What is Climate Change?

How to Talk about Climate Change

Photo by Karin Tamerius.

Teaching and Learning Examples for Instructors

Use a flipped classroom teaching strategy and ask students to prepare for an in-person climate conversation by first using an online resource in advance of class, such as the David Suzuki Foundations CliMate bot. Then, during in-person class, briefly review the topic of climate change and ask students to volunteer to roleplay as stakeholders in a climate conversation involving a landscape construction or maintenance project. "Introducing CliMate, your climate conversation coach

This fun, simple chatbot on Facebook Messenger will teach you how to stop arguing and start understanding people. In a guided practice conversation, you’ll get to choose responses from a set of options, and CliMate will provide insight into the reaction your responses might elicit. We know that conversations about climate change can bring up all sorts of emotions, like frustration, despair, anger, and embarrassment. CliMate will help you cultivate empathy and keep your conversations productive. It’s also sure to make you chuckle, especially if you’ve tried having these sorts of conversations already. This isn’t about winning an argument; it’s about learning to have productive conversations based on common ground and shared values. CliMate is rooted in science. The approach is based on the work of Karin Tamerius of Smart Politics. Drawing on expertise in social and political psychology and extensive experience with online dialogues, she developed a five-step method to help people have difficult conversations. While CliMate will help you have less polarized conversations about climate change, it can also be useful for any potentially divisive conversation topics". (David Suzuki Foundation, 2023).

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay[/caption]              

Please use the following questions to guide your reflection:

1. How do human activities contribute to the release of greenhouse gases into the atmosphere, and what are some ways that we can reduce our carbon footprint and mitigate the impacts of climate change?
2. Describe your personal views of climate change and explain the ways that your actions contribute to climate change or aim to reduce the impact of climate change.
3. What strategies can be effective in communicating about climate change with individuals who may have different perspectives or levels of knowledge on the issue?

Photo by: Aaron Burden on Unsplash

Photo by StockSnap on Pixabay

Learning Intentions

• Reflect on your personal experiences and perceptions of climate change, Indigenous ways of knowing, and regenerative landscaping, and explain how they influence your curriculum choices and the skills or practices used in the horticulture industry.
• Describe the characteristics of climate change, Indigenous ways of learning, and regenerative landscaping, and explain your view on how they are interconnected.
• Communicate your perspectives on climate change, Indigenous ways of learning, and regenerative landscaping.

Introduction

1. Changes in Temperature: Rising temperatures can affect the design of outdoor spaces, as they may become too hot and uncomfortable for people to use. Temperature changes can also impact the types of plants and materials used in landscaping, as well as the design of shading structures such as pergolas or shade sails. In addition, heat stress can cause damage to outdoor furniture, hardscaping materials, and other outdoor features. Landscape horticulture professionals can adapt to these changes by selecting and procuring local materials and plants that are more heat-tolerant or by incorporating water features or misting systems to provide relief from the heat.
2. Changes in Precipitation: Changes in precipitation patterns can impact the design and maintenance of outdoor spaces. Drought conditions can lead to reduced water availability for plants and can impact the stability of hardscaping materials such as retaining walls and paved surfaces. Heavy rainfall events, such as atmospheric rivers, can cause erosion and flooding, which can damage landscaping and infrastructure. Landscape horticulturists can adapt to these changes by incorporating permeable materials to allow for better water infiltration, designing rain gardens or bioswales to capture and absorb excess water, and selecting more drought-tolerant plant species.
3. Extreme Weather Events: Extreme weather events such as hurricanes, snowstorms, tornadoes, and hailstorms outside of regular storm seasons can cause significant damage to outdoor spaces and infrastructure. Landscape horticulturists can take steps to mitigate the impact of these events by incorporating wind-resistant plant species, selecting materials that can withstand extreme weather conditions, and designing landscape features such as berms, retaining walls, or building soil to protect from flooding and erosion.
4. Energy Efficiency: Climate change is driving increased demand for energy-efficient outdoor lighting and heating systems and equipment. Landscape horticulturists can help clients reduce their carbon footprint by incorporating LED lighting, solar-powered lighting, and energy-efficient heating systems into their outdoor spaces. They can also use battery-powered equipment to complete regular maintenance and construction tasks.

