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As you know, then purpose of my Plants, Life, Riverside project is to make plants more visible in our increasingly busy world. It’s about telling the “plant story” of a suburban city and demonstrating we don’t need to travel to a designated natural area to see plants, animals and nature. Today I share with you an activity that not only supports this position, it also helps children and adults establish a sense of place about where they live.

I have always had an interest in maps. My interest in maps began when I saw an old globe (complete with sea monsters) at the Huntington Library when I was a young. Years later I was able to learn more about maps in a cartography class I took as an elective in college. I enjoyed the class very much. I got to sit still, draw, think and immerse myself in a subject in which I had a genuine interest.
The class was also respite from physics and organic chemistry!

It is my interest in maps that prompted me to investigate the article
Artistic Cartography by middle school art teacher, Miranda Nelken. In her article, Nelken (2012) explains how she uses topographic maps to connect students with the animals and natural areas in their area. Through a series of activities she describes in her article, Nelken teaches students how to merge animal drawing with geography, cartography and local history. She also introduces students to the work of Stuart Arnett, a Canadian artist who draws animals on topographic maps.

Applying the studio lesson presented in Nelken (2012) to botanical art will be easy to do. Nelken’s directions are very clear. What maybe isn’t so easy at first thought, is associating this lesson to the work of a contemporary botanical artist the way Nelken associates her classroom project with Arnett. Fortunately, I know of an artist who is the perfect match.

Allow me to introduce you to Susan Rubin, a botanical artist in Colorado whose work I have admired for many years. She blends maps with botanical art and I thought of Susan’s work the moment I came across Nelken’s article.

Susan has two cartography series in her portfolio. One series is about spice plants and their origins and the other is about houseplants and their origins. If you haven’t seen Susan’s cartographic images, I encourage you to take a look. They are exciting and make you think about more than just the plant and how you have come to know it.

To view Susan’s cartographic images, go to her online portfolio and click on Spice and Map. While you’re there, be sure to explore the series, Chlorophyll, a collection of colored pencil paintings about leaves.

Artistic Cartography is available online from SchoolArts magazine and can be downloaded for free.


Literature Cited

Nelken, Miranda. 2012. Artistic cartography. SchoolArts. April 2012. Retrieved from http://www.davisart.com/Portal/SchoolArts/articles/4_12_middle-school-studio-art-lesson-plan-artistic-cartography.pdf




Do you blend maps with natural history art?
Introduce us to your work below.



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Imagine engaging students in conversation about plant morphology, insect morphology, metamorphosis, scale, point of view, value, color blending, symmetry, analogous colors, neutral colors, careers in scientific illustration, Georgia O’Keeffe AND Maria Sibylla Merian.

The resource to help you accomplish such a spectacular feat is the focus of this week’s column. It is only two-pages.


Resource

Russell, Scott. 2012. Beginning with a flower. SchoolArts. May/June 2012.

(Update June 2024: The digital archive at SchoolArts magazine only goes back to 2015. I suggest contacting the magazine for the 2012 issue. There used to be a link to this article.)



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We’ve taken a look at grocery store botany in this column before. This week we return to the produce section of the grocery store to explore an online resource that can be used in anywhere there is Internet access.

Garden teachers, science teachers, scout leaders, botanical artists and more will appreciate the educational resource, Supermarket Botany, on the website of the Graham Centre for Agricultural Innovation. It is a free interactive tool helping students explore the botany behind the plants we store in our refrigerators.

Created by professors Geoff Burrows and John Harper, Supermarket Botany is very easy to use. The platform is composed of two parts. In one section, students can learn about plant morphology by viewing labeled photographs and reading concise descriptions. This review of plant morphology prepares students for The Challenge!, an engaging activity that makes up the other section of this resource.

