn necklaces.

The finished necklaces look great layered in different lengths and colors.

One final note: when I made a corn necklace in third grade as part of a unit on Native American culture, I was under the impression that indigenous people of long ago made and wore necklaces like this. No way. All corn was grown for food, and it  was needed to sustain the population, so it would not have been turned into jewelry. This season, we can be thankful for the plentiful food we have to eat, and we can appreciate the beautiful colors of the corn as decoration during the feast.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Genomic Discovery Unearths New Theories on Plant Evolution

Plant Science and Conservation - Thu, 11/06/2014 - 11:44am

There’s less mystery in the natural history of aquatic green algae and its relationship to land plants, thanks to research co-led by Chicago Botanic Garden scientist Norm Wickett, Ph.D., published this week in the Proceedings of the National Academy of Sciences and GigaScience.

The study examined how major forms of land plants are related to each other and to aquatic green algae, casting some uncertainty on prior theories while developing tools to make use of advanced DNA sequencing technologies in biodiversity research.

“We have known for quite some time that all plants on land share a common ancestor with green algae, but there has been some debate as to what form of algae is the closest relative, and how some of the major groups of land plants are related to each other,” explained Dr. Wickett, conservation scientist in genomics and bioinformatics.

Over the past four years, he has collaborated with an international team of researchers on the study that gathered an enormous amount of genetic data on 103 plants and developed the computer-based tools needed to process all of that information.

The study is the first piece of the One Thousand Plants (1KP) research partnership initiated by researchers at the University of Alberta and BGI-Shenzhen, with funding provided by many organizations including the iPlant Collaborative at the University of Arizona (through the National Science Foundation), the Texas Advanced Computing Center, Compute-Calcul Canada, and the China National GeneBank. The results released this week were based on an examination of a strategically selected group of the more than 1,000 plants in the initiative.

Researchers dove into the genetic data at a fine level of detail, looking deeply at each plant’s transcriptome (the type of data generated for this study), which represents those pieces of DNA that are responsible for essential biological functions at the cellular level. In all, they selected 852 genes to identify patterns that reflect how species are related.

The study is consistent with ideas and motivations that parallel research Wickett is pursuing in work funded by the National Science Foundation program called “Assembling the Tree of Life.” Both studies seek to better understand how the earliest land plants that first appeared more than 460 million years ago evolved from green algae to yield the diversity of plants we know today.

 Land plant tree of life.

The “land plant tree of life”

Understanding those lineages, Wickett explained, allows scientists to make better-informed decisions in their research pursuits, and illuminates historical environmental conditions that may have impacted evolution. “Knowing that set of relationships offers a foundation for all evolutionary studies about land plants,” he said.

Using Bioinformatics to Better Understand Our World

Wickett’s expertise in a field of science called bioinformatics allowed him to serve as one of the leaders in the data analysis process, which relied on a set of tools developed by the research team. Using those tools, Wickett helped develop the workflow for a large part of the 1KP study. “The tools we have developed through this project are able to scale up to bigger data sets,” he said. This is significant because “the more data you have, the more power you have to correctly identify those close relatives or relationships.”

By working with a large amount of data, explained Wickett, the team was able to resolve patterns that were previously unsupported. Until recently, the scientific community has largely believed that land plants are more closely related one of two different lineages of algae—the order Charales or the order Coleochaetales, which share complex structures and life cycle characteristics with land plants. However, the study reinforced, with strong statistical support, recent work that has shown that land plants are actually more closely related to a much less complex group of freshwater algae classified as Zygnematophyceae.

A Simpler Ancestor

It may mean that the ancestor of all land plants was an alga with a relatively simple growth form, like the Zygnematophycean algae, according to Wickett. More than 500 million years ago, that ancestral species split into two new species; one became a more complex version that colonized the land, and the other continued on to become the Zygnematophyceae we know today. The unique direction of both species was likely influenced by environmental conditions at the time, and this study may suggest that evolution could have reduced complexity in the ancient group that formed what we now recognize as Zygnematophyceae.

“Our new paper suggests that the order of events of early land plant evolution may have been different than what we thought previously,” said Wickett. “That order of events informs how scientists interpret when and how certain characteristics or processes, like desiccation tolerance, came to be; our results may lead to subtle differences in how scientists group mosses, liverworts, and hornworts, the lineage of plants (bryophytes) that descended from the earliest land plants.”

Wickett can’t help but feel encouraged by the wave of enthusiasm around the release of the publication. “When you get involved in these kinds of projects, it never seems as big as it is—you just get used to the scale. It’s been really great to get the public reaction and to see that people are really excited about it,” he said.

 Norman Wickett, Ph.D.

Norman Wickett, Ph.D.

Where We Go from Here

Wickett will convene with the research team in January in San Diego to discuss next steps for 1KP, which will lead to the analysis of some 1,300 species. The team will likely break into subgroups to focus on sets of plants that share characteristics such as whether they produce flowers or cones, or have a high level of drought tolerance.

With the publication of this research, a door to the past has been cast wide open, offering untold access to natural events spanning some 500 million years. After such significant discovery it’s hard to imagine that there could be more in the wings. But with the volume of data generated by the 1KP project, there are certainly exciting results yet to come.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

A Halloween Treat: Pumpkin “Roll-ups”

Youth Education - Mon, 10/27/2014 - 9:45am

Parents! Here’s a kid-friendly, fun-to-make idea from Kasey Bersett Eaves, who “talked squash” with fall-minded visitors at the Regenstein Fruit & Vegetable Garden on a gorgeous fall weekend.