Poster credit: First Nations Education Steering Committee, n.d

• acknowledge traditional territories of First Peoples using a variety of mediums (in lectures, course outlines and web-based course architecture, e.g. Blackboard)
• work with Elders and Knowledge Keepers to infuse cultures into the curriculum
• understand Indigenous worldviews and the distinction and diversity of Indigenous People by language, culture and region
• include Indigenous perspectives and learn about and use Indigenous pedagogical approaches
• visit Indigenous communities for field trips, events, and feasts
• incorporate talking circles to facilitate communication (circle methodology)
• respect and recognize rights for distinctive Indigenous customs, spirituality, traditions and practices
• use Indigenous Principles of Learning, such as experiential and lifelong learning approaches
• use the oral tradition, telling stories with guest speakers such as Elders, Knowledge Keepers and community leaders
• use Indigenous research methodologies
• use Indigenous-authored texts, articles and books
• use Indigenous film
• hire Indigenous instructors

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay[/caption]              

Please use the following questions to guide your reflection:

1. What are your current perceptions of Indigenous knowledge, learning, and ways of knowing? In what ways have your perceptions changed since engaging with the material in this module?
2. Recognizing that Indigenization and decolonization are a continual process, in what ways or what resources will you use to explore how to Indigenize or decolonize your curriculum?
3. Consider using the Your Identity Map Resource. Your identity map "There is a strong link between culture and the way people think and learn, so an understanding of the culture of a learner is essential in maximizing learning potential. Understanding the way your own culture influences your ways of learning will help you to understand the importance of this for your students as well, Indigenous and non-Indigenous. These questions offer an opportunity to reflect on your own unique cultural standpoint, no matter where you are from in this world. These questions were developed by Rhonda Ashby in New South Wales, Australia, inspired by the work of Dr. Karen Martin, a Noonuccal woman and Aboriginal researcher. The questions will help you reflect on your ways of being, ways of knowing, ways of doing, and ways of valuing. In Western knowledge systems, these become ontology, epistemology, methodology, and axiology. You can add or remove any questions and use the worksheet as you wish, including with your students. Note: Questioning, challenging, and resisting this document is a valid way of engaging with it. Just make sure you're not doing this as a way to avoid self-reflection or self-scrutiny..." (p.1)

The Regenerative Landscape: Introduction

Land Governance: Past

Video Credit: David Suzuki Foundation, 2024

Land Governance: Present

Video Credit: David Suzuki Foundation, 2024

Land Governance: Future

Video Credit: David Suzuki Foundation, 2024

The Regenerative Landscape: A Wider Look

The Regenerative Landscape: A closer look

The Regenerative Landscape: Design

The Regenerative Landscape Plan.

Key Features of the Regenerative Landscape Plan

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay[/caption]              

Please use the following questions to guide your reflection:

1. How can regenerative landscaping be used to achieve the environmental, economic, and social goals of greener and more sustainable development?
2. What is the relationship between regenerative landscaping and the UN Sustainable Development Goals (SDGs), and how can individuals contribute to this approach in the planning and designing phases of a landscape project?
3. Consider your past, the past of the land, and the traditional peoples who stewarded the land for thousands of years before. What comes to mind through reflection on these factors?
4. What are your thoughts on Landback? In what ways do you perceive land back and its connection to the horticulture industry?
5. Imagine or draw your favourite garden that you recalled at the beginning of this chapter. Do your favourite features in your garden align with the goals of the regenerative landscape? If yes, how? If not, explain how they differ.
6. In what ways do you feel connected to your projects, and what influence do you feel you have on the environment through your work?
7. Think of your upcoming landscape design project. How can the principles of regenerative landscaping be applied to the design and management of your next project, and what are the potential benefits of aligning your garden with these goals?

Additional Resources

Photo by James Wheeler on Unsplash

Learning Intentions

• Recognize contemporary approaches in landscape construction and maintenance that enhance biodiversity.
• Explain the concept of biodiversity and assess how landscape construction and maintenance practices can impact the environment.
• Analyze the advantages of planting biodiverse landscapes as a means of fostering ecosystem health and promoting environmental, economic, and social sustainability.

Let's Review

Chapter 2: Introduction

Photo by Scotty Turner on Unsplash

Why is Biodiversity so Important?

Fragmented Ecosystems

Regenerative Landscape Base Plan

The Regenerative Landscape Design

Key Features of the Regenerative Landscape Plan

Photo credit: Kelsey Cramer

More Ways to Increase Biodiversity

(Pollinator Partnership Canada, n.d)

How to Install a Meadow from Seed

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. What does biodiversity mean to you, and how do you incorporate plant diversity into your work?
2. Which bioclimatic zone do you live in, and what are the Indigenous (native) plants that inhabit this area?
3. What role do you feel you have in changing the landscape, and how can you promote biodiversity and restore the ecosystem and environmental health?
4. How can you be a good neighbour to your ecosystem and environment in your role as a landscape horticulturist?
5. Which plants make up meadows in your region? What growing conditions do they prefer, and how might you create those conditions in a residential landscape?