The Challenge! is an exploration of 15 fruit and vegetables commonly found in the grocery store. When students begin the game, they are presented with shelves of fruit and vegetables and are asked to respond to the prompt, “What’s on the shelf?”. Students select a fruit or vegetable (i.e., plant part) and must decide if their selection is a root, stem, leaf, flower, fruit or seed. If students choose the correct answer, they are guided to a section where they can learn the technical reasons why their item is either a fruit or a vegetable. If students choose a wrong answer, a pop-up box appears explaining why their fruit or vegetable is not the option they selected. It is this part about this activity that I find especially useful. Students advance through the game understanding why their fruit or vegetable is not a root, stem, leaf, flower, fruit or seed.

Burrows and Harper designed handouts to go with students’ use of their online resource. Teachers can download these handouts free of charge.

Would you like to take The Challenge! yourself?

Go to Supermarket Botany



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Druivenblossem [De Europische insecten] , Merian, Maria Sibylla, 1647-1717 , Engraving, hand-colored ,1730. Digital image courtesy of the Getty’s Open Content Program.

Druivenblossem [De Europische insecten] , Merian, Maria Sibylla, 1647-1717 , Engraving, hand-colored ,1730. Digital image courtesy of the Getty’s Open Content Program.

In 1699 after conducting many studies of European moths and butterflies, artist-naturalist Maria Sibylla Merian (1647-1717) traveled to Surinam to study insect metamorphosis. You may already be familiar with her paintings of insects and plants. Merian was more than an adventurous artist and divorcée. She was a dedicated independent scholar who made significant contributions to biology and the not-yet-established field of ecology.  

The complete extent of Merian’s contributions are not obvious by looking at her images. One can only begin to fully appreciate the value of her work by reading the text accompanying these images or by learning from someone who has read Merian’s descriptions, such as biology professor Kay Etheridge. According to Dr. Etheridge, Merian is known more for her art than for her scholarly achievements in part because her texts were written in German or Dutch and her written observations are not readily available in English (Etheridge, 2010). The only full English translation of her famous Metamorphosis insectorum surinamensium is a facsimile edition that is viewable in only about 20 libraries worldwide (Etheridge, 2011).

Today we have the opportunity to learn from Dr. Etheridge who is currently preparing for a two-day symposium about Maria Sibylla Merian at the University of Amsterdam (May 26-27, 2014). The symposium, Exploring Maria Sibylla Merian, will feature panels of invited scholars who will discuss their research about Merian’s life and her contributions to art and science.

Please join me in welcoming Dr. Kay Etheridge!



ArtPlantae
: The symposium about Maria Sibylla Merian sounds absolutely wonderful. How did this event come together?

Kay Etheridge: I co-authored a paper book chapter with a Dutch colleague, Florence Pieters, and we were giving a presentation about Merian’s influence on Mark Catesby (1683-1749) at a symposium about Catesby’s work. While at lunch we talked about what a similar symposium about Merian might look like. We discussed the idea with people at the University of Amsterdam, one thing led to another and this is where the symposium will be held. It is a perfect venue because Merian spent much of her life in Amsterdam, and the University has several of her books in their special collections.

There is a lot of misinformation out there about Merian. The one goal of the symposium is to have scholars gather to discuss what we really know about her.


AP
: How many Merian scholars are there?

KE: There aren’t that many. Probably less than one dozen who focus primarily on Merian, although many scholars do study her work to varying degrees. Then there are others who work on Merian, just not exclusively. There will be 10 scholars speaking at the symposium. They include an entomology historian, various science and art historians including a printing expert who discovered a letter by Merian, and a couple who is making a film about Merian. Dutch artist Joos van de Plas will also be at the symposium. Joos is fascinated by metamorphosis and became captivated by Merian’s work. She went to the insect collection in the Wiesbaden Museum, Germany, to study what may very well contain some of Merian’s insects. She matched a number of insect specimens to the engraved images in Merian’s book on Surinam insects and then printed a book of museum overlays.

My own work is an examination of the biology behind Merian’s work, something that I feel has been overlooked. For example, she conducted many of the earliest insect food-choice studies and was the first to look at plant-insect relationships in any detail.