With winter squash and pumpkins readily available at grocery stores and farmers’ markets, a nicely spiced fruit leather is a great way to use a post-Halloween pumpkin (uncarved) or extra can of purée—and to get kids to eat their vegetables in a new and tasty way. Super simple to assemble, it’s a whole lot healthier than candy!

Kids AND adults love the cinnamon-y pumpkin flavor.

Kids and adults love the cinnamon-y pumpkin flavor.

Pumpkin-spiced Snack Leather

  • 1 can of plain pumpkin or 3½ cups of cooked pumpkin pulp*
  • 1 cup of unsweetened applesauce
  • Cinnamon, nutmeg, cloves, and honey according to taste

Purée all ingredients together by hand or in a blender or food processor.

Spread purée on a foil-lined or greased cookie sheet, and smooth until just a little more than ¼-inch thick. Bake on your oven’s lowest setting (around 150 degrees) until no longer sticky to the touch (this takes close to eight hours).

Remove and cool until you can lift the edges and corners of the pumpkin leather off the foil or cookie sheet. Peel off and cut into strips. Roll each strip into plastic wrap and refrigerate until ready to eat.

If you have a food dehydrator, it’s even simpler. Spread the purée on the plastic sheeting provided with your dehydrator—or wax paper—and dehydrate until no longer sticky. Roll, refrigerate, and snack away!

 first, blend puree with applesauce and spices to taste.

It’s a kid-friendly process: first, blend purée with applesauce and spices to taste.

A tin foil base rolls up easily.

A tin foil lining makes cleanup easy.

*Basic Technique for Cooked Squash

Fresh-cut pumpkin (which is actually a squash) has a much higher water content than canned pumpkin. You will need to cook your pumpkin first, and use more fresh pulp. Cut your squash in half and remove the seeds. Place the squash skinside down on a baking dish, and bake at 350 degrees until the flesh is tender and the cut edges have caramelized. Remove the squash from the oven and let it rest until cool. Scoop out the pulp and discard the cooked skins.

See Kasey’s summer post, too — “Herbal Mixology

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Windy City Harvest Youth Farm Joins a Growing Community

Community Gardening - Fri, 10/24/2014 - 9:12am

Can you remember a time when farmers’ markets were few and far between, and local food was nearly impossible to find, unless you grew it yourself?

Today—October 24, 2014—is National Food Day. Learn more about this initiative by visiting foodday.org, and join the movement with @FoodDayCHI and @FoodDay2014, and #CommitToRealFood.

Now farmers’ markets are popping up all across Illinois—in rural, suburban, and urban landscapes—providing healthy food to many communities.

According to the USDA, the number of farmers’ markets in the United States has grown by 67 percent since 2008, with more than 8,000 markets and counting. Illinois ranks third in the nation for the number of farmers’ markets, with nearly 400 markets.

 Juaquita holds up a freshly washed carrot harvest.

Windy City Harvest Youth Farm participant Juaquita holds up part of her freshly-washed carrot harvest.

The Chicago Botanic Garden has been a part of the growth of farmers’ markets in Illinois. With the farmers’ market held at the Garden, along with the farm stand markets hosted at Windy City Harvest Youth Farm sites, we have contributed to the improved access of healthy, local food, especially in underserved neighborhoods of Chicago and North Chicago.

Throughout the summer, the Windy City Harvest Youth Farm program operates three farm stand markets as way to share its fresh, sustainably grown produce with the surrounding neighborhoods. These markets are set up on-site (or nearby) at each of our three Youth Farms. These farms are located in the West Side neighborhood of North Lawndale, the South Side neighborhood of Washington Park, and the community of North Chicago/Waukegan. All of these communities are considered food deserts, as the access to fresh food is extremely limited.

The produce sold at Windy City Harvest Youth Farm markets is grown by the community for the community. Teenagers from local high schools are hired to work at the Youth Farms from May through October. They participate in all aspects of farming, including the growing, cooking, and marketing of the produce. Every week during the summer, the teens set up a farm stand to offer their fresh bounty to the community. The produce is sold at very affordable prices. Our markets accept food stamps and other government assistance benefits, so the food can be accessible to all members of the community.

 Happy customer at the first market.

Happy customers enjoy a bounty of fresh vegetables at the first market.

Season after season, the benefits of these markets can be seen in both the teen workers and community. The teens learn business and customer service skills, practice their public speaking, and make positive connections in their community. One of our teen workers, Henry, said that this year’s opening market in North Chicago was the “best day of his life” because the participants nearly tripled their sales goal and broke the previous sales record for an opening day. A former participant of Science First (another wonderful Garden program), Henry was especially proud to host the program at the farm that day and assist with farm stand purchases. He even persuaded a young Science First participant to purchase black currants (later reporting that the Science First participant was eating the tart currants like candy).

We often hear from our market customers how grateful they are to purchase local, sustainably grown produce at an affordable price. They comment on how tasty and fresh our farm produce is compared to the produce available at their local grocery store, and they enjoy the farm tours and recipes provided by our teens. We often hear how our Youth Farms remind them of a farm they grew up on in Mississippi or Mexico. 

 Potato harvest success.

Potato harvest success!