Additional Resources

Photo by Matthew Smith on Unsplash

Learning Intentions

• Identify and describe plant selection characteristics to promote environmental, economic, and social sustainability.
• Identify native and invasive species local to your region.
• Describe your role as a landscape horticulturist in the spread of invasive species and evaluate tools and practices to stop the spread of invasive species.

Let's Review

Introduction

1. The environmental conditions: when selecting plants for a particular area, it's important to consider the environmental conditions of that area. Factors such as sunlight, temperature, soil quality, and moisture levels should be taken into account. for example, a plant that requires full sun and well-draining soil will not thrive in a shady and moist location.
2. The mature size: another important factor to consider is the mature size of the plant. Some plants grow very tall and wide, while others remain small and compact. Choosing the right size plant for the space you have will help prevent overcrowding and ensure that each plant has enough room to grow and thrive.
3. The plant's specific requirements: before selecting a plant, we can research to learn about its specific needs and requirements. This includes things like soil pH, watering frequency, and pruning needs.
4. Choosing plants that suit the purpose: we think about the purpose of the plant in the landscape. We consider if we want or need the plant to provide shade, attract pollinators, or serve as a focal point. Different plants serve different purposes, and choosing the right one will help ensure an appropriate feel to the landscape and that it serves a broader function in the ecosystem.

This image was created with the assistance of DALL·E 2

1. Drought Tolerance: as temperatures rise and rainfall patterns change, drought conditions are becoming more common in many regions. Choosing plants that are adapted to low-water conditions can help ensure that your garden thrives even during dry spells. Look for plants that have deep roots and can store water, such as succulents and cacti, or those with waxy leaves that can reduce water loss.
2. Heat tolerance: with higher temperatures becoming more common, it's important to choose plants that can withstand extreme heat. Look for plants that are native to warmer climates or those that have been bred for heat tolerance.
3. Ability to handle flooding: (i.e hydrology restoration) as rainfall patterns change, some regions may experience more frequent and intense flooding. Select plants that can handle wet soil conditions, such as ferns, cattails, and non-invasive irises. Additionally, consider planting in raised beds or using rain gardens to help mitigate the effects of flooding.
4. Ability to handle extreme weather conditions: climate change can also bring more extreme weather events, such as strong winds and hailstorms. Look for plants that are resistant to damage from these events, such as shrubs with flexible branches or plants with thick, waxy leaves.
5. Geographic provenance or Indigenous (native) plants: plants that are native to your region are more likely to be adapted to the local climate and can often withstand the effects of climate change better than non-native species. additionally, planting native species can help support local ecosystems by providing food and habitat for local wildlife.
6. Pollinators: the video below from Pollinator Partnership Canada provides reasons why landscape horticulturalists should choose plants to support pollinators and how we can apply these practices in the landscape.

• A forest is considered to be a carbon source if it releases more carbon than it absorbs. Forest carbon is released when trees burn or when they decay after dying (as a result of old age or of fire, insect attack or other disturbance).
• A forest is considered to be a carbon sink if it absorbs more carbon from the atmosphere than it releases. Carbon is absorbed from the atmosphere through photosynthesis. It then becomes deposited in forest biomass (that is, trunks, branches, roots and leaves), in dead organic matter (litter and dead wood) and in soils. This process of carbon absorption and deposition is known as carbon sequestration" (Government of Canada, 2022).

1. Canada's Plant Hardiness Zones which now include climate modelling projects for plant species: Canada Plant Hardiness Zones - Climatic Modelling This site explores the relationship between plants and climate across Canada. One portion of the site is dedicated to plant hardiness zone maps, which have traditionally been used by gardeners to help select which plant species to grow in their area. Another part of the site presents maps and models that summarize the climatic requirements of thousands of plants from across North America. A final aspect of the site gathers data and provides summaries about plants that occur in your area.
2. i-Tree Species, this tool helps you select the most appropriate tree species based on their potential tree benefits and your geographic area: i-Tree Species Users can start by choosing their location, then select and rank the importance of 0–10 of the desired tree benefits, such as carbon storage, air pollution removal, stormwater impacts, building energy conservation, air temperature reduction, ultraviolet radiation reduction, pollen allergenicity, and wind reduction.

• More frequent extreme weather events cause stress to native species and create opportunities for invasive species movement.
• Melting sea ice opens new shipping routes and pathways for invasive species to spread.
• A changing climate can affect species' life cycles and their ability to spread into new areas.
• Increased carbon dioxide (C02) in the atmosphere leads to higher C02 uptake in plants, which can increase herbicide resistance".

Image source: Invasive Species Centre

"Invasive plants are harmful non-native trees, shrubs, and herbaceous plants that are spread by global trade, human and animal transport, and gardening. They invade forests and prevent native plants from growing, which can have negative impacts on how ecosystems function, on native vegetation, and on native wildlife. Many invasive plants cannot be used by wildlife for food which puts grazing pressure on the few native plants that remain. Invasive plants also pose threats to agriculture due to their ability to spread quickly, out-compete crop and forest plants, and deteriorate soil quality. Once they have taken hold, the thick spread of invasive plants makes them costly and time-consuming to remove" (Invasive Species Centre, n.d.).

