Reports from the Bioregional Education Classes of the
Eco-Ecuador Project 

2010 

Index to Set 2 (July 6, 2010)

Ramon Cedeño
Professor – Group A
Bioregional Education Program
Planet Drum Foundation

Midterm Report
July 6th, 2010

Translated by Clay Plager-Unger

We have now begun the classes with new teachers and class assistants. It’s normal for everyone to see the many happy faces of young students, who are part of the change that we want. It’s beautiful to see so many boys and girls. This year has exceeded our expectations, since all of the classes are overbooked.

During our first class we introduced ourselves and presented our principle objective which is to recognize and understand each of the characteristics of our bioregion, the different types of ecosystems that exist in the dry tropical forest through class materials, games and field trips.

Raisa is my class assistant and on the first day our group decided to name themselves Los Exploradores (The Explorers). Our class is full of all kinds of kids. There are hyper-active kids who want to be involved in everything all at once. And there are students that everyday are asking questions about the new information they are learning.

During the first field trip, one of the students, Arroba, shouted: give me a B, I, O, R, E, G, I, O, N; and the Exploradores all shouted BIOREGION. While on this trip to the big cross which overlooks Bahia, I showed the students some of the trees that Planet Drum has planted: Guachepeli, Pechiche, and many more. The students admired how big the trees are. From the hilltop, I showed them the characteristics of the bioregion: the watershed of the Río Chone, the mountains and landscapes where the flora and fauna is and the different species of trees, the type of soil that characterizes our bioregion.

The Exploradores are a group with a lot of energy on all of the field trips. Luis Cuellar is a bright, young student who is very enthusiastic and is always asking about the names of trees and animals (squirrels, anteaters, deer, and ocelot, for example) that live in the forest.

On our hike to the Bellaca Point beach, the students were very interested in the nests of Lincheros (Yellow-tailed Oriole, which makes a hanging nest). I explained that it is a bird that migrates to Ecuador during the winter months. While here, they find mates and reproduce. Once we arrived at the beach, the kids enjoyed a nice dip in the ocean.

During another field trip, to the Bellavista neighborhood, I told them about how the neighborhood is well-integrated and good at organizing itself around causes. The students noticed how clean the neighborhood was. I said that it is like an ecological neighborhood or green community within Bahía, and it is through the classes and their work that they will achieve their goals.

Once we had climbed to the lookout atop one of the hills, I explained again the layout of the surrounding watersheds. We could see the great Ceibo trees and other species, such as Laurel which were flowering. I also explained about the cold ocean current, the Humbolt, which flows north past Bahia to Cape Pasado and then turns out to the Galapagos Islands.

On the way home, the kids all stopped at a small, local store to buy some snacks. It occurred to me that we were helping the neighborhood shops and community members by supporting their small businesses.

In Bosque en Medio de las Ruinas (The Forest amidst the Ruins – an inner city green space maintained by Planet Drum) field trip, Ingrid Melo got scared by a bunch of worms, but the other kids calmed her down explaining that they weren’t dangerous. The children explored the trails with curiosity and excitement. We saw a Blue Crowned Motmot bird, formerly rare but now at home in the Bosque, and the kids commented on its beautiful colors.

After the fourth week of classes, we took a test to evaluate the students. Most have already learned many of the flora and fauna species native to this region. Noemí wrote a message saying that we need to protect nature. Ingrid told us that one way that each person can make their household more ecological is to separate organic and inorganic trash and to reuse water for watering plants. Luis explained that we should use energy-saving light bulbs to save electricity.

For the week with the ‘Land Ecosystems’ theme, we visited the Cerro Seco nature reserve. I had to help with one of the other classes so my assistant Raisa guided our class on the hike. She observed that the kids were very well-behaved and explained how she organized the class with the help of Lissette, a former Bioregionalismo class assistant. Raisa reported that the class went very well.

One surprise for me was during the ‘Soil’ themed week, when most of the children could not differentiate between organic and inorganic wastes, so I had to explain this to them. That Friday we took a field trip to the greenhouse and the students got to see first hand how organic waste decomposed in the compost pile. While there, Orlando Arias, Planet Drum’s Field Projects Foreman explained this process and how soil is mixed for growing trees. Orlando told the students about the different kinds of trees and how some produce fruit, such as Tamarind and Chirimoya. He showed them the seed beds and how trees germinate from seeds, then are transplanted and organized into groups of 100. Then he asked if they could identify the species of one of the trees that is growing in the greenhouse. Luis said he could, but that he had forgotten the name. He asked me to tell him what the species name started with, and I told him “Bo…” He quickly responded: “Bototillo!” All of the other students laughed and then when I said that he was right, they clapped and congratulated him.