Besides impacting the food system and community health at a local level, we also help shape food policy and accessibility statewide. I have had the privilege of representing the Chicago Botanic Garden on the Illinois Farmers Market Task Force and on the board of the Illinois Farmers Market Association. The Task Force—which consists of farmers, market managers, and public health officials—advises the Illinois Department of Public Health on statewide local food regulations. We also provide education to consumers and market managers on food safety at the market. The Illinois Farmers Market Association connects the farmers’ market community to resources and educational tools. Lately we have been training market managers on how to accept food stamps at their markets and working with government agencies to better inform food stamp recipients on the markets that accept those benefits.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Pumpkin Seed Math Games

Youth Education - Mon, 10/20/2014 - 9:32am

If you carve a pumpkin for Halloween or make pumpkin pie from scratch, you’re going to have a lot of pumpkin seeds. You can put them to good use by turning them into “dice” and playing math games this fall.

First, you’ll need to remove, clean, and dry the seeds. After scooping the pulp from your pumpkin, place it in a bowl of water and gently rub the stringy pulp off the seeds. Rinse them in a colander and let them drain. Prepare a baking sheet with a layer of parchment paper. Do not add any oil. Spread seeds in a single layer on the paper. Bake in an oven preheated to 300 degrees Fahrenheit for 30-40 minutes to dry them. Store them in a plastic bag or airtight container.

 Pumpkin seeds on baking tray.

These seeds were baked for just over 30 minutes at 300 degrees. After they have cooled, they will be ready to become instruments of learning.

The kind of dice you make will depend on the game you want to play, but for all games the basic idea is the same. Players will toss the seeds and the side that lands face up is the number they will work with. You’ll want to select seeds that are more flat than rounded. Remove any transparent skin that remains on the seeds, so it won’t dissolve in the marker ink and make a mess. Use a regular fine Sharpie or other permanent marker. I find that the extra fine markers tend to dry out while writing on the seed. You can use any color, but for some games the color matters. You’ll also want to establish a top and bottom of the seed. I write all the numbers with the point of the seed on the bottom so 6s and 9s don’t get confused. 

Here are some games you can make:

 Pumpkin seeds painted like dominoes.

To make a game of “Count the Dots,” draw dots on one side of each seed as shown.

Count the Dots

This works well for young children learning to count. Take six pumpkin seeds. On one side of each seed draw dots like those on a die. Leave the other side blank. To play, toss the seeds and let them land. Count all the dots facing up. The person with the most dots wins!

Add the Numbers

Older children who are learning to add can play with numbers instead of dots. You can vary this depending on the skills of the children. For early learners, make two each of 1, 2, and 3. For children practicing higher number adding, make a range from 1 to 9. To practice adding higher numbers, make a set with all 6s, 7s, 8s, and 9s. Those are scary numbers to add until you get the hang of it, which is the whole point of this game.

To play, toss the seeds, then move the blanks out of the way. Line up the numbers so they are easier to see and add up.

Addition and Subtraction

Working on subtraction? Write the number on one side of the seed in black and write the same number on the opposite side in a different color such as red. Now when you toss the seeds, add all the black numbers and subtract the red numbers. The result could be a negative number!

 Numbered pumpkin seeds.

Playing with addition-subtraction rules where black numbers are added and red numbers are subtracted, this toss would be 1 – 7 – 2 + 4 + 8 – 6 – 9 + 3 + 5 = -3.

Evens/odds

This game works with dots or numbers, but requires a set with writing on one side only. Players take turns predicting the outcome of the toss adding up to an odd or even number. The first player calls “odds” or “evens,” tosses, checks the results. S/he gets a point if s/he is right, a point goes to his or her opponent if s/he guessed wrong. 

Numbers and Symbols

You can have more than numbers on your dice. Make a set of seeds that include numbers and function symbols: + , -, ×, and ÷. Each player should have her own identical set of seed dice. All players toss at the same time and the person who can make the number sequence with the highest answer wins. In this game, players are allowed to combine numbers to make a larger number. For example, a 1 and a 2 can become 21, as long as all the exposed numbers and symbols are used. The simplest rules for this game will be to take the order of operations from left to right, but players who want to stick to the “PEMDAS” order of operations (parentheses, exponents, multiplication, division, addition, subtraction), can certainly work that into the game. 

 Numbered pumpkin seeds and some with math symbols.

Working with numbers and symbols gives a score of 413 for this toss.

Matching Equations

To make the game more cooperative, play the same game above, only this time the two players try to make their two number statements equal each other, or get as close as possible. This is more difficult to accomplish. so it’s all right to be a little flexible with the rules, since the players are not competing and you won’t have to settle disputes.

Players can make up their own games. They can also work in more complicated operations like exponents, or they can arrange the placement seeds above and below a line to represent division (this may require paper and pencil). Chances are, if they have reached this level of sophistication with mathematical operations, they would prefer eating the seeds to playing with them, but it’s still a fun challenge.

Whatever their level, when players have exhausted their interest in the seeds, be sure to take a break and enjoy some pumpkin “pi.” Sorry, I had to include that, because let’s face it, if you’re playing math games for fun, you’re a person who appreciates this humor!

 Pumpkin with carved numbers for facial features.

