Forest's Hidden Language

Learning Guide

A simple guide to lead you through the kickoff, the core challenge, and everything in between.

Mai’s Tips

1. Encourage observation first; don't rush to the 'answer.' The 'wonder' of exploration is key for learners of all ages.
2. Let older children research different types of plant communication (chemical signals, fungal networks) while younger ones focus on physical connections in the model.

Photo by Mico Medel on Pexels

1Introduction 5 min

• Point out some nearby plants, whether in a garden, park, or even indoor pots. Initiate a conversation about what plants do.

  Ask: "What do you see growing around us?"

  Then, encourage them to think beyond what they see. Ask: "Do you think these plants are just quietly living by themselves, or could they be sharing secrets?"

  To further spark imagination, ask: "What kind of secrets do you imagine they might have?"

  Listen to all initial thoughts and ideas, encouraging their curiosity about the hidden life of plants.

  Done looks like: The child has shared their initial observations and ideas about plants interacting.

Done when: Student expresses initial thoughts about plant interaction.

Photo by Marek Piwnicki on Pexels

2Explore & Plan 8 min

• Help them find a small area outside with a few plants growing together—perhaps a garden bed, a patch of grass, or under a tree. Encourage gentle observation without disturbing the plants too much.

  Ask: "What do you notice about how these plants grow together?"

  Then, guide their focus to potential connections. Ask: "Can you see any roots, or how close do the plants grow?"

  Prompt them to consider the nature of these relationships. Ask: "Do you think they're competing for space, or helping each other?"

  Finally, ask them to predict unseen connections: "How might they connect underground?"

  Done looks like: The child has observed plants in a small area and suggested ways they might be connected.

Done when: Student has observed plants and shared ideas about how they might connect.

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3Discussion 6 min

• Building on their observations, introduce the idea of a hidden communication system. Explain that an underground network is a hidden system of connections, like roots or tiny fungi, that plants use to share resources and messages, benefiting the whole forest. It's almost like the internet for plants.

  Ask: "Why do you think trees might want to 'talk' to each other through this network?"

  Then, prompt for specific examples. Ask: "What benefits could there be if plants shared resources or messages?"

  Guide them to think about sharing water, nutrients, or even warning each other of dangers like pests.

  Done looks like: The child has described at least one potential benefit of plants communicating underground.

Done when: Student can describe potential benefits of plant communication.

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4Activity 9 min

• Gather the necessary materials: small plants (or substitutes like small toys/twigs), soil or sand (or play-dough/kinetic sand), string or yarn (or ribbon/thread), and a tray (or baking pan/plastic container).

  Set up the tray by filling it with the soil/sand. Guide the child to gently 'plant' their small plants into the soil, arranging them as if in a tiny forest.

  Introduce the string as the invisible underground network, like roots or fungi.

  Ask: "How can you use the string to connect these plants and show them sharing and communicating underground?"

  Work together to connect the plants with string, creating a visible representation of their hidden network. Discuss what the string represents—like water, nutrients, or warning signals.

  Done looks like: The child has built a model with plants connected by string, demonstrating an underground communication network.

Done when: Student has completed the physical model of a plant communication network.

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5Summary 2 min

• Celebrate their hard work and the model they created. Reinforce the idea that nature has many hidden connections.

  Ask: "What is one new thing you learned today about how plants connect and share?"

  Then, encourage them to reflect on the broader implications. Ask: "How does knowing this change how you think about forests or gardens now?"

  Also, ask: "Was there anything that surprised you during our plant detective work today?"

  Done looks like: The child has shared at least one key takeaway or new understanding about plant communication.

Done when: Student shares one key takeaway from the activity.

Your Notes