Then Elodie, a Planet Drum volunteer, spoke about the work that the volunteers do at the greenhouse. She explained how they clear weeds, transplant trees and collect plastic bottles to recycle them as containers for the trees. Then we split into two work groups, one for each pile of soil that had been prepared in advance. Following Elodie’s instructions, the children began filling bottles with the soil. The two groups got into a race to see which could fill up their bottles the fastest. Once the bottles had been filled up, Orlando chose some of the children to go into the greenhouse to get Guachepeli tree seedlings from the seedbed in order to transplant them. The students then planted the seedlings into the bottles that they had filled. Once the work was done, I said that we deserved a round of applause and everyone started clapping. On the bus ride home the children were singing songs until one by one they got off to go to their homes. It was a really great day. And the next week Orlando told me that the kids must have green thumbs because all the trees they had transplanted were doing beautifully.

I am looking forward to the adventures that await us during the second half of this program.

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Ramon Cedeño
Profesor – Grupo A
Programa Educativa de Bioregionalismo
Fundación Planet Drum

Informe de progreso
6 de Julio, 2010

Hemos empezado las clases con nuevos profesores y asistentes. Es normal para todos ver muchos rostros felices de los jóvenes voluntarios, que son parte del cambio que queremos. Que hermoso es ver la gran cantidad de chicos y chicas, este año ha superados nuestras expectativas.

Nuestra primera clase nos presentamos uno a uno y planteando nuestro objetivo principal que es reconocer y identificar cada una de las características de nuestra bioregión, los diferentes tipos de ecosistemas que hay en el bosque seco tropical con juegos, y en armonía con nosotros mismos por que estamos luchando por un planeta mas sano con las clases que impartimos semana a semana, durante esta semanas.

Raisa es la asistente del grupo LOS EXPLORADORES, nombre que se dieron ellos mismos el primer día de clases. Hay estudiantes hiperactivos que siempre están participando en toda la clases, estudiantes que día a día están preguntando muchas cosas que desconocían por la poca información que tenían.

En nuestro primer recorrido de los exploradores, el voluntario Arroba gritó déme una B, déme una I, déme una O, déme una R, denme una E, denme una G, denme una I, denme una O, denme una N, y todo el grupo de exploradores gritó ¡BIOREGION!

En el recorrido les demostré muchos árboles que han sembrado la Fundación, entre ellos guachapelí, pechiche y muchos más. Se admiraron por el gran tamaño que estos tienen ahora. Desde el punto más alto les enseñe las características de la bioregión, cuenca del Río Chone, las montañas y paisajes donde está la flora y fauna y las diferentes especies de árboles, el tipo de suelo característico de nuestra bioregión que hay en el bosque seco.

Los exploradores son un grupo con mucha energía en los diferentes recorridos. Luis Cuellar, es un joven muy entusiasta que siempre le gusta estar preguntando las clases de árboles que hay aquí y animales entre los que les he nombrado, ardillas, osos hormigueros, venados, tigrillos y muchos más. Cuando hicimos la caminata a Playa Bellaca se interesaron mucho en los nidos de los lincheros. Yo les comenté que son pájaros que migran en el invierno hacia aquí ya que vienen a aparearse, además de muchas otras especies. Después de esto los chicos llegaron a la playa y disfrutaron de un lindo baño.

Cuando estuvimos en el barrio Bellavista, les hable sobre esta comunidad, que es muy organizada. Los chicos en el recorrido me decían está muy limpio este lugar y les dije que ellos ahora están participando como un barrio ecológico o una comunidad verde en Bahía y que por su trabajo y organización están cumpliendo con su objetivo. Cuando llegamos al mirador de este lugar les enseñe otra vez como se forman las cuencas. También podíamos ver los grandes Ceibos y los árboles de Laurel florecidos. Además les hablé sobre la corriente fría del Humboldt que llega hasta el Cabo Pasado y de allí se desvía hacia las islas galápagos. Cuando regresamos, ellos ingresaron a una pequeña tienda donde compraron diferentes cosas. Allí me di cuenta de cómo nosotros reactivamos la economía ya que generamos un poco de ingreso a los habitantes de esta comunidad.

El día 5 de junio todos los Bioregionalistas participamos en el pregón de la semana del ambiente en la ciudad. Veo que los chicos ahora guardan su basura en sus bolsillos o mochilas y veo como ellos tienen un cambio de mentalidad. Esto me llena de orgullo y demuestra que estos chicos quieren ser parte de una nueva generación de jóvenes que se encuentran ya unidos con nuestra lucha de conservación.