“Pascal Pumpkinhead” gave the seedy contents of its head for mathematics.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Clicking Through Time

Plant Science and Conservation - Fri, 10/10/2014 - 11:20am

In 1860s New Hampshire, botanical artist Ellen Robbins perched before her canvas, creating wildly popular watercolors of fall leaves. Books of her paintings sold well, landing in the hands of high society members such as fellow artist Gertrude Graves, a cousin of poet Emily Dickinson. Graves presented her copy of one such volume, Autumnal Leaves, to the Massachusetts Horticultural Society in 1923, where it remained until being acquired by the Chicago Botanic Garden in 2002. Today, the historic, storied volume is accessible to us all via a visually crisp, easily navigated online library.

 autumnal leaves.

Selection from Autumnal Leaves by Ellen Robbins

Autumnal Leaves is one of the historic books, postcards, and similar materials digitized and conserved by the Garden in recent years and now accessible via the Internet.

“It just opens up the opportunities for more people to see the wonderful pieces that we have,” said Leora Siegel, director of the Garden’s Lenhardt Library, which was established by the Woman’s Board of the Chicago Horticultural Society in 1951.

The Lenhardt Library’s impressive collection includes materials dating from 1483 to 1917, which are now available online to an expanded audience.

“In this age of e-books, these primary resources are something different. They are something really important to our civilization and culture,” said Siegel, who is delighted to help the public, scientists, historians, and artists from around the world access the remarkable materials.

 Leora Siegel.

Leora Siegel directs the Garden libraries.

Publications originating in North America are predominant in the collection. Western European books that once resided in the private family libraries of dukes and earls are also included. In some cases, bookplates were traced back to their original owners.

“They were in private libraries and only the family could read them, and now they are on the web and anyone can get to them,” remarked Siegel. The international component of the digitized collection also includes ikebana illustrations from Japan.

These materials were part of a collection of some 2,000 rare books and 2,000 historic periodical titles collected by the Massachusetts Horticultural Society of Boston before being purchased by the Garden in 2002. Since that time, grants including a $172,000 award from the National Endowment for the Humanities in 2011, allowed the Garden to digitize 45 of the books that have traveled time and distance to reach us today.

What did South America’s tropical vegetation look like to illustrator Baron Alexander von Humboldt in the 1850s? How was the Horticultural Building portrayed in Chicago’s 1893 World’s Columbian Exposition?

The answers can be found in the preserved volumes and vintage postcards accessible via the Illinois Digital Archives and the Garden’s new digitized illustrations website, launched in September.

Front of advertising card showing the Horticultural Building at the 1893 Chicago World's Fair, with inset of company logo.

Front of advertising card showing the Horticultural Building at the 1893 Chicago World’s Fair, with inset of company logo.

Front of postcard showing a rowboat on a lake in front of the Horticultural Building at the World's Fair grounds in Chicago, 1934.

Front of postcard showing a rowboat on a lake in front of the Horticultural Building at the World’s Fair grounds in Chicago, 1934.

The new site houses illustrations from a significant number of titles and interpretive notes, and it is continuously updated with material. From books on grafting plants to postcards from flower shows, there is much to discover with cultural and scientific relevance.

 Selection from Water-color Sketched of Plants of North America 1888 to 1910.

Selection from Water-color Sketches of Plants of North America 1888 to 1910 by Helen Sharp, Volume 08

“The botanical illustrations come close to our herbarium specimens in many cases because you really see the roots and the life cycle of the plant,” noted Siegel.

The majority of materials were digitized offsite by the premier art conservation center in the United States, the Northeast Document Conservation Center. When the processed files arrive at the Garden, metadata is added by Garden librarian Christine Schmidt. She then adds the files to a software program that allows them to be accessed through either website. A volunteer photographer also contributes to the files. In the most recent set of 45 digitized volumes, 18 are currently being processed and prepared for the site.

While the rare books are still available by appointment to those who can make it into the library, many of the books are delicate and will benefit from an increased percentage of online viewing into the future.

 Bookplate from "Physiognomy of Tropical Vegetation in South America"

Selection from Physiognomy of Tropical Vegetation in South America: a series of views illustrating the primeval forests on the river Magdalena, and in the Andes of New Grenada

Allowing access to these materials online has yielded many rewards for those who made it possible, from contributing to research around the world to the reproduction of selected images in new book publications, which is done with special permission from the Lenhardt Library.

“People are really blown away,” according to Siegel. Garden exhibitions have benefited from the collection as well, such as the winter Orchid Show exhibition, which was enhanced by complimentary full-text access to some of the rare books from the online portal.

Next, Siegel hopes to digitize the Garden’s collection of an estimated 20,000 pages of manuscripts of scientists’ field notes.

“We have some unique one-of-a-kind manuscripts that no one else has,” she said. “This is just the start.”

©2014 Chicago Botanic Garden and my.chicagobotanic.org

You Say Tomato, I Say Science Fair Project

Youth Education - Mon, 09/29/2014 - 3:23pm

It’s that time of year in schools again: time for science fair projects!
tomato project

As I’ve stated before, we in the education department of the Chicago Botanic Garden are committed to helping parents and teachers find great projects that teach students how plants sustain and enrich life. Last year we talked about using radish seeds; this year, it’s tomato seeds. And like last year, this project can be done by an individual student, a small group or ecology club, or an entire class.

Let’s begin by thinking about tomato seeds. Cut open a tomato and try to pick out a single seed. Go ahead and try it, I’ll wait.

 This close up of a tomato seed shows the transparent coating that surrounds the tomato seed.

These tomato seeds glisten and mock me when I attempt to pick them up with my fingertips. The little brats also resist sliding off the cutting board.

