Stars and STEM Stories

GLOBE Czech Republic Students Plant a “Tiny Forest” at Their School for Research

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

View a tiny forest inspiration from the Netherlands   
 

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