Posts Tagged: education
In late February, in an almond orchard in the Sacramento Valley, the fall-planted cover crop mix of grasses, brassicas and legumes had barely produced a green fuzz above the soil surface, and it was unclear when it would bloom. Unfortunately, this scene is becoming more frequent across California, as climate change causes more prolonged droughts and rain-dependent winter cover crops can barely grow, which delays or reduces bloom, essential for supporting pollinators. Fortunately, California native plant species have evolved with drought and have developed many strategies to survive and reproduce in those conditions.
Would it be possible to capitalize on the over 9 million acres of cropland in California for drought resilience and habitat restoration by utilizing more native species as cover crops? Our team at the UC Sustainable Agriculture Research and Education Program (UC SAREP) spent some time considering various native plant species and their potential ecological and operational attributes as cover crops. For a full list of species and their attributes, see https://ucanr.edu/sites/covercrops/.
Many native species are so well adapted to drought that they will still germinate and bloom during extremely dry years, for example, annuals like Tidy Tips (Layia platyglossa) and California poppy (Eschscholzia californica). Alternatively, perennial bulb species like Prettyface (Triteleia ixioides) and Bluedicks (Dipteronstemon capitatus) become dormant during the dry summer, retaining their bulbs below ground and re-growing when the rains return. These species could perhaps fit well in no-till orchard systems. Summer dormancy is important for tree nut growers because they usually need clean ground under the trees during harvest. Moreover, the costs to terminate and reseed would potentially be eliminated. While these species are well-known by Native Americans for their edible bulbs, at this point in time, we are not aware of any cover cropping trials having ever been conducted with these species.
Another species with strong reseeding and more availability is the annual Lacy Phacelia (Phacelia tanacetifolia), which offers an intriguing historical precedent for developing a native species for cover cropping purposes. Native to California, it was introduced into Europe in 1832 by Germans. It is very attractive to pollinators and experienced a boom there in the early 1990s. European beekeepers and farmers have been using Lacy Phacelia as a cover crop ever since, and it has recently been gaining traction on California farms as well. California has many species of phacelia, with another, described as being even more attractive to native bees, being the annual Great Valley Phacelia (Phacelia ciliata). Besides supporting native bees, other native plant species can contribute nitrogen to the soil, such as annual Lupine (Lupinus spp.) and perennial Deerweed (Acmispon glaber), which are legumes and form an association with nitrogen-fixing bacteria in their roots.
Cover crops are not usually considered marketable crops. However, we should not preclude the potential for some plants that are useful as cover crops to provide a harvestable product as well. Native perennial fiber plants such as Indian hemp dogbane (Apocynum cannabinum), narrow leaf milkweed (Asclepsias fascicularis), and common nettle (Urtica dioica) could offer the opportunity to cultivate summer cover crops that have a market value, especially in cases where farmers are already willing to irrigate their cover crops to improve their development and amplify the benefits. Bowles Farming in the San Joaquin Valley is experimenting with growing these three species for fiber production. All three also attract native bees and important butterfly species such as monarchs (as long as farmers avoid spraying insecticides).
While we believe that some native species could open new opportunities for farmers as cover crops, we still have insufficient studies testing the effects and viability of these species. Organizations like the NRCS Plant Materials Center at Lockeford and the Xerces Society are conducting practical studies with native species, creating plant guides and working with farmers to expand their use. In addition, researchers Lauren Hale of the USDA Agricultural Research Service and Anil Shrestha of California State University, Fresno, are using a 2021 UC SAREP small grant to study the effects of native species mixes on water demand and weed populations in San Joaquin Valley grape vineyards. Hale suggests that below-ground ecosystems may benefit as much from native plants as above-ground ecosystems. Says Hale, “Because plants and their microbiomes have evolved together for millennia, it seems logical that native plants would promote a good response from the native soil microbiota.”
For additional information:
UC SAREP List of California Native Species for Potential Use as Cover Crops: https://ucanr.edu/sites/covercrops/
Xerces Society lists of pollinator-friendly native species for California: https://xerces.org/pollinator-resource-center/california
NRCS California Plant Materials Center plant guides: https://www.nrcs.usda.gov/wps/portal/nrcs/publications/plantmaterials/pmc/west/capmc/pub/
UC SAREP Cover Crops Database: https://sarep.ucdavis.edu/covercrop
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UC ANR provides the California home of Project Learning Tree, a national program founded in 1973, during the height of an environmental movement sparked by Rachel Carson's seminal book Silent Spring.
“Everyone began to realize we were having an impact on the environment,” said Sandra Derby, Project Learning Tree state coordinator.
Project Learning Tree (PLT), working with the forestry industry, developed an environmental education program and trained teachers to present it to children in formal and informal educational settings. In California, the program is funded by CAL FIRE.
Another UC ANR program, UC California Naturalist, has collaborated with PLT since 2013.
“There is a lot of shared interest in environmental education, stewardship and service in our two programs,” said Greg Ira, director of UC California Naturalist (CalNat). The CalNat Program recruits and certifies a diverse community of volunteers across California to conduct nature education and interpretation, stewardship, participatory science and environmental program support.
During the coronavirus pandemic, CalNat offered PLT courses to school teachers, volunteer educators and parents online. Completion of the six-hour course over three days resulted in their certification for teaching PLT curricula. The book, aimed for children pre-kindergarten to eighth grade, includes 96 activities, with objectives, assessment opportunities, online teaching connections, and more.
The teacher training course offered by CalNat engages participants with the same activities they will employ when teaching nature appreciation to children.