 
As you will discover (if you didn’t already know) the seeds are coated in a gelatinous substance that makes them slippery and difficult to handle. So the first question is, what purpose does the slimy coating serve?

This is not the kind of blog post where I give you all the answers. That would not be good science teaching. I will tell you that tomato seeds can pass through the digestive tract of an animal and still germinate. Not all seeds can do that. It is possible that in nature, the coating protects the seeds on their journey from the mother plant through the hostile environment of a hungry animal’s gut and on to wherever that animal relieves itself.

Another theory is that the coating prevents premature germination of the seeds while they are inside the warm, moist, ripening fruit. Whatever the true reason—and there may be several—seed savers find it’s better to remove that coating after the seeds are harvested, because they become easier to handle and store.

The natural way to remove the coating is to ferment the seeds in a jar or bowl. It’s a simple procedure.

1. Scoop or squeeze the seedy pulp out of the tomatoes and put it into a bowl. (I prefer glass, but some people use plastic.) Add water equal to the volume of tomato pulp. Cover the bowl with plastic wrap and poke a few holes in the top.

 glass bowl about a third full of tomato pulp, covered with plastic wrap, sitting on the windowsill.

Here are the seeds from three medium sized tomatoes, sitting by the window on the back porch, waiting to ferment.

2. Place the bowl in a warm location such as a sunny window. It is going to smell bad, so don’t put it in your dining room, unless you’re trying to reduce your appetite. You will also want to avoid fermenting your seeds next to bananas and other fruit ripening in your kitchen, because it can attract fruit flies. Leave it there for 3 to 5 days, depending on the conditions. Natural “beasties” in the air (yeast) will settle on the sugary goodness of the tomato. They will gorge themselves and reproduce, resulting in a yucky mess floating on top of the mixture. This is exactly what you want.

 the bowl of tomato seeds is covered in white stuff.

In four days, my tomato seeds were ready, with a thin layer of white scum floating on top. Be very glad odors are not transmitted over the internet.

3. After you have grown a nice head of gunk on your seeds, remove that film and throw it away. (Unless you’d like to keep it for some reason.)  If you can’t skim all of it, no worries, the remaining goo will rinse off in the next step. Remove any floating seeds, too—they are not viable.

4. Pour the mixture into a sieve or wire strainer with fine mesh and rinse well, shaking the seeds gently to remove any remaining pulp and seed coatings.

 The tomato seeds are spread out on a wax paper so they do not touch.

The most tedious part of the process is spreading out the seeds so they do not touch each other.

5. Dump the seeds onto wax paper. Poke at the seeds with a toothpick or other clean utensil to separate them. Remove any dark seeds that don’t look right. They are not viable. Let the seeds air dry on the wax paper in a protected place for about a week.

6. Store the completely dried seeds in an envelope until you are ready to use them.

 close up of several tomato seeds - you can see the fuzzy outer layer of the seeds.

The cleaned and dried seeds are coated with tiny white hairs. These hairs were holding the gooey coating on the fresh seeds and now they will help the seeds soak up moisture when they are planted.

Now comes the science question: Do tomato seeds really need this kind of abuse to germinate?

The only way to find out is to experiment. Collect seeds from some ripe tomatoes—2 or 3 tomatoes will do. Ferment half of the batch using the directions above. Rinse the remaining half with water in a sieve (to remove any attached tomato pulp), and then dry them on wax paper without any other treatment. When you have all the seeds dried, use the same procedure from Eleven Experiments with Radish Seeds to measure and compare germination rates.

 Ten tomato seeds are arranged on a paper towel in three rows; the towel is on a plate.

These ten fermented and dried tomato seeds are ready for germination testing.

Since you’re curious and kind of into this now, see if you can figure out if there are other ways to remove the seed coating that result in equal or better germination success. Some seed savers skip the fermentation and instead clean their tomato seeds with a solution of Oxi Clean. You can add this treatment to your experiment by dividing your batch of tomato seeds into three parts for: untreated, fermented, and Oxi Clean treatments.

The Oxi Clean method goes like this:

  1. Put the tomato seeds in a measuring cup and add water to make 1 cup of liquid.
  2. Add 1 tablespoon Oxi Clean power to the mixture and stir to dissolve.
  3. Let the seeds soak for 30 minutes.
  4. Rinse thoroughly in a sieve and dry on wax paper, just as you would with the other treatments.

As you will see, the Oxi Clean method is faster and there is no offensive odor, but is it better for germination?

 A 16 ounce container of Oxi Clean Versatile Stain Remover

This product contains sodium percarbonate and sodium carbonate, no bleach, and will work for your experiment.

Note: if you Google information about this, you will find articles that discuss Oxiclean (one word) vs. Oxi Clean (two words). The two commercial products are made of different chemicals. The former is a liquid that contains sodium hypochlorite (chlorine bleach), the latter, promoted by Billy Mays, does not. For the purposes of this experiment, the less caustic, powdered Oxi Clean pictured in this blog post works perfectly well. Students should report the actual chemical names in the materials list, not just the product name. It’s just like using the scientific name of a plant instead of the common name—it’s more accurate and less confusing for someone who wants to replicate the experiment.