AP
: I have seen one exhibition about Merian’s life and the focus was on her interesting life story, her art and her trip to Surinam. In your articles, you write about her many contributions to biology — such as being the first to “elucidate through word and art what we now think of as food chains and interactions within ecological communities” (Etheridge 2010, p. 21). You also mention that some historians tend to deny her the title of “scholar” and refer to her more often as “artist”, “housewife” and “mother”. Why do you think this type of labeling persists given our current understanding about her contributions to science? 

KE: I think that those who do not call Merian a scholar may define a “scholar” as someone who has university training. Many historians, however, do think of Merian as being a scholar. I believe that as people learn more about her work, her prominence in the history of science will increase.


AP
: In the essay Maria Sibylla Merian: The First Ecologist? you mention that Merian was influenced by Hoefnagel and that many artists and naturalists who came after her were influenced by her art and observations. Tracing the influence of Merian’s work sounds like it would be very difficult. How do you conduct such an investigation?

KE: Other scholars have posed various influences on Merian, but my interest is in who she influenced, that is, those who came after her. If you know who had access to her work and then you see how their compositions mirror hers, the connections are obvious. Before Merian’s books, plants and animals were usually depicted separated; she was absolutely the first to put together related organisms in an “ecological” composition. We now think of this as standard, but Merian set that standard in 1679 with her first book on European insects and their plant hosts.


AP
: You’ve completed extensive research about Merian’s life and work. What would you like the public to understand about Merian? How can the artists, naturalists and educators reading this interview contribute to this effort?

KE: By recognizing that people do not fully understand the scientific context behind Merian’s images and that people need to read the text. 

I am currently on sabbatical and working on the English translation of Merian’s butterfly books, completed by my colleague, Michael Ritterson. My book will include the first English translation of Merian’s initial work on European insects
(Der Raupen wunderbare Verwandelung und sonderbare Blumen–Nahrung, 1679), her accompanying images, and commentary on her numerous formative contributions to natural history.

Her most imitated invention was an “ecological” composition in which the life cycle of an insect was arrayed around a plant that served as food for the caterpillar. As mentioned above, prior to Merian’s Raupen books animal and plant images were segregated, usually in separate volumes. To date most scholarship on Merian has emphasized her fascinating life story or her artwork, and the science content of her books has not been examined in depth; her caterpillar books have been particularly neglected. Reasons for this omission will be addressed in my book, but one factor may be that no English translation of the Raupen books has been published. 

The title of my book will be Wonderous Transformation: Maria Sibylla Merian’s Catepillar Book.




Readers, do you have a question for Kay about her research or the upcoming symposium? Write your comments and questions below.




Literature Cited

Etheridge, Kay. 2010. Maria Sibylla Merian and the metamorphosis of natural history. Endeavour. 35(1): 15-21

Etheridge, Kay. 2011. In V. Molinari and D. Andreolle, Editors. Women and Science, 17th Century to Present: Pioneers, Activists, and Protagonists. Cambridge Scholars Publishing, Newcastle upon Tyne.


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(Links updated 27 June 2024)

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Last week’s column about Jeanne Baret’s dedication was popular with many people. I thought I would follow-up and share an idea about how to integrate the field work of Jeanne Baret and other explorers into the classroom by using the field journal lesson plans written by Devon Hamner. Hamner presents the framework for four 50-minute journaling sessions in How Does My Garden Grow? Writing in Science Field Journals.

Throughout these four sessions, students are prompted to write about their observations, pay attention to detail, ask questions and are expected to investigate topics with which they are unfamiliar. They are also expected to act like researchers and are required to discuss their work with their peers. Hamner’s approach to learning about plants is very flexible and does not require an established schoolyard garden. Her activity can be applied to windowsill gardens and to container gardens. She even has a plan teachers can use in the event there is a mass die-off of students’ seedlings.

Hamner explains how to implement each journaling session and addresses everything from how to introduce students to gardening topics, to how to how lead collaborative inquiry-based activities.

If you’re looking for a way to merge botany, history, ​and art using exploration as a theme, consider adding Hamner’s article to your toolkit​. It is available for free online. Included are links to additional Web-based resources.