"Natural areas such as forests, prairies, wetlands and lakes provide many ecosystem services and benefits. Natural areas provide shelter and food for wildlife, remove pollutants from air and water, produce oxygen and provide valuable recreational and educational opportunities.  Invasive species threaten and can alter our natural environment and habitats and disrupt essential ecosystem functions. Invasive plants specifically displace native vegetation through competition for water, nutrients, and space. Invasive species threaten many rare and endangered species and now those species are at risk of extinction. Once established, invasive species become costly and difficult to eradicate. Often, the impacts are irreversible to the local ecosystem. Once established, invasive species can:

• reduce soil productivity
• impact water quality and quantity
• degrade range resources and wildlife habitat
• threaten biodiversity
• alter natural fire regimes
• introduce diseases

Invasive plants can have a wide range of impacts on the agricultural industry. Invasive plants can act as new or additional hosts for new or existing crop diseases and crop pests, they can cause reductions in crop yields and may require increased use of pesticides to control them. This increases costs for farmers and reduces crop values. Estimated crop losses in BC agriculture industry of over $50 million annually. Species such as knapweed infest rangelands and reduce forage quality. Many other species out-compete desired species in cultivated fields (Source: BC Ministry of Agriculture, Food and Fisheries. 1998. Integrated weed management—an introductory manual). The estimated annual economic impact of invasive plants on Canadian agriculture is $2.2 billion (Environment Canada, 2010).

Invasive species, specifically invasive plants, can interfere with forest regeneration and productivity through direct competition with tree seedlings, resulting in reduced density and slowed growth rate of tree saplings. Reduction in forest regeneration and productivity results in the loss of wildlife habitat, and decreases the diversity of a stand, making it more vulnerable to insects and disease.

When established in crops or natural areas, invasive plants and/or species can result in:

• lost income
• reduced water quality and quantity (increased erosion and sedimentation)
• reduced property values
• damage to private property and infrastructure
• loss of traditional food and medicinal plants
• reduced land and water recreational opportunities
• increased control and management costs
• export and import trade restrictions imposed

Some invasive plants, like giant hogweed (Heracleum mantegazzianum) and wild parsnip (Pastinaca sativa), cause human health concerns because their sap is toxic to skin. Other plants can cause physical injuries to the body; common buckthorn (Rhamnus cathartica) branches end in a short, sharp thorn which may inflict injury. Human safety may also be impacted by fast-growing invasive plants. For example, Phragmites australis (hereafter referred to as Introduced Phragmites) grows large and rapidly and may reduce visibility at rights of ways, increasing the risk of car accidents. Dead, dry stalks of Introduced Phragmites are also highly combustible and can become a fire hazard. Natural areas in municipalities support a wealth of recreational activities including hunting, fishing, swimming, hiking, bird watching, and mountain biking. Invasive plants that invade recreational areas often reduce the area’s attractive and enjoyable qualities. For example, invasive plants may reduce native plant biodiversity, affecting the number of songbirds in the area; walking through dense vegetation can prove difficult; and popular swimming areas may become unusable with the presence of invasive aquatic plants. Seeds and other plant parts can hitch rides on hiking boots, clothing, pets, birds and vehicles, resulting in new infestations, potentially over great distances.

Invasive plants can have a large economic impact on individual landowners and municipalities. A recent study shows that property values for shoreline residences in Vermont affected with Eurasian water-milfoil (Myriophyllum spicatum) were down as much as 16.4 % (OMNRF, 2012). Due to the explosion of leafy spurge (Euphorbia esula), Manitoba has experienced a $30 million reduction in land values (CFIA, 2008). Leafy spurge infests 340,000 acres of land in Manitoba, costing taxpayers an estimated $19 million per year to protect grazing land, public land, and rights-of-way (CFIA, 2008). In Ontario, the MNRF has been involved with invasive Phragmites control pilot projects since 2007 and to date control costs range between $865 and $1,112 per hectare (OMNRF, 2012). Invasive species have an impact on approximately 20% of Species at Risk in Ontario (OMNRF, 2012). Invasive plants directly affect municipalities with reforestation projects and recreational trails. They increase management costs (e.g. project planning and monitoring) and they increase operational costs (e.g. mowing, pruning and hand pulling). They also complicate reforestation projects as they need to first be removed, and then the gaps created through removal must be addressed by using large, potted plant stock, or additional site maintenance to prevent the risk of re-invasion. The economic impact of invasive species in Canada is significant. According to Environment and Climate Change Canada:

• The estimated annual cumulative lost revenue caused by just 16 invasive species is between $13 to $35 billion.
• Invasive species that damage the agricultural and forestry industries result in an estimated $7.5 billion of lost revenue annually".