If you are ambitious, try a treatment of your own. After all, three tomatoes are going to give you a lot of seeds to test. My daughter tried soaking some of her seeds in vinegar. Perhaps regular dish soap or ordinary laundry detergent will remove the seed coating. Or you could try a cleaner that contains chlorine bleach. It’s up to you. Please remember to wear goggles and plastic or latex gloves while handling any chemicals because, like the tomato seeds, your eyes and hands may need a protective coating to escape harm.

I’d like to tell you what is going to happen, but then I would totally lose street cred and face ridicule from my science teacher peeps. One hint, though: be sure to measure the timing of germination as well as the number of seeds that germinate in each condition. If you want to know what happens, you’ll just have to cut open some tomatoes and try it yourself.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Home on the Prairie

Plant Science and Conservation - Mon, 09/15/2014 - 12:28pm

A delicate prairie bush clover extends its pink flowers toward the sun, like an early settler attempting to plant a flag on a piece of land to call home. Competition for space is intense where the native herb stands on one of the state’s last remaining prairie landscapes, Nachusa Grasslands, located in north-central Illinois.

The species’ juvenile plants must establish themselves rapidly to avoid being overtaken by dominant native grasses, such as little bluestem. Even if the wispy young herbs live to maturity, they may still struggle to survive the often deadly wake of litter the grass leaves behind.

 A view of Nachusa Grasslands taken from Dr. Vitt’s field site.

A view of Nachusa Grasslands taken from Dr. Vitt’s field site. Photo by Pati Vitt.

Chicago Botanic Garden conservation scientist Pati Vitt, Ph.D., has been studying the rivalry between the prairie bush clover and grass species at Nachusa over the past 14 years. Also the curator of the Dixon National Tallgrass Prairie Seed Bank, she has seen the herb species’ population rise and fall.

 A tiny, spindly stalk of prairie bush clover in spring.

Prairie bush clover ( Lespedeza leptostachya) grows at Nachusa Grasslands.

In Illinois, Nachusa Grasslands is one of the few remaining places where prairie bush clover (Lespedeza leptostachya) can still be found. The issues it faces there are not unusual to the species.

“It is a unique component of this very small subset of North American grasslands that exist nowhere else,” said Dr. Vitt. “Its presence is an indicator of high-quality, well-managed gravel hill prairie. It serves to increase the biodiversity of those types of habitats.”

After years of working to define the ideal environment for the prairie bush clover and getting to know its adversaries, she feels it is time to bring in the big guys.

Bison, 2,000-pound behemoths that are naturally adapted to Midwest weather and vegetation, will soon be arriving to help save the tiny plant. The rust-colored creatures, standing up to 6½ feet tall at the shoulder, are rather particular grazers, explained Vitt. Unlike cows, which graze broadly and without much discretion, bison selectively eat grass. That makes them the perfect friend of the prairie bush clover, which, Vitt has documented, needs a little more room to grow on the limited rocky portion of the 3,000-acre prairie it calls home.

Vitt spent much of her summer at Nachusa, a preserve managed by the Nature Conservancy in Illinois. She was hustling to document the status of prairie bush clover populations there before the arrival of a herd of bison in the fall of 2015.

 Little bluestem grass in seed.

Little bluestem (Schizachyrium scoparium) is a native grass.

Each morning of research she and her team, which included an REU intern, fellow Garden scientist Kay Havens, Ph.D., and additional technicians, were out in the field at daybreak. They worked in teams of two to count and identify all of the plants associated with Lespedeza leptostachya in six plots where it grows. They also took soil samples and did nutrient analysis to measure elements such as nitrogen, phosphorous, and potassium. Lastly, they documented the slope of the land on which the prairie bush clover plants grew, and the aspect—the incline and direction at which they faced the sun. The team spent evenings at their temporary residence inspecting more challenging plants under a microscope to confirm the species identification. All of the data they gathered was recorded into GPS units and later downloaded into a database.

What did they find? Prairie bush clover performs best in soil that has 75 percent versus 82 to 89 percent sand, though all populations grow on soil with low organic matter. It suffers where levels of grass, and especially the litter the grass produces when it dies back each year, are high.

These findings support her research from previous years. Vitt studied the before-and-after status of the species during a one-year trial run with a cow as a grazer. She also investigated the impact of fire as a management tool.

“The more [grass] litter there is, the fewer seeds the [prairie bush clover] plants produce, which is both a function of size and probably nutrient status,” she explained. “Litter may not only serve to suppress the growth of the plant, but because it is carbon heavy it may actually decrease the available nitrogen in the soil.” One of the benefits of prairie bush clover, she theorizes, is that the healthy plants add nitrogen to the soil. That is an asset for surrounding plants.

A research plot where little bluestem is growing over smaller prairie bush clover plants. Photo by Pati Vitt.

A research plot where little bluestem is growing over smaller prairie bush clover plants. Photo by Pati Vitt.

When alternated with fire, grazing is a natural and effective management tool, noted Vitt. Fire, she explained, decreases the biomass of grass above soil, resulting in less grass litter. At the same time, it encourages new growth by stimulating meristems in the roots below the soil—areas where new cells are produced. After fire, said Vitt, clumps of grasses such as little bluestem (Schizachyrium scoparium) tend to be larger. However, when they are also grazed, those clumps are less dense, and therefore less discouraging to growth of the prairie bush clover.

Vitt has collected seeds on other prairies in the Midwest where bison have been present. “I’ve seen firsthand how bison graze, and I’ve seen the results of bison grazing versus cattle grazing,” she said. “When they [the Conservancy] decided that they were going to release the bison, for me that was very exciting. It’s kind of an affirmation of the work that I’ve done there, and that’s really great. I can see the benefits of the management and I have every reason to conclude that it’s going to increase the population viability of Lespedeza leptostachya.”

