Teaching Ecological Concepts – Case Studies from Around the World
Volume 1 Number 27 - December 2003
Merilyn Haigh
Using an ecological framework, within which to teach about plants, can help visitors understand the interdependency of all living things. The following case studies demonstrate the variety of programmes and activities currently on offer in botanic gardens: Teacher training workshops on the ecological foundations of environmental education at the National Botanic Gardens, Kenya; card games linking plants with their habitats from the Warsaw Botanic Garden, Poland; programmes on ecological concepts, including the water cycle from Tondoon Botanic Garden, Australia; role play to demonstrate how plants adapt to their alpine climate from the Botanical Garden of Innsbruck, Austria and; the creation of eco-murals that depict the components of soil at the Royal Botanic Gardens, Sydney, Australia. Botanic gardens are perfect places to teach ecological concepts, hopefully some of these ideas will inspire you to develop programmes in your garden!
Connecting with the Living Soil
Facing the challenge of disguising unsightly concrete retaining walls, Mount Annan Botanic Garden, the native garden of the Royal Botanic Gardens Sydney, installed 20 metres of colourful ecomural depicting the components of soil and the creatures that live in and on it.
The project was launched in Spring 2003 during a school holiday programme. Two creative artists / environmental educators assisted children aged between 6-12 years employ hand carved stamps on the mural, as well as create their own take-home art work. About 200 children (and their carers) successfully participated in the week-long activity.
About a month before the programme started, the Garden ran a promotional colouring-in competition based on the design of the mural, the winner receiving two free places on the programme. Overall the initiative may be considered a success: income was generated and the enduring art work is a very useful tool for teaching ecological concepts. For further information contact: Ms Janelle Hatherly, Royal Botanic Gardens and Domain Trust, Mrs Macquaries Road, Sydney NSW 2000 Australia. Email: Janelle.Hatherly@rbgsyd.nsw.gov.au
Find your Card – Interactive Trails for Botanic Gardens
The Environmental Education Section of Botanic Garden of Porto Alegre, Brasil has developed a didactic resource called 'Find your Card' to support activities conducted on their interpretive trails. The object of the game is, by engaging participants in a humorous and enjoyable way, to develop their team-spirit, increase observational skills and foster their understanding of ecological concepts and knowledge of native flora and fauna.
Twenty photo cards were prepared for this activity, illustrating some of the natural phenomena to be found along the trails, such as trees, lichens, animals, habitats and ecosystems. The reverse side of each card carried relevant information. On receipt of their cards, participants walked the trails in the company of a guide, referring to the written information when they found a match for their photograph. The response from children who engaged in this activity was extremely positive. It was noted that children who matched their cards early in the exercise enthusiastically collaborated with their fellow pupils in completing the outstanding challenge.
For further information contact: Fernando Vargas or Daniel Araújo, Jardim Botânico de Porto Alegre, Rua Salvador Franca 1427, C.P. 1008, 90.690-000 Porto Alegre- RS, Brazil. Tel: (51) 3320 2024
Plants are More than Just Flowers
For many years Warsaw University Botanic Garden conducted education programmes aimed chiefly at university students. Recently, however, garden staff have been developing an integrated educational programme for the general public, especially children who visit the garden on school excursions. Unfortunately limited resources prevented the development of either an educational centre or the recruitment of permanent trained staff dedicated to work with the public. A programme was therefore designed that attempted to accommodate these limitations.
Supported by National Fund for Environmental Protection and Water Management, the core of the programme, which got under way in 2002, consists of seven self-guided trails located in the garden’s park and greenhouses. The trails are described in the new ‘Botanic Garden Guidebook’ and separate leaflets. Interpretation is devoted to various aspects of plant ecology and biology (‘Plants of various habitats’, ‘Pollination of flowers’, ‘Plants in travel’), nature protection (‘Protected plants’, ‘Trees – nature monuments’) and practical ways of using plants and plant materials (‘Plants in use’, ‘Tropical economic plants’). Every trail stop is marked with a colour interpretation board and additional information. Every plant relevant to the topic of the given carries a colour-coded label. A separate interactive trail has been prepared for 5-7 year old children and this has been described in a leaflet of a larger format.