Invasive Species Management for Horticulturalists

1. Education: one of the most effective strategies that we can use is to educate ourselves and our clients about the dangers of invasive species and the importance of choosing native plant species or non-invasive species.
2. Monitor: we can also regularly monitor landscapes for signs of invasive species and quickly respond to any outbreaks by removing or controlling them before they can spread.
3. Sanitation: we can implement proper sanitation practices to prevent the accidental spread of invasive species through equipment or plant material.
4. Advocacy: we can work with local governments and organizations to advocate for policies that restrict the import and sale of invasive plant species and promote the use of native or non-invasive plants instead.

Teaching and Learning Examples for Instructors

Assignment: Invasive Species Management Plan for Local Pest, Disease, or Weed. This assignment was created by Chatgpt and can be adapted to your region and class learning outcomes. Here is an example of a clean equipment protocol to reduce the spread of invasive species from the Ontario Invasive Plant Council (2023) to use as an example when building a clean equipment protocol with students in your class.

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. What are the major invasive species in your region, and what is their impact on the regional ecosystem?
2. How can you identify the major invasive species in your region, and what environment do they grow in?
3. What climate change impacts are speeding up or creating the vulnerability for invasive species to occur in your area?
4. How can landscape horticulturalists stop the spread of invasive species in your region through their work?
5. What resources are available in your region to raise awareness of invasive species among industry or the public?

Another feature to showcase at this stage of construction is the informal and natural forested border between the back garden and the city park neighbouring the residential lot.  When the homeowners first moved in, the border area and slope into the park were covered with invasive species. The homeowners were shocked to find some of the worst invasive species, including Fallopia japonica (Japanese Knotweed), Daphne laureola (Daphne), Rubus armeniacus (Himalayan blackberry), Ipomoea purpurea (morning glory), Lamium maculatum (spotted dead nettle) and Hedera helix (English ivy). As a result, the residents of the landscape took action to safely remove the invasive species along the slope leading into the forested parkland.

The Regenerative Landscape Design

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. Which plants are you most attracted to in your favourite garden?
2. What sort of benefits do these plants give you and the surrounding environment?

Additional Resources

Photo by Jeremy Bishop on Unsplash. The quote is from Water Teachings, based on an article written by Dr. Deborah McGregor.

Introduction

Learning Intentions

• Identify the water sources in your watershed and reflect on your relationship with water. Understanding the flow of water and how to care for it is crucial to developing responsible landscape practices.
• Evaluate current construction practices and practice skills to create landscapes that mimic nature, such as rain gardens and permeable paving (also known as green infrastructure). Green infrastructure is becoming increasingly important in mitigating the impact of urbanization and climate change on water resources.
• Influence landscape horticulturalist students and industry to adopt low-impact landscape construction and maintenance practices, considering the broader impact on water. By taking a holistic approach to landscape horticulture, we can work towards mitigating the effects of climate change and protecting water resources.

A Faculty Training Module for Landscape Horticulture

Photo by Casey Horner on Unsplash

Photo by Annie Spratt on Unsplash

An Offering

Photo by Justin Ziadeh on Unsplash

Technical, Vocational Education and Training (TVET)

Landscape Horticulture Curriculum in Canada

Audience

Textbook Details

Recommended Pre-Viewing and Pre-Readings

Video Credit: Phoebe Lyn Pinkner (2022)

Photo Credit: Sam Barber on Unsplash

United Nations Sustainable Development Goals (SDGs)

• #9 Industry, Innovation and Infrastructure
• #11 Sustainable Cities and Communities
• #13 Climate Action
• #15 Life on Land

First Peoples Principles of Learning

• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, reciprocal relationships, and a sense of place).
• Learning involves recognizing the consequences of one‘s actions.
• Learning involves generational roles and responsibilities.
• Learning recognizes the role of Indigenous knowledge.
• Learning is embedded in memory, history, and story.
• Learning involves patience and time.
• Learning requires exploration of one‘s identity.
• Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations

(First Nations Education Steering Committee, 2023)

Two-eyed-seeing

Video Credit: Government of BC (2016)

Pulling Together: Professional Learning Series

Additional Resources:

Photo by Matt LaVasseur on Unsplash

• Easy navigation. This text has a linked table of contents and uses headings in each chapter to make navigation easy.
• Accessible videos. Whenever possible, videos in this text have captions.
• Accessible images. All images in this text that convey information have alternative text. Decorative images have empty alternative text
• Accessible links. All links use descriptive link text.