Bison will soon graze the vast prairie. Photo by Pati Vitt.

Bison will soon graze the vast prairie. Photo by Pati Vitt.

Vitt is back at the Garden now, sorting through the data she collected this summer and writing about her findings. These data are essential, she said, because she will be back to check on the prairie bush clover after the bison have settled in. She is also planning for future experiments, such as building habitat models for prairie bush clover using remote sensed data.

For a little plant that exists in only four states and is federally threatened, a hero can come in many forms.

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Learning about Learning at the Garden

Youth Education - Wed, 09/10/2014 - 12:27pm

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

 College First student Mely G.

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

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

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

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

 Mely G. taking notes.

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

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

 Mely G. prepares a display.

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

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

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

 2014 College First student Mely G. gives a demonstration.

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

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

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

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

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Interns Harvest More Than Veggies

Community Gardening - Tue, 08/26/2014 - 8:30am

A summer spent at the Regenstein Fruit & Vegetable Garden is full of little joys and big surprises.

Interning at Windy City Harvest, we (Lesley and Rachel) started our time with grand plans to become farmers, urban agriculture pioneers, business owners, and horticulturists. We thought a summer at the parent organization—the Chicago Botanic Garden—learning about a vast collection of fruit and vegetable plant varieties would be a good way to jump-start our careers in the field.

But the weather and the Garden had a much different education for us in mind.

 Fruit and Veg interns Leslie and Rachel

Fruit & Vegetable interns Leslie and Rachel weeding the beds

The summer’s weather has been very cool and wet: this is not ideal for some of the fruiting crops that most people prize. Cucumbers and squash are everywhere and right on schedule, but the bright red, heavy tomatoes we love to harvest this time of year are taking a bit longer to ripen in the cooler weather. And yet, the cooler weather has brought visitors to the Garden in friendly droves. These visitors (avid gardeners, young children, families, and globetrotters) have encouraged us to keep the garden in good shape throughout the season, and shared their own sense of wonder about fruits and vegetables.

Although the Chicago Botanic Garden has a separate garden—the Grunsfeld Children’s Growing Garden—dedicated to working with children, many families bring their children to visit the Fruit & Vegetable Garden while they are here because of the broad range of fruit and vegetables we have on display. They can also learn about bees or growing watermelons. They may even spot toads here and there, if they have a quick eye.

 Potato flower (Solanum tuberosum 'Kennebec')

Can you identify this gorgeous bloom? Its tubers are a staple food crop.

Both of us have enjoyed showing children how carrots and potatoes grow, since those plants, specifically, look very different when they are growing than when they are on a plate. Getting the chance to talk to children about food and farming has affirmed our commitment to the work that lies ahead. Sharing our knowledge about growing healthy, sustainable food is one of the most important skills that we can develop as future farmers.

One warm July day, a group of 7- and 8-year-olds walked into the garden, where we happened to be cultivating “the three sisters” (corn, beans, and squash). They stopped in their tracks, entranced by the long ears of corn. “Do you know where popcorn comes from?” Rachel asked. The curious kids looked at one another, shrugged, and all eyes turned to the apprentice farmer. She asked the children to look around and spot the plant that might be responsible for the delicious snack. Suddenly, it dawned on a few of them, and they jumped and pointed, “It’s the corn! It’s the corn!” The corn plants took on a new significance when we were able to put them into context.

 Popcorn cob

The discovery of how favorite foods grow brings delight in the garden.

The diversity of plant life in the Fruit & Vegetable Garden attracts some of the most inquisitive, passionate, and skilled gardeners from around the globe. Patrons are constantly asking us questions about plant varieties, weather patterns, soil amendments, and why our eggplants don’t look like their eggplants. They want to know what cardoons taste like, or where we sell the gigantic Zephyr squash.

 Cardoon (Cynara cardunculus)

A highlight of the vast collection displayed at the Fruit & Vegetable Garden, the cardoon. Is it a thistle or an artichoke? A little bit of both—and edible!

On a particularly lovely early morning, a couple from England pulled us aside and shared what they’ve been growing in their allotment garden across the pond. They were inspired by the fruits and vegetables they saw in the garden and wanted to share and compare notes about their own bounty at home.

“Have you ever made beetroot chutney?” they inquired. We looked at each other and shook our heads, but we wanted to know more. We had never heard of the recipe but were certainly intrigued by the sound of it. The couple explained that it was a savory dish consisting of sautéed beets, onions, herbs, and vinegar—lovely as a condiment or side dish. We were both inspired to call beets “beetroot” and make beetroot chutney after that conversation.

Herein lies one of the greatest gifts of our internship: we have been able to learn from experts, share knowledge with visitors, and get a lot of hands-on experience. We thought we might have a difficult time adjusting to the early morning hours and manual labor, but the joy we have experienced has definitely made it worthwhile. Our paths have crossed with so many interesting and amazing people—all in the name of fruits and vegetables.

Both of us are former educators who value the gifts of teaching and learning. Our previous classrooms had four walls that bound us to a specific space. We continue to teach and to learn. But our classroom looks a little different—no walls, open space, tons of possibilities—the Garden.

 Girls gather in the vegetables on a field trip to Fruit & Veg.

