Orchids: Connecting Students to Science and Place

It turns out that Alaska is not only home to polar bears, it also hosts 30 species of orchids. Many, like the delicate lady’s slipper, thrive in the state’s peatlands and play an important role in the ecosystem. However, like many other orchids around the globe, those in Alaska are impacted by habitat loss, development, and extreme weather. The good news? The Kachemak Bay Research Reserve has teamed up with the Smithsonian Environmental Research Center (SERC) and the Pratt Museum to inspire the next generation of Alaskans to protect these “charismatic megaflora,” while laying the groundwork for a peatlands monitoring program. This collaboration has it’s roots (pun intended) in SERC’s work with North American Conservation Center’s (NAOCC) Orchid in the Classroom and Million Orchid Programs.

“Peatland conservation is one of the most efficient methods of addressing environmental challenges facing Kachemak Bay’s coastal communities,” says Ingrid Harrald, ​​the Reserve’s education coordinator. “Healthy peatlands effectively absorb stormwater runoff, store carbon in the landscape, and protect coastlines from erosion and pollution—this is why enhancing understanding and appreciation of these places is of paramount importance for Alaskan communities that depend on wetland benefits and services these ecosystems provide.”

It all began when Dennis Whigham, now-retired senior botanist at the Smithsonian Institution, was studying Alaska’s peatlands and saw an opportunity to use the charisma of orchids to spark interest in science, conservation, and peatlands in local classrooms. With support from an EPA education grant, this idea has taken root in different education settings, including a homeschool group, a rural village school, a middle school, and an elementary school. 

The Smithsonian created the teacher training, the Reserve connected the project to peatlands, and the Pratt Museum facilitated the connection to botanical and cultural knowledge, ensuring that different ways of knowing were supported. Now, students are growing two species of orchids under four different conditions, tracking their progress, and contributing real-time data to the larger scientific study. The goal of this study is to determine which fungus is most beneficial to growth for two species of orchid. (There is currently not much known about these species and their symbiotic relationship with fungus.)

The students are cultivating orchids in sterile test tubes—a first for this type of research, as orchids are typically grown in soil. They are beta testing protocols for orchid culture and modifying methods when things don’t go as expected. The students’ goal is to transplant their orchids into local peatlands. 

“For me, the joy of the program is seeing students connect,” says Harrald. “Every time I come into the classroom, they’re formulating hypotheses about which orchids will grow best. It’s amazing to watch them engage in the scientific process with so much excitement and creativity.” Ingrid is assisted in these classroom experiences by Cory Johnson, an undergraduate intern from the UAA Kachemak Bay Campus Semester by the Bay program, building technical and engagement skills with the Research Reserve. Cory says “It’s so cool!”

“SERC’s determination and commitment to working with communities are one of the driving forces keeping environmental science innovative and powerful,” says Shatiyana Dunn, program coordinator for this project at SERC. “Working with the Research Reserve, an institution heavily integrated into the community, allows us to connect with the community in an internal and meaningful way that creates longevity and trust.”

At the end of the year, students from all participating schools—including at least ten others in Maryland and Michigan—will share their findings in a virtual symposium, comparing their results and presenting posters on their work. Ultimately, the hope is for this hands-on experimentation to foster a deeper connection to the scientific process and a strong sense of ownership over their findings and Alaska’s natural lands and waters.

This strong collaborative partnership is ensuring that students gain firsthand experience in ecological research, using real data to understand the world around them. The hope is that this experience will instill a lifelong appreciation for science and conservation while deepening their connection to the landscapes they call home, increasing the awareness and capacity to support peatlands.