Open Educational Resource (OER)

• Alberta: See Alberta information
• British Columbia: See British Columbia information
• Manitoba: See Manitoba information
• New Brunswick: See New Brunswick information
• Newfoundland & Labrador: See Newfoundland & Labrador information
• Northwest Territories: See Northwest Territories information
• Nova Scotia: See Nova Scotia information
• Nunavut: See Nunavut information
• Ontario: See Ontario information
• Prince Edward Island: See Prince Edward Island information
• Québec: See Québec information
• Saskatchewan: See Saskatchewan information
• Yukon: See Yukon information

Creative Commons

The License for this Faculty Training Module (FTM)

"Copyright subsists in these training modules. CICan holds the copyright with the intent to always make them fully accessible. Under a Creative Commons license CICan authorizes users to copy and distribute the modules in any medium or format as long as the modules are not changed, and use is for non-commercial purposes only. At no time will CICan seek to profit from these modules or the Indigenous wisdom contained within them. These modules were co-developed with member institutes. We would like to express gratitude to all the people that contributed to the creation of these modules and acknowledge the Indigenous wisdom that is woven into them" (Colleges and Institutes of Canada, 2024).

Photo by Johannes Plenio on Unsplash

Delivery Details

Navigating the Faculty Training Module

Self-Reflection Opportunities

The Final Self-Reflection Opportunity

The Continuous Self-Reflection Opportunity

Supply List

• The digital reflection booklet is available here (you can print it if preferred):
  • Link to Reflection Booklet: click this blue hyper-link.
• Journal, notepad or digital tool to record your thoughts
• Pen/pencil

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. What is your current perception of greening, climate change, Indigenization, or decolonization?
2. How are you currently situating yourself within the conversation of greening, climate change, Indigenization, or decolonization?
3. In what ways do you expect or want this faculty training module to support or help you develop your personal teaching philosophy?
4. We invite you to write 5–10 sentences or make a sketch of your favourite landscape. Can you describe or draw what you enjoy the most about this landscape? What are the design and installation features that inspire you? How do you feel in this landscape?

Photo Credit: Martin Bennie from Unsplash

What to Expect

"We all live on Indigenous lands, many of which were never ceded but were stolen by settler governments. Those of us who are settlers are considered to be visitors in the lands of Indigenous Peoples. Out of respect, we must come to know, understand, and value Indigenous culture. This means learning about local cultures, languages, and protocols".

Teaching and Learning Examples for Instructors

1. You might explore new information that supports the development of your teaching philosophy through the investigation of your pedagogical and curriculum choices and their impact on student learning.
2. There may be new information on relevant topics such as climate change, Indigenous Knowledge and perspectives, Indigenous principles of learning, and green skills and practices.
3. You may discover new ways to design and present content to learners, including new or authentic voices and perceptions.
4. You may discover new assessment methods or learning intentions integrated into the content as examples.

Photo by Osama Khan on Unsplash

Video credit: Water is Knowledge (Water Teachings).

“As Indigenous peoples, First Nations recognize the sacredness of our water, the interconnectedness of all life and the importance of protecting our water from pollution, drought and waste” (Assembly of First Nations: Honouring Water).

The following links offer lessons about the role of traditional knowledge and practice in protecting water

• Decolonizing Water: A Conversation with Aimée Craft - Centre for International Governance Innovation (cigionline.org)
• Indigenous Leadership Initiative
• Indigenous Watersheds Initiative

The Water Cycle. “Water is essential to all being - humans, animals, plants, insects, fish. Water is constantly and naturally recycled through what we call the water cycle. There is never any new water on Earth. It’s all ways the same old water, recycled and cleaned all over again” (Canadian Space Agency, NASA).

Connecting Water Cycles and Watersheds

1. Sediment and soil erosion: runoff from construction sites or areas with exposed soil can carry significant amounts of sediment and soil particles, which can harm aquatic ecosystems by blocking sunlight and reducing water clarity.
2. Nutrients: fertilizers, manure, and other organic material can enter runoff and cause an overgrowth of algae and other aquatic plants, leading to low oxygen levels and harm to fish and other aquatic life.
3. Bacteria and pathogens: animal waste, human waste, and other sources of bacteria and pathogens can contaminate runoff and cause illness in humans and animals.
4. Chemicals: pesticides, herbicides, and other chemicals used in agriculture and urban areas can contaminate runoff and harm aquatic life, as well as pose a risk to human health.
5. Heavy metals: pollutants such as lead, copper, and zinc can enter runoff from industrial areas or areas with old infrastructure and can harm aquatic life and pose a risk to human health if consumed (Deng, 2021).