There is much knowledge to share about growing fruits and vegetables—for experienced pros and newcomers alike.

These experiences are not only for Windy City Harvest interns. Hop on your bike, take a walk, and plan a visit to the Chicago Botanic Garden or your local farm and talk to your gardener!

 

Lesley Grill
Rachel Schipull

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Roof to Table

Community Gardening - Fri, 08/08/2014 - 3:05pm

 

Stacey Kimmons, Windy city Harvest graduate, works on the rooftop garden at McCormick Place.

Stacey Kimmons, Windy city Harvest graduate, works on the rooftop garden at McCormick Place.

The Windy City Harvest and SAVOR partnership replaced roof garden at McCormick Place in 2013 with vegetables. Farm coordinator Darius Jones estimates the 2014 season will yield 18,000 pounds of produce. Read about this story and other successes in Roof to Table (PDF) from Landscape Architecture Magazine’s August issue. 

 

 

 

Rescuing Local Ravines

Plant Science and Conservation - Wed, 07/30/2014 - 11:00am

At first, the tree-shaded ravines near Lake Michigan look inviting, a place of filtered sunlight in the Chicago area’s North Shore. But the ravines—with homes built on the bluffs above them—are in trouble.

Overgrown with invasive plants that block the sun, the ravines are losing the native plants that help keep their soil from washing into Lake Michigan. Although some erosion is natural, the rate of erosion is accelerating, partly because of runoff from urban areas atop the ravines. The Chicago Botanic Garden and the Park District of Highland Park have stepped in to try to keep the ravines from crumbling any further.

“These are systems that have been beaten up for a long time,” said Rebecca Grill, natural areas manager for the Park District of Highland Park.

 A bike path along the bottom of Millard Park ravine, next to a small stream.

Millard Park is one of the many Lake County ravines that face challenges from erosion.

The Garden and the Park District have put together a scientific research and “ravine trauma” team to help reestablish native plant cover that will slow surface erosion. The team is developing a mix of native seeds that private landowners can sow to help restore vegetation to the slopes of ravine and bluff properties. The seeds will be sold commercially. In addition, the team will provide homeowners with a guide on how to care for the native plants.

“The Garden has a responsibility to partner with our neighboring communities to conserve and protect oases of biodiversity such as those found within the Lake Michigan ravines,” said Bob Kirschner, the Garden’s director of restoration ecology and Woman’s Board Curator of Aquatic Plant and Urban Lake Studies. “We’re pleased to be able to pair our ecologists’ knowledge with the Park District of Highland Park’s progressive approach of helping landowners help themselves.”

The project team includes Garden ecologist Jim Steffen. With 25 years of experience, Steffen has worked on other Lake County ravines, where the lake’s cooler, damper air is funneled to create a microclimate not found anywhere in Illinois. (The ravines also are home to some of the state’s rarest plants.) As part of the project, Steffen helped design a seed-trial experiment and develop potential seed mixes.

 Jim Steffen.

Garden ecologist Jim Steffen in the field

For the next three years, the seed mixes will be tested in plots within Highland Park’s Millard Park, one of the district’s four lakefront parks with ravines adjacent to Lake Michigan. (Check pdhp.org for more information.)

After that, the next step will be up to homeowners near the ravines. “We hope to build a better awareness about the potential they have to regenerate the diversity of native plants,” said Grill.

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

©2014 Chicago Botanic Garden and my.chicagobotanic.org

Chicago Botanic Garden and University of Chicago partner in bid for Obama library

Community Gardening - Wed, 07/16/2014 - 1:42pm

All the possibilities for the Obama Library plus our Windy City Harvest Youth Farm are featured in the Chicago Tribune today! Read about it in Community groups pin hopes on Obama library (PDF).

 Windy City Harvest Youth Farm teen waters in the garden.

( Jose M. Osorio, Chicago Tribune / July 16, 2014 )
Oluwapelumi Ajayi, 15, waters vegetable beds at the Chicago Botanic Garden’s urban farm in Washington Park last month. Sophia Shaw, the botanic garden’s CEO, hopes the Obama presidential library will settle on the South Side and include a garden.

Click here to download a PDF of this article.

dglanton@tribune.com
Copyright © 2014 Chicago Tribune Company, LLC

Praying Mantis “Children” in the Growing Garden

Youth Education - Wed, 07/02/2014 - 8:35am

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

 Preying mantid egg case on a twig.

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

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

 Hundreds of baby mantids pour out of an egg case.

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

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

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

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

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

This mantis held very still as it eyed its prey.

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

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

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

 Preying mantis on liatris bloom in August.

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

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

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

©2014 Chicago Botanic Garden and my.chicagobotanic.org

The Ultimate Play Date: Kids + Nature

Youth Education - Mon, 06/23/2014 - 1:37pm

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

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

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

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

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

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

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

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

1. Pick Up a Stick

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

2. Learn to Lash

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

3. Find the Art in Nature

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

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

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

Imagination can run wild when kids are outside.

4. Nature as Paintbrush

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

5. Kid-Made Kites

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

6. Cricket Bug Box

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

“Nature is children’s real home.”

 A log and magnifying glass.

What’s under that log? Life.

7. Lift a Log

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

8. Make a Magic Circle

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

9. D.I.Y. Dyeing

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

10. Paint Chip Color Hunt

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

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

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

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

©2014 Chicago Botanic Garden and my.chicagobotanic.org

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