The education programme incorporates two games that are played during the garden classes and also in many schools during biology classes. 'Peter the Green' is a simple card game for 6-10 year old children (4-5 persons). It consists of three card packs, each referring to a different topic: common trees-tree branches and fruit, native crop-plant products, and tropical crop-plant products. By drawing cards from each other the children attempt to locate all the matching pairs of cards. The winner is the person who runs out of cards; the loser is left with ‘Peter the Green’.
The second game, 'Green Dominoes', is targeted at children between 10 and-15 years old. Based on the traditional game of dominoes it is designed to emphasise the ecological linkage of plants with their environment. Tokens replace the conventional dots and these refer to plant species characteristic of particular plant communities, for example water (Nuphar lutea, Nymphaea alba), swamps (Calla palustris, Caltha palustris, Iris pseudacorus), peat bogs (Drosera sp., Ledum palustre, Oxycoccus quadripetalus) and deciduous forests (Anemone nemorosa, Aruncus dioicus, Asarum europaeum). The aim of 'Green Dominoes' is to match the tokens with pictures of plants to their environment.
Both games contain short booklets with detail descriptions of all the plants and/or environments (plant communities) used on cards and tokens. For further information contact: Mr Marcin Zych, Dr Hanna Werblan-Jakubiec and Ms Mariola Kukier-Wyrwicka, Warsaw University Botanic Garden, Aleje Ujazdowskie 4, 00-478 Warszawa, Poland. Tel: 4822 6287514. Fax: 4822 6226446. Email: ogrod@bot.uw.edu.pl
Developing Ecological Themes, at Nairobi Botanic Garden, with Teachers
The National Museums of Kenya (NMK) Nairobi Botanic Garden offers many opportunities for ecological study geared towards environmental learning. This was demonstrated early last year during a two-day workshop for teachers on Ecological Foundations of Environmental Education. In addition to introducing teachers to new ideas and approaches on the teaching of outdoor ecological studies, the workshop also highlighted a range of ecological themes suitable for botanic garden teaching.
Following a brief guided tour, teachers were encouraged to develop appropriate ecological themes based on the Succulent, Quarry and Wetland sections of the garden. Some of these were then worked up into detailed learning activities by drawing on learning goals for environmental education. Suitable strategies to achieve these activities were also stated. An example of a theme and its possible learning activities on a pond ecosystem at the Quarry section of the garden is outlined in the Table below:
An example of a theme and learning goals and activities
| Learning Goals | Learning Activities |
- Identify organisms living in the pond.
- Appreciate the value of organisms living at the pond.
- Measure the abiotic and biotic factors at the pond.
- Gain an understanding of the interdependence of organisms at the pond
| - Using nets, learners to undertake pond dipping and identify the organisms present. Plants growing at the site to be identified using keys or books.
- The learners to construct food chains and webs to illustrate the interdependence of the organisms at the pond.
- Using thermometers, pH metres and hygrometers, learners to measure various physical factors like water temperature, pH, and humidity and then relate them to the pond conditions and their impact on the organisms.
- Learners to discuss the socio-economic uses of the plants and animals in the pond.
|
Discovery learning and project work with a particular emphasis on hands-on activities and group discussions were suggested by the teachers as appropriate approaches in the undertaking of the learning activities stated above. Two modules, Life in a Pond and Plant Adaptations, for primary schools (12-13 year olds) and secondary schools (16-17 year olds) respectively, have been on offer since June 2003 as a follow-up to last year’s workshop. For further information contact: Mr Abel Barasa Atiti, Education Officer, NMK Nairobi Botanic Garden, PO Box 40658, 00100 Nairobi. E-mail: batiti@hotmail.com
A Trip to Mount Botanico
Innsbruck Botanical Garden of Innsbruck has been famous for its Alpine Plant Collection since the middle of the 19th Century. Recently Garden staff developed an educational role-play activity to aid childrens' understanding of how plants adapt to alpine climates. The children imagine they are adventurers preparing for a trip to Mount Botanico. They first decide what items are essential for their expedition – water bottle, jacket, scarf, lunchbox, sunglasses, suntan lotion, a jacket, hat and rope. These are placed in a backpack and the tour gets under way through the alpine plant section of the botanic garden. During the walk plants and their different adaptations to alpine conditions are studied. Expedition equipment is used to demonstrate a number of these adaptations: the lunchbox (filled with biscuits and apples) is used to illustrate special storage organs like tubers, rhizomes and thick roots; the rope simulates the vertical force taproots have to withstand; and sunglasses are used to discuss how long plants are exposed to the sun and the strength of UVB waves (the specific portion of the sun’s energy reaching the earth’s surface at 320-290 nanometers) at higher altitudes.