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. Think about your relationship with water daily. Journal about your relationship with water.
2. Visit a river, lake, or shoreline in your community. Find the Indigenous place name. Reflect on the current name for that place and its previous Indigenous name. How did the location acquire these names? What are the differences between the two names? Is there any connection between them?

Introduction to Permeable Pavement

The Regenerative Landscape Design

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. How can you demonstrate care and respect for water?
2. Before working on the land, what will you acknowledge, examine and plan for? As a horticulturalist, how can you nurture your relationship with water?
3. Reflect on a landscape of significance to you. Describe the water journey and responsibilities of water. How can you, as a horticulturalist work with this natural process to enhance the ecosystem's health? How can landscape make a measurable difference in improving water quality and mitigating climate change?

Additional Resources

Photo by Zhugher on Pixabay.

Learning Intentions

• Apply natural systems theory to select and describe greener and more sustainable landscape construction and maintenance practices contributing to ecosystem health.
• Identify and select technology relevant to the landscape industry to reduce waste, increase efficiency, and increase environmental and personal health.

Let's Review

Chapter 5: Introduction

1. Use of native plants: native plants are adapted to the local environment and require less maintenance than non-native species. They also support local wildlife and biodiversity.
2. Rainwater harvesting: collecting rainwater in a barrel or cistern can be used to water plants instead of using municipal water sources, which can help conserve water resources.
3. Low-maintenance design: designing landscapes with low-maintenance features that start with selecting the right place for the right place, drip irrigation systems, and thoughtful plant placement to reduce the need for ongoing maintenance, passive energy consumption, and help conserve resources.

The Nitrogen Cycle: Sustainable Landscape Maintenance Practices

1. Reduce or eliminate fertilizer use: overuse of nitrogen-rich fertilizers can lead to excess nitrogen in the soil and runoff, which can contribute to water pollution. By using fertilizers in moderation and choosing slow-release or organic fertilizers, landscape horticulturalists can reduce the amount of excess nitrogen in the environment. Or better yet, landscape horticulturalists can look to build healthy soils to eliminate the need for synthetic fertilizer additives.
2. Use nitrogen-fixing plants: some plants, such as legumes, have the ability to fix nitrogen from the atmosphere through symbiotic relationships with bacteria. By incorporating nitrogen-fixing plants into landscapes, horticulturalists can reduce the need for fertilizers and improve soil health.
3. Use compost: composting organic matter can help to improve soil health and nutrient content, including nitrogen. By incorporating compost into landscapes, horticulturalists can reduce the need for fertilizers and promote healthy plant growth.
4. Plant cover crops: cover crops, such as clover or rye, can be planted during fallow periods to protect the soil and improve its nutrient content, including nitrogen. Cover crops can also reduce soil erosion and improve water retention. Equally important, ensure that all loose materials are covered with a tarp or plastic when not in use to avoid leaching or washing away materials into stormwater drainage systems.
5. Properly manage irrigation: overwatering can lead to waterlogging, which can reduce oxygen levels in the soil and limit the availability of nitrogen to plants.

The Carbon Cycle

Photo by (Angela, 2021).

The Carbon Cycle: Soil

The Carbon Cycle: Sustainable Landscape Maintenance Practices

1. Reduced tillage: tillage can disrupt soil structure and lead to the loss of organic matter. By reducing the frequency and intensity of tillage, landscape horticulturalists can help preserve SOC and maintain soil health.  In other words, choose landscape construction and maintenance practices that are the least disruptive to the soil.
2. Mulching: but not necessarily bark mulch. Applying organic mulch, such as compost or wood chips, to the soil surface can help to increase SOC levels by providing a source of carbon and other nutrients for soil microorganisms. Mulch can also help to regulate soil temperature and moisture, reducing the need for irrigation and improving plant health.
3. Composting: composting organic wastes, such as leaves, grass clippings, and food scraps, can help to produce a nutrient-rich soil amendment that can be added to the soil to increase SOC levels and improve soil health. Or, better yet, leave the leaves! Instead of changing the aesthetic of a garden by "cleaning up" or removing leaves, flowers, or debris in a fall clean-up, consider educating the clients to help change their perception of what a healthy garden is and does for the ecosystem.
4. Planting cover crops: cover crops, such as legumes, grasses, and clovers, can help to improve soil health by fixing nitrogen, reducing erosion, and adding organic matter to the soil. For example, if a landscape project is scheduled over a long period of time, consider planting a cover crop to avoid bare soils that are prone to erosion.
5. Integrated Pest Management (IPM): using IPM practices, such as physical, cultural, and biological controls, can help to reduce and ideally eliminate the use of synthetic pesticides and fertilizers, which can have negative impacts on soil health and SOC levels.
6. Leave the leaves: changing the way we perceive beauty in the landscape can have a significant impact on the carbon (re)entering the carbon cycle and regenerating soil carbon stores for microorganisms that break down the carbon into usable nutrients for plants to continue the cycle.

