GLOBE Czech Republic Students Plant a “Tiny Forest” at Their School for Research
Sep 29, 2024
A “tiny forest” was planted by GLOBE students at the Třebotov
Elementary School in the Czech Republic. Using GLOBE protocols,
students have researched their forest and presented their findings at
international conferences.
What Is a Tiny Forest?
A tiny forest is a small forest planted next to schools (especially
urban ones) with the aim of bringing children and nature together. It
typically covers an area the size of a tennis court and is composed of
densely planted trees native to the region. There are more than 3,000
tiny forests planted all over the world. Research has been done on the
impact of these forests on children at more than 2,000 primary
schools. Jan Fronek, coordinator of the tiny forest initiative in the
Czech Republic, discussed the research and the importance of this initiative:
They
proved that trees growing close to the school improve children's
learning outcomes and reduce stress. Moreover, it turned out that of
all the possible types of vegetation mature trees are the most
beneficial, with shrubs and lawns not having any measurable effect on
educational outcomes.
Why a Tiny Forest?
“We wanted to support our students with a healthy and stimulating
outdoor learning environment,” says GLOBE Educator and School
Coordinator Lenka Lipanska, when asked about their motivation for such
a complex school project. “Students … gain knowledge about the
different tree species and get skilled at planting trees and taking
care of them. Importantly, the forest classroom [is] an ideal place
for exploring complex topics such as climate change and the role of
forests in mitigating its negative impacts, or understanding the
concept of ecosystem as well as the role of forest ecosystems in
supporting biodiversity,“ says Lipanska.
How
This Project Enriched the GLOBE Program at the School
The Třebotov Elementary School has participated in the GLOBE Czech
Republic program since 2014. They planted their tiny forest in October
2022 at the school. “This forest became [a] great place for research,”
says Lipanska. “Our [GLOBE] students … collect data and carry out
science-based activities. Last year we were mainly focusing on
following questions: How fast do trees grow in our forest? Does the
forest retain moisture? Does the forest absorb noise?”
From planning to the planting and maintaining of the forest,
students‘ abilities to monitor soil, water, and land cover conditions increased:
Pedology: Even before planting the forest, students
determined the type of soil in the selected area, the types of
nutrients in it, the thickness of the humus layer, and the porosity
of the soil. The GLOBE educator from Třebotov School cooperated with
a pedology expert and member of GLOBE Scientific Board in the Czech
Republic. Students used tools and the GLOBE Pedology Protocol in the
analysis of the soil. One of the first research questions of last
school year was, Does the forest retain moisture?, and students
wanted to find out the answer. Among others, students used Soil
Moisture Sensor Protocol for measuring changes of soil moisture in
the area.
Land Cover: It is necessary to plant native tree
species that can be found nearby the selected area for the tiny
forest. If they are thriving in its surroundings, they will do well
in the selected area as well. For this, students mapped tree species
in the surroundings of the school (within a radius of 1 km) under
the guidance of an expert from the Department of Forest Ecology from
the Czech University of Life Sciences.
Phenology and Biodiversity: Students were able to
research the growth of lime buds and whether the forest increased
biodiversity. Research questions included:
Does the growth of the lime tree depend on the trees planted
in its vicinity?
Is there a difference between a lime tree planted among other
trees and a lime tree planted in an area with no other trees?
Does tree planting affect the biodiversity of the surrounding area?
Students made hypotheses and then set out to investigate. Students
gradually noticed that there are many new animals around, so they
started to observe these, too. “And they were really excited, when
they found rare solitary bees only a few meters from the forest,” says Lipanska.
Students successfully presented their research projects on the school
tiny forest at international GLOBE conferences in the Czech Republic
last year and this year, even in English.
Tiny Forest Benefits the School, Environment, and Local Community
Czech school forest expert Jan Fronek confirms that planting a school
tiny forest has many benefits. “According to current data, trees more
than 250 m away from the school have no effect on learning. Only the
trees that were closer to the school had a positive impact.” This
initiative is also supported by the coordinator of the GLOBE Program
in the Czech Republic, Jan Blazek, who adds: “Planting the school tiny
forest can also help to strengthen the school, parents, and local
community. The planting day is the main moment of the whole project,
and it involves students, their parents, and some of the school staff.
It is a great opportunity for [promoting the] project [and] GLOBE
Program. It might start with an opening ceremony with the
representatives of the U.S Embassy in your country.”
Learn More
Read
more about GLOBE and tiny forest at Třebotov Elementary School
