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Botanic Gardens: New Tools for Environmental Education

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Botanic Gardens: New Tools for Environmental Education GRUNDTVIG PROJECT —— Botanic Gardens: New tools for environmental education National Botanic Garden of Belgium Real Jardín Botánico de Madrid - CSIC Orto Botanico di Firenze BOTANIC GARDENS : NEW TOOLS FOR ENVIRONMENTAL EDUCATION __________________________________________________________ Orto Botanico «Giardino dei Semplici» dell'Università di Firenze Real Jardín Botanico de Madrid - CSIC National Botanic Garden of Belgium Grundtvig Programme 2011-2013 1 2 PRESENTATION 7 WHY THIS TOOLKIT ? 7 FOR WHO ? 7 ORGANIZATION OF THE TOOLKIT 8 THE GRUNDTVIG PROJECT 8 THE PARTNERS 9 ORTO BOTANICO DI FIRENZE 9 History 9 The Garden today 10 Plants and collections 10 Staff 10 Educational Activities 11 Our educational offer 11 REAL JARDIN BOTANICO DE MADRID 12 History 12 Collections 13 Library 13 Archive 13 Herbaria 14 Living Plants collections 14 Research 14 Educational service 15 3 NATIONAL BOTANIC GARDEN OF BELGIUM 15 History 15 Today the Garden is... 16 Our mission : studying and protecting plants 17 Expeditions abroad 18 In Belgium 18 Conserving living plants 18 SEED : Our well-named educational service 19 e Story of SEED 19 Infrastructure 20 Sharing knowledge 20 THE PROJECT’S TOUR IN THE THREE GARDENS 21 THE VISIT IN FLORENCE 21 THE VISIT IN MADRID 29 THE VISIT IN MEISE 31 GUIDES BEST PRACTICES 38 What is a guide or an educator? 38 Dealing with people, the daily work 38 Profile of educators 38 Volunteers working in the garden 38 Collaboration between research center and education team 38 Activities for public with special needs 39 Facilities and materials 39 Dissemination of information about the activities in the garden 39 4 TESTIMONIES 39 BOB EDWARDS “ONKLE BOB” - NATIONAL BOTANIC GARDEN OF WALES 40 MARIANNE DE COCK - NATIONAL BOTANIC GARDEN OF BELGIUM 40 JULIA AVILA JIMENEZ - REAL JARDIN BOTANICO DE MADRID 41 MARTINE VAN DEN BROECK - NATIONAL BOTANIC GARDEN OF BELGIUM 42 MARTINE VAN DE VIJVER - NATIONAL BOTANIC GARDEN OF BELGIUM 42 CASE STUDIES, TRAININGS, AND WORKSHOPS 43 CASE STUDIES IN FLORENCE 43 Children gardeners 43 Courses and workshop 43 A system for a sustainable irrigation 44 A vegetable garden on the balcony 44 Medicinal plants and traditional recipes 44 Around the world with the plants 46 Photo workshop into the garden 46 Path for blind people 46 CASE STUDIES IN MADRID 47 Workshop: ‘Plant Adaptations’ 47 EDUCATORS’ EXPERIENCE 50 BIBLIOGRAPHY 51 Workshop: ‘Dyeing with natural dyestuffs’ 51 EDUCATORS’ EXPERIENCE 54 BIBLIOGRAPHY 54 5 CASE STUDIES IN MEISE 55 About Plants and Critters 55 Plants & new technology 61 Workshop: Medicinal plants as healing heritage 64 A tour in the Botanic Garden for visually impaired visitors 72 BOTANIC GARDENS AS NEW TOOLS 78 WHAT DO WE HAVE TO OFFER? 79 ANNEXES 80 INSPIRATIONAL TEXT 80 The weight of a petal : the value of Botanical Gardens 80 AUDIOVISUAL MATERIAL 84 The Cube Panels in Meise : interpretation material 84 Botanic Garden and Seed Bank in Meise 84 Archives, Library and Herbarium in Meise 84 VIP day for Educators in Meise - 12 June 2013 84 The Botanic Garden of Florence 84 Archives, Library and Herbarium in Florence 84 Educational Activities in Florence 84 Garden, Archives, Library, Seed Bank and Herbarium in Madrid 84 Educational Activities in Madrid 84 Sharing Practices in Madrid 84 A Workshop in Madrid «From the Tree to the Forest» 84 6 PRESENTATION I. WHY THIS TOOLKIT ? is handbook is the result of a Grundtvig partnership project between three European Botanic Garden located in Florence (Italy), Madrid (Spain) and Meise (Belgium), as part of the Europe Lifelong Learning Programme. Botanic Gardens are institutions spread all over the world, with well documented collections of living and dried plants. eir missions are conservation, research and education. ese institutions are well connected to each other by cultural network despite the strong differences of history, geographical location, social context in which they operate. e activities that characterize Botanic Gardens - research, conservation, education - have to contend with the strong changes in the society and the complexity of environmental issues. roughout their long history, of almost #ve centuries, Botanic Gardens have had to evolve continuously, adapting themselves to new social and scienti#c needs. e Grundtvig project «Botanic Gardens: new tools for environmental education» was born for this purpose: - create a network between similar institutions - share experiences in education - work together to design educational materials that are practical, easy to use and appropriate to the current environmental requirements. Sharing experiences from the very different realities of our three gardens, we were able to bring out updated tangible materials, with an interdisciplinary concern involving botany, ecology, history, biology, and science. is toolkit will be published online on the European Database EST (European Shared Treasure) as a result of our project: http://www.europeansharedtreasure.eu is handbook can be downloaded on