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. In what ways do you currently connect natural processes to the curriculum you teach?
2. Do you think that students would be receptive to connecting natural processes to the horticulture skills and practices they choose to apply in the industry?
3. How can you help guide students to communicate natural processes and their impact on the horticulture skills and practices applied to clients?

1. Reduce transportation: purchasing local materials can reduce transportation costs and associated emissions, as materials that are sourced from far away require more fuel for transportation. By selecting local materials, horticulturalists can reduce their carbon footprint and contribute to a more sustainable future.
2. Climate-adapted plant material: local plant material is better adapted to the local climate and soil conditions, meaning plants are more likely to thrive and require less maintenance.
3. Support the local economy: selecting local materials can support the local economy by keeping money and jobs in the community.

1. Reduced carbon emissions: electric-powered equipment produces fewer carbon emissions compared to equipment powered by fossil fuels. This reduction in emissions helps to mitigate the impacts of climate change, which is a major threat to the sustainability of our planet.
2. Noise reduction: electric-powered equipment is generally quieter than equipment powered by fossil fuels, which can reduce noise pollution in communities and improve the quality of life for residents.
3. Reduced reliance on fossil fuels: electric-powered equipment can help reduce our dependence on fossil fuels, which are finite resources and contribute to air pollution and other environmental problems.
4. Access to renewable energy sources: electric-powered equipment can be powered by renewable energy sources, such as solar and wind power, which can help to further reduce carbon emissions and promote a more sustainable energy system.

1. Reduced reliance on fossil fuels: by using solar energy instead of traditional electricity from the grid, horticulturalists can reduce their reliance on fossil fuels and lower their carbon footprint.
2. Lower greenhouse gas emissions: generating electricity from fossil fuels produces greenhouse gas emissions, which contribute to climate change. In contrast, solar energy produces no direct greenhouse gas emissions, helping to reduce carbon footprints.
3. Energy-efficient lighting: solar-powered landscape lighting is typically more energy-efficient than traditional lighting, which can help reduce energy consumption and lower the carbon footprint of horticulturalists.
4. Reduced need for grid electricity: by generating their electricity onsite, horticulturalists can reduce their need for electricity from the grid, which is often generated from fossil fuels. This helps to further reduce their carbon footprint.

Technology and Digital Tool Use in Landscape Horticulture

Photo by StockSnap on Pixabay

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. What horticulture skills and practices do you think are important to support students with successful integration into diverse and changing roles in the horticulture industry?
2. What non-horticulture (soft skills and practices) do you think are important to include in horticulture training to support students with successful integration into diverse and changing roles in the horticulture industry?
3. What is your opinion on using technology and/or digital tools for teaching and learning in landscape horticulture? Do you think students need to use technology and digital tools to successfully integrate into the industry upon training completion?
4. What, if any, professional development do you need to seek out to effectively teach using modern technology and digital tools?

The Regenerative Landscape Design

Reflect

[caption id="attachment_626" align="alignleft" width="347"] Manfred Antranias Zimmer from Pixabay [/caption]              

Please use the following questions to guide your reflection:

1. Which topics were the most important to you? Which topics are the most approachable for you to integrate into your pedagogy and curriculum?
2. Can you design and propose a lesson plan, assessment, or learning activity that integrates the important topics into your pedagogy or curriculum?

Image from Getty Images

Video from UNESCO International Centre for Technical, Vocational Education and Training

Change is needed to Green (the already green) Landscape Horticulture

Change is More than a Green Mindset and Skills

Looking Back: Truth and Reconciliation

Grounding in Truth before Reconciliation

Speaker: Chief Robert Joseph shares his experience as a residential school survivor and the importance of truth and reconciliation in Canada.

Feeling stuck

"I hear a desire to bring about change, but often people then get stuck and ask, “What specifically needs to change?” The issue is complex and requires dialogue that is followed up with action. Bringing about deeper systemic, transformative and reconciliatory change demands, at a minimum, that four intersecting aspects be considered: addressing the systemic under-representation of Indigenous peoples in the academy; providing sufficient resources to any program or change that is put in place; changing the structure by way of decision-making; and changing the culture of the institution" ... "As a result of the TRC’s Calls to Action, we are now witnessing increased attention to curricula at all levels of education. However, increasing Indigenous content and perspectives does not mean simply adding to existing curricula; it requires dialogue and a deep understanding of the history of this country, including the relationship between Indigenous peoples and settler society. I believe that Indigenous faculty must play a critical role in bringing about needed changes to curricula".

Two-Eyed Seeing

Video credit: Cheryl Bartlett

So, where does this leave us now?