Suddenly the weather deteriorates and the adventurers have to find shelter. To keep warm they huddle close together and crouch down behind a large rock. Now the children feel warm and cosy like the cushion plants, leading to a discussion about alpine plant dwarfism. A ‘helicopter’ is sent out to rescue the group. To find its exact location the pilot needs to be attracted by coloured handkerchiefs that the group waves furiously as they pretend to be the flowers of Saxifraga sp. attracting rare insects for pollination. Eventually they are saved and brought back home. The pack is unloaded and the group reviews what has been learned. For further information contact: Dr. Suzanne Kapelari, Educational Officer, Botanical Garden Innsbruck, Sternwartestr.15, 6020 Innsbruck, Austria. Email: Suzanne.Kapelari@uibk.ac.at
Biodiversity of Foods
As part if its Botanical and Environmental Experiences Programme, Gladstone Tondoon Botanic Gardens offers a teacher programme: A Biodiversity of Foods for Years 4-7. This programme focuses on particular aspects of the Core Content from the Queensland Department of Education 1999 Science Syllabus. It is particularly relevant to the Strands of Life & Living and Place & Space. Students take part in a series of hands on activities and have an opportunity to study and experience:
- local fauna relationships to forest types and water ecosystems
- how trees support life through a study of food chains & webs
- creating simple food chains
- mapping relationships between living things in a habitat or ecosystem
- hands on involvement with science learning outcomes
- the value of botanic gardens.
For further information contact: Ms Merilyn Haigh, Visitor Services Coordinator, Gladstone Tondoon Botanic Gardens, PO Box 29, Gladstone, Qld 4680 Australia. Tel: +61 (0) 749 793326 Fax: +61 (0) 749 793057 Email: visitor@tondoon.qld.gov.au
Résumé
Il s’agit d’utiliser une trame écologique basée sur l’idée que parler des plantes aux visiteurs peut les aider à comprendre l’interdépendance de tous les êtres vivants. Les études de cas qui suivent montrent la diversité des programmes et activités proposées dans les jardins botaniques:
- des formations sous forme d’ateliers pour les enseignants sur les fondements écologiques de l’éducation à l’environnement au Jardin Botanique National au Kenya
- des jeux de cartes mettant en correspondance les plantes et leur habitat au Jardin Botanique Warsaw en Pologne
- des programmes sur les concepts écologiques , dont le cycle de l’eau, au Jardin Botanique Tondoon en Australie
- des jeux de rôle pour mettre en évidence l’adaptation des plantes à un climat alpin, au Jardin Botanique d’Innsbruck en Autriche et
- la création de décors muraux représentant les différents composants du sol en el jardins botaniques royal au Sidney en Australie
Les jardins botaniques sont des lieux idéaux pour enseigner les concepts écologiques. Souhaitons que quelques-unes de ces idées vous inspirent pour développer des programmes dans votre jardin!
Resumen
A los visitantes se les puede ayudar a comprender la interdependencia de todos los seres vivos utilizando una matriz ecológica para que aprendan sobre las plantas. Los ejemplos que siguen demuestran la variedad de programas y actividades actualmente en oferta en los jardines botánicos –
- Talleres de enseñanza de profesores sobre los cimientos ecológicos de la educación medio ambiental en los National Botanic Gardens de Kenya
- Juegos de cartas que conectan a las plantas con sus hábitats en el jardín botánico de Varsovia, Polonia
- Programas sobre conceptos ecológicos , incluyendo el ciclo de aguas en el Tondoon Botanic Garden en Australia
- Actuaciones para demostrar como las plantas se adaptan a su clima alpino desde el jardín botánico de Innsbruck, Austria, y
- La creación de eco-murales que representan la composición de la tierra en el Jardín Botánico Real de Sidney, Australia.
Los jardines botánicos son lugares idóneos para la enseñanza de los conceptos ecológicos. ¡Se espera que algunas de estas ideas os inspiren al desarrollar programas en vuestros jardines!