Also consider adding Paula Panich’s book about garden writing and Christian McEwen’s guide to nature writing to your teaching library.


Literature Cited

Hamner, Devon. How does my garden grow? Writing in science field journals. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/does-garden-grow-writing-846.html



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On occasion, ​ you come across an opportunity to combine a good story with the technical side of a subject. Such an opportunity presented itself recently and it allows me to weave the technical language botanists use into a fascinating story.

TheDiscoveryOfJeanneBaret_150

Today we revisit the story of Jeanne Baret, the herb woman and experienced field botanist who traveled on the Bougainville expedition (1766-1769) and who disguised herself as a man so she could join her boyfriend, expedition botanist Philibert Commerson. This historic journey made Jeanne (or “Jean” as she was known on board) the first woman to circumnavigate the globe.

Together Baret and Commerson collected more than 6,000 specimens; seventy of these specimens were named after Commerson while none were named after Baret (Tepe et al., 2012). Fortunately, this oversight was corrected two years ago. The plant honoring Jeanne Baret and her accomplishments is described in A new species of Solanum named for Jeanne Baret, an overlooked contributor to the history of botany by Eric J. Tepe, Glynis Ridley and Lynn Bohs.

The naming of Solanum baretiae Tepe, sp nov. was completed as part of an ongoing worldwide project to revise the genus Solanum. In Tepe et al. (2012), you’ll find detailed taxonomic information about the plant, information about Jeanne Baret, pen and ink illustrations by Bobbi Angell, color photographs of
S. baretiae, and GPS location data identifying where living specimens were examined.

The article by Tepe et al. (2012) serves as an example of how botanical illustration and botany work together to describe the diversity of plant life on earth. It is a good classroom example of how new plant species are described by botanists. Teachers might be interested in pairing this article with the book, The Discovery of Jeanne Baret: A Story of Science, the High Seas, and the First Woman to Circumnavigate the Globe by Glynis Ridley. Pairing the article with the book would help teachers link Baret’s life story to subjects related to plants, geography, ​and history.

To learn more about Jeanne Baret, read my interview with Glynis Ridley.

This article by Eric J. Tepe, Glynis Ridley and Lynn Bohs is available for free online.


Literature Cited

Tepe, EJ and Glynis Ridley, L. Bohs. 2012. A new species of Solanum named for Jeanne Baret, an overlooked contributor to the history of botany. PhytoKeys. 8: 37-47. doi: 10.3897/phytokeys.8.2101



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Angiosperm Phylogeny Website
International Code of Nomenclature for Algae, Fungi and Plants

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Culturally Responsive Botany

Through this column we’ve seen how classroom activities, informal science activities and drawing can engage students and make learning about plants more interesting. Today we learn how teaching culturally responsive botany can also make plants relevant to students’ lives.

This past Fall, professors Lauren Madden and Arti Joshi published What Does Culture Have To Do With Teaching Science?, an article about teaching the plant sciences from a cultural perspective. They focus specifically on the cultural beliefs and experiences of Asian Indians, the third largest group of immigrants in the US (Madden & Joshi, 2013).

Madden and Joshi (2013) provide information about Hindu beliefs about plants and explain how these beliefs can contribute to children’s prior knowledge about plants and how they grow. They encourage teachers to become familiar with the cultural experiences students bring with them into the classroom and to weave these experiences into their lesson plans.

Madden and Joshi (2012) present five strategies teachers can implement to introduce culturally responsive activities into their classrooms. They include asking parents about the plants they have at home, gathering stories about folk biology and using these stories to create literary connections to plants, and using interactive science notebooks that students and parents work on together.

The authors include links to relevant sections of the Next Generation Science Standards in their article, as well as Web resources and related children’s literature. To learn more about culturally responsive teaching in the plant sciences, buy a copy of Madden and Joshi (2013) online for 99¢.


Do you incorporate culturally responsive teaching techniques in your classroom or environmental education program?

Share your experiences below.


Literature Cited

Madden, Lauren and Arti Joshi. 2013. What does culture have to do with teaching science? Science and Children. 51(1): 66-69



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