En uno de nuestros recorridos, al Bosque en Medio de las Ruinas, Ingrid Melo se asustó al ver muchos gusanos, y los chicos decían que no eran peligrosos. Vi la felicidad de estos chicos en como corren en los senderos. Observaban a los Culebreros y escuché a ellos decir que lindo que es ese pájaro y que hermosos colores tiene.

La cuarta semana evaluamos a los chicos. Una gran cantidad de chicos ya sabían que especies de flora y fauna hay en la bioregión. Unos dejaron mensajes como los de Noemí, diciendo protejamos la naturaleza. Ingrid Melo nos decía como su casa puede ser más ecológica: separando la basura y reutilizando el agua para regar plantas. Luis Cuellar que nos manifiesta que debemos utilizar focos ahorradores para ahorrar energía.

En el recorrido a La Reserva Cerro Seco ellos realizaron el recorrido con nuestra asistente Raisa ya que ella esta semana dio las clases a nuestro grupo con el tema ecosistema terrestre. En su reporte me dice que bien se portaron los chicos y como los organizo en su recorrido que con la ayuda de Lissette llevaron muy bien la clase. Esta clase trabajé con el grupo C los dos días.

Fui muy sorprendido en ver que cuando realizamos el tema ‘el suelo’ los chicos no podían diferenciar lo que eran los residuos orgánicos e inorgánicos. Ese viernes, cuando nos dirigimos a la casa verde de Planet Drum, un grupo nos encontramos aquí en la ciudad y otro grupo ya estaba en la universidad esperándonos. También nos estaba esperando Orlando representante de la Fundación.

Yo invité a los chicos a pasar al vivero y les empecé a hablar sobre como obteníamos el humus, que observáramos como la materia orgánica se estaba descomponiendo. Y después de un proceso donde se encontraban las bacterias descomponedoras que se transformaría eso en suelo. Con ese suelo mismo trabajaríamos. De allí, Orlando les explicó sobre los diferentes tipos de árboles, por ejemplo los frutales como Tamarindo y Chirimoya. Les mostró las camas donde germinan los árboles, y explicó cual es el proceso de esto, también de la organización y ubicación de los árboles que están en grupos de 100. De allí preguntó si alguien conocía un árbol que está dentro del vivero, y Luis Cuellar decía que si pero que no se acordaba del nombre. Me dijo profesor: “dígame con que comienza el nombre.” Le dije: “con BO…” Y muy rápido respondió: “¡Bototillo!” Todos los chicos se rieron. Y yo les dije que era la respuesta correcta. Aplaudieron y lo felicitaron.

Después les presenté a Elodie, una voluntaria para la Fundación Planet Drum, que nos acompañó esa tarde. Le dije que les hablara del trabajo que realizan ellos aquí y ella les empezó a decir que ellos limpian las malezas del vivero, trasplantan los diferentes árboles que hay allí, que recogen botellas para reciclarlas, ya que estas las cortan y ubican una planta en cada una de ellas.

Después de esto hicimos dos grupos de trabajo, ya que había dos montículos de compost, Raisa y Lissette con un grupo y yo con otro grupo. Les dije que ese es el suelo que se obtuvo después de la descomposición de la materia orgánica y les indiqué que realizaríamos el trabajo que nos había dicho Elodie. Es así que los chicos empezaron a llenar las botellas con suelo. Un grupo decía que ganaría, así que les dije que era una competencia y que el grupo que ganaría se llevaría un premio. Después de que estaban llenas las botellas de suelo, Orlando les dijo a unos chicos que ingresaran a ver arbolitos de Guachapelí para trasplantarlos. Una vez terminado el trabajo, los reuní para decirles que merecemos un aplauso y todos empezaron a aplaudir. Después de esto tomamos el bus y los chicos venían cantando hasta que poco a poco se fueron quedando. Fue un día muy bueno, y la semana siguiente Orlando me dijo: “Tus chicos tienen buena mano, todos los árboles están lindísimos.”

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Bioregional Education Program 
Progress Report 2010
Group B Profesor: Nadine Flexhaug
Assistant: Roberto Rodriguez

The students began to arrive to the first class and the start of the new year in the Bioregional education program with excitement and anticipation. The students were enthusiastic about the excursions to come, meeting their professors, and to hear about all the new things they would soon learn. 

We chose a nice spot on the grass and together with my assistant, Roberto Rodriguez, we all sat down in a circle and began to introduce ourselves. The students told us a little about themselves and their motivation for joining the program. I was delighted to hear their reasons – to learn more about how to take care of the environment, how to reduce contamination, and to experience more of the bioregion which they live in (through the weekly excursions). Some students already had some basic knowledge regarding what the program is really about and the others with open minds and a young, energetic spirit listened attentively while Roberto and I explained.