Learning to appreciate the environment
Even though online training focuses attention on a computer screen, the PLT curriculum gets pupils outside. After writing about and discussing a favorite tree from memory, the participants were asked to go outside to gather a variety of leaves around their homes, classrooms or offices. They observed leaf details, and sorted them by observable characteristics.
The participants reconvened and shared their leaves, divided into categories onscreen: Leaves with rough edges, rounded, oval or palmate; rough, waxy, furry and thick; drooping down or reaching up.
Teachers can use additional activities outlined in the curriculum to help students understand natural variations and biodiversity by engaging with the leaves through observation and art. For example, if the training is taking place in person, the children can trade leaves and then look for the trees where their peers found them. Or they can put a leaf under a plain piece of paper and rub the side of a crayon across it to show the leaf's margin, veins and other details.
There are also activities related to common core skills and abilities. For example, different leaf characteristics can be charted in a Venn diagram, with leaves' common characteristics appearing in the center – such as green, pliable, veins – and singular characteristics in the sections that do not overlap.
Making environmental learning accessible
PLT advances environmental literacy using trees and forests as windows on the world, said Cynthia Chavez, PLT community education specialist in Southern California. The hands-on, engaging activities help “teach students how to think, not what to think” about the environment and their place within it.
“Environmental education could be taught in a daunting way,” Chavez said. “PLT opens the door to kids who are different kinds of learners. This is important for environmental education.”
PLT's comprehensive collection of activities have won the confidence of the education community. Curricula is only offered to teachers who have completed workshops so PLT can share a proven system of implementation.
“PLT training encourages students to care for the environment and be interested in pursuing careers in environmentalism. They learn science is not just in the classroom. They could become a field biologist, if that's the way their brain works,” Chavez said.
Expressing engagement with nature in words
Among the ways to connect with nature outlined in the PLT curriculum are reading, journaling and writing. To close the educator training, participants were given 10 minutes outside to draw inspiration from nature and write a poem – haiku, free verse, rhyming or other style.
Below are samples of poetic nature observations written on the fly by teachers who will inspire California young people to appreciate and help conserve the natural world with the help of PLT.
A droplet of sun
Planted firmly in soil
Linking earth to sky
I have botany blindness, always looking for things that scurry, not sway
But I am asked to acknowledge the tree, and I do
A lone palo verde
There's a chevron lizard on the trunk
A small, yellow verdin in the branches
A line of busy ants along the roots
So I am grateful for this tree, after all
It sways, and upon closer inspection, it scurries as well
A fly comes by
As wind hits my hair
Almost as if
It moved here and there
Then Winston, my dog
Hears someone bark
And a bird starts to chirp
Like a crow or a lark
Green Jobs Personality Quiz
Project Learning Tree offers a one-time free trial intended for adults to test its Green Jobs Quiz. The quiz helps kids learn what green job fits their personalities. You'll receive information about how to administer this quiz to youth you work with.
(June 17-23 is National Pollinator Week.) "How many species of bees are there in the world?" asks Wendy Mather, program manager of the California...
Wendy Mather (left) program manager of the California Master Beekeeper Program, explains the life cycle of bees to a group of third graders from Amador County. (Photo by Kathy Keatley Garvey)
Wendy Mather (left) program manager of the California Master Beekeeper Program shows the third graders how to use a bee vacuum in a catch-and-release activity. (Photo by Kathy Keatley Garvey)
I can see the bee! There it is! (Photo by Kathy Keatley Garvey)
What kind of butterfly is this? The answer: Monarch! (Photo by Kathy Keatley Garvey)
Wendy Mather, program manager of the California Master Beekeeper Program (CAMBP), tells the students she hopes to see them study entomology at UC Davis. (Photo by Kathy Keatley Garvey)
Volunteer Julia Wentzel introduced the concept of "pollinator specialists" and engaged the students in creating a "pollinator." They then transferred "pollen" to different shaped flowers. (Photo by Kathy Keatley Garvey)
Volunteer Robin Lowry, who managed the “Planting for Pollinators” and “Be a Beekeeper” station, displays a frame. (Photo by Kathy Keatley Garvey)
Students placed "pollinators" inside flowers. (Photo by Kathy Keatley Garvey)
Time to take a photo! Don't say "cheese!" Say "honey!" (Photo by Kathy Keatley Garvey)
Matthew Hoepfinger, staff research associate in the E. L. Niño lab, presented the live bee demonstration. (Photo by Kathy Keatley Garvey)
Hey, I'm a bee! (Photo by Kathy Keatley Garvey)
A little beekeeper shapes a heart. Students took turns trying on the beekeeper protective suits. (Photo by Kathy Keatley Garvey)
Hear that buzz? Tomorrow (Saturday, Aug. 18) is National Honey Bee Day. A small group of beekeepers originated the observance back in 2009 to...
Postdoctoral scholar Laura Brutscher of the Elina Lastro Niño lab at UC Davis talks about who lives in the hive. (Photo by Kathy Keatley Garvey)
The youngsters enjoy dressing up in beekeeper protective suits and being photographed. (Photo by Kathy Keatley Garvey)
Extension apiculturist Elina Lastro Niño talks about the importance of pollination. (Photo by Kathy Keatley Garvey)
Wendy Mather of the California Master Beekeeper Program shows the youngsters bee specimens. (Photo by Kathy Keatley Garvey)
Charley Nye, manager of the Harry H. Laidlaw Jr. Honey Bee Facility, introduces the students to honey varietals. (Photo by Kathy Keatley Garvey)
The students catch, examine and release bees with bee vacuum devices. (Photo by Kathy Keatley Garvey)
Marcel Ramos of the Niño lab opens a hive inside a netted enclosure. (Photo by Kathy Keatley Garvey)