students and teachers plant a mini-forest in a high school
On January 11 and 12, at the Raymond-Naves high school in Toulouse, a group of teachers and students planted the future mini-forest of their school. An ambitious project both ecologically and educationally.
At the Raymond Naves high school in Toulouse, teachers and students planted the plants that make up the school’s mini-forest on January 11 and 12. In all, 600 plants have taken root in an area of 250m² of land. To do this, 200 students got their hands dirty. The “Ecotopia” collective, made up of students and teachers, has been carrying out this project for many months. ” It took two years of work and reflection.testifies Charlotte Dahlem, associate professor of SVT in the Toulouse high school and member of the Ecotopia collective.
For the mini-forest to see the light of day, the Raymond Naves high school self-financed the project up to 16%. The Occitanie region, for its part, subsidized the remaining amount, through the collective “Mini Forêt Urbaine, Toulouse en transition”.
Benefits at all levels
To compose this green space, the collective has selected 26 varieties of plants. Among them, 10 serviceberries, 10 strawberry trees, 5 plane maples, 15 wild plum trees, and 5 pedunculate oaks. To make this vegetation a composer in the middle of an urban area, budding gardeners use the Miyawaki planting technique. ” This method consists of planting two to three different species per square meter. This creates competition between the shoots to capture the light. Within three years, this mini-forest will become autonomous with significant biodiversityexplains Charlotte Dahlem.
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Toulouse students and teachers will not be the only ones to benefit from it. The mini-forest will also be an ideal home for insects, birds and small animals. Another advantage: “the vegetation of the mini-forest absorbs noise and regulates temperatures”, explains Elyas Sierra, eco-delegate in first class. The collective assures that in summer, it provided shade and humidity. For Charlotte Dahlem, this point is crucial, “both the heat islands are a concern.
In addition, plant roots hold the soil in place and absorb excess water and CO2. “Thanks to this mini-forest, the air quality of the students will be much better. It’s a way to closely observe, on a smaller scale, the benefits of such a space.”adds the eco-delegate.
A unifying project
If making students aware of ecology was one of the main objectives, it was not the only one. The mini-forest is also a project that creates cohesion. “We wanted to federate the different actors of the project. We want connections between students in classes in the general streams and vocational streams in high school. Or even between teachers and students.assures Charlotte Dahlem. “It’s an aspect that seems secondary, but which is very important to me and which constitutes a real success”she insists. “We are all curious to see what this mini-forest will look like in a few years”enthuses Elyas Sierra.
This mini-forest will also have a major educational role because it will be the site of certain courses, in particular SVT. “We will be able to use this green zone to study parts of the school program”rejoices Charlotte Dahlem. “In this school, the management is particularly attached to environmental issues”she adds.
Push for more ambitious projects
The direction of the school and the administration worked together to succeed in this project. At Raymond Naves, the teaching team salutes this rare involvement. “I have been teaching for 13 years. This mini-forest is the most ambitious initiative in which I have participated”testifies Charlotte Dahlem.
At the same time, the SVT teacher says she regrets that “few similar projects are emerging in schools”. Issues related to climate and ecological transition are “still too rare in school curricula”, she notes. The promoters of the Raymond-Naves high school mini-forest project hope that this success will bring others.