the three Botanic Garden web sites: MADRID: http://www.rjb.csic.es/jardinbotanico/jardin/index.php MEISE: http://www.botanicgarden.be FIRENZE: http://www.msn.uni#.it/CMpro-l-s-12.html and on the Grundtvig project web site we created: http://grundtvigbotanic.tk II. FOR WHO ? is handbook is dedicated to all of those who work in environmental education : • Guides and educators working in Botanic Gardens, giving guided tours and workshops for schools, citizens, and tourists. • Facilitators, animators, and nature-guides working in other areas, from National Parks to non-pro#t organizations. • Schoolteachers of all grades who can use the handbook for their educational program using the Botanic Garden as a learning place full of resources. • And also passionate amateurs of botany who can increase their knowledge and become themselves disseminators of knowledge. 7 III. ORGANIZATION OF THE TOOLKIT e toolkit is divided in three main chapters. PRESENTATION – introduces and explains the project «Botanic Gardens. New tools for environmental education». You will learn about the goals of the project, and about the method of work we chose. You will #nd descriptions of the three Botanic Gardens who participated in the project (history, characteristics, collections, educational activities). e presentation ends with the description of the new guided tour we designed in each Botanic Garden. GUIDES BEST PRACTICES – is the result of the shared experiences, helped by the blog on the project’s website and by the discussions between guides and educational teams during the meetings. is chapter wants to highlight the problems most frequently encountered in the guided tours and the main features in the work of a guide, leaving the word to the guides with their experience, knowledge, and skills. ese informations were obtained from questionnaires launched in the three gardens and on the blog. You will also #nd examples of different activities delivered in the gardens such as dying techniques, special training games or activities, medicinal uses of plants, recipes of cosmetics, special knowledge on plants, etc. BOTANIC GARDENS AS NEW TOOLS – presents Botanic Gardens as special places for environmental education. is chapter shows what Botanic Gardens can offer: scienti#c structures (research labs, herbaria, seed banks); educational structures and services; living plants collections; «hidden» treasures (archive, library, etc); and, the work of the guides, built through years of experience. In the context of global warming, loss of biodiversity and ecological crisis, it is important to share knowledge about plants and climates, and in-situ and ex-situ conservation issues. Rich in history and resources, botanic gardens can rede#ne their roles and help us look toward a greener future. At the end of the toolkit in the ANNEXE you will the text that inspired our project. IV. THE GRUNDTVIG PROJECT e general goal of Grundtvig projects is the exchange of experience and knowledge, and the training of adults. With our speci#c project, carried out during 2 years, we had 7 meetings in our 3 countries. ose meetings allowed us to explore the 3 different gardens, each with its own features. Although different in size and location (urban or out of town) Madrid and Meise share a quite similar organization, being state structures under scienti#c administration, while Florence is part of the Natural History Museum under the tutelage of Florence University. We could discover our collections, interpretation materials, educational activities, teams, and methods, but also the structures related to our gardens such as libraries, archive, herbaria, and seed banks. Oen, our public and even our guides know little about these «secret treasures». rough the Grundtvig partnership, the 3 Botanic Gardens exchanged their experiences in education with a special focus on the guides: working groups were organized during the meetings so they could exchange and discuss experiences and workshops. Following these inter-training sessions, the guides presented activities they are used to lead or even activities they designed themselves. In the GUIDES BEST PRACTICES part of this toolkit, you will #nd the result of this work. All of this teamwork enabled us to deliver different "products" : 8 • a new general visit of each garden (which is the most asked for guided tour) with a special focus on the European history of Botanic Gardens and their current role. While designing this tour, each garden has managed to establish links with the other two partners gardens, by the course of history, or by plants that we have in common, or through explorers who discovered or collected these plants • a new set of interpretation materials (explanatory panels) in each garden, to go along with the new visit. Visitors can book a guided tour, or can visit the garden on their own following the new panels • the website that explains the project, delivers information, and allows interactivity http://grundtvigbotanic.tk • the toolkit that you’re currently holding in your hands e main step of the work was developed about the plants that were chosen as «linking plants» between our 3 gardens.
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