The students began taking turns reading the bioregional booklet and volunteered to participate in answering the comprehension questions I challenged them with afterwards. We broke the ice with a fun game called Tala de arboles, where one student was elected the ¨Lumberjack¨ and the other the ¨Tree hugger¨. The lumberjack chased the students and when someone was touched, it was as if the tree had been cut. The students fell to the floor and could not be revived until the tree hugger came and gave them life. It took three touches from the tree hugger to finally bring the fallen tree to its feet. We played a few rounds, each time adding another tree hugger to see the difference of how many trees were left standing at the end, with the respective amount of tree huggers saving the trees. Later, we spoke about these observations with the kids and I saw that it awakened a new awareness in them of how fast we can destroy the forests and how long of a process is necessary to restore them. 

Afterward, we continued to talk about what a Bioregion consists of. Now that the students felt more confident with us, they asked several questions and classmates that knew the answers enthusiastically helped to explain. 

The following Friday we went on our first excursion to The Cross. Together as a group, some hand in hand, we walked up to the cross. We talked about the different types of vegetation we saw along the way and pointed out the reforested areas done by Planet Drum. Admiring the view over the city of Bahia, we had the perfect opportunity to point out what we had covered on Wednesday – the different characteristics of a Bioregion. 

Going back down the stairs at the end of the day, it was clear that everyone enjoyed themselves as the students asked me, ¨And where are we going next week. Teacher?¨ 

The next week we continued on the topic of “what is a bioregion?” The students interviewed each other to find out more about who their classmates are and what their inspirations were regarding the program. They shared their answers with the group and despite the embarrassment of a few, the group became closer and more united.

It has been really interesting to see how the group has developed over the past few weeks that we have spent together. Although we only see each other twice a week, we have quickly become like a little family. I noticed immediately that the first few classes the students were a little hesitant at accepting each other as equals. Having already known each other from school, some resentment and negative past experiences with each other were carried over to the program. I was a little unsure of how things would develop in the following weeks and hoped this wouldn’t cause any problems. However, to my surprise this quickly changed. I’m not sure exactly when things shifted, but through the various excursions we made and the games played in the park after class, the students began to form a special bond, not only with each other, but also with Roberto and me. In the following weeks, we covered many other topics including: soil, flora, land ecosystems, etc. and the students began to help and encourage each other with completing the corresponding tasks.

There have been two separate occasions when a problem arose within the group. One was in the park at the end of class, and the other was during an excursion to the lookout in the Bellavista neighborhood. In both cases, first the kids had placed the blame on one particular student and one student even missed a few of the following classes because of it. However, he returned to the classes and now it’s as though neither of the two incidents ever happened. The students who didn’t get along before now choose to work together and enjoy each other’s company.

We have had two new members join our group in the past few weeks as well. They both arrived with a great energy and the motivation to learn. The other students welcomed them with open arms and they have brought even more enthusiasm to the classes. Despite the few minor complications in the past, the group today is one, cooperative and inspired team of ¨Bioregionalists.¨ They take pride in themselves when they do something positive for the environment and when they answer a question correctly.

I remember the first excursion we did, to the Cross. We had seen garbage thrown onto the floor by one student or another from each group; they stumbled upon little plants and generally weren’t very conscious of the environment which they live in. However, now each student is quick to put their garbage in their pockets or pick up the garbage of someone else before we even notice. They are inspired to plant trees and care for them and really have a different mentality in the way they interact with the bioregion. 

When we went to the Bellaca beach, the kids were very respectful to the environment and enjoyed the best it has to offer. A few of the girls in the class were a little hesitant about the long hike to the beach they had in front of them and before we had even begun the climb up the road they complained, ¨My legs hurt, I can’t do it.¨ But with some encouragement from their classmates and the promise of a bath in the ocean upon arriving, they were easily motivated and even ended up running near the end to get to the water first! 

We pointed out the names of certain native plants while we walked, like the Ceibo and Guayacan. We were lucky enough that day to see the cotton which had fallen from a giant Ceibo tree on the side of the road. Before I even had the chance, the students commented on all the different things you can make with the cotton.
They brought food, cleaned up after themselves and despite the cold weather, with all the energy they had accumulated along the way, we all jumped in the ocean and enjoyed a nice swim and played some water games. 

Unfortunately we have had a few classes with pretty low attendance. Many of the students were pulled out of classes by their parents. The majority because of their bad grades in school. As a result the kids were devastated. One student asked me to call his parents and tell them to let him come to class and I even had one parent comment to me that her daughter was putting more of a priority in the bioregional classes, than in school. Luckily, almost all the students have come back to the program and now they feel that it’s a great privilege to be able to attend the classes and they really appreciate the time we do have. 

With the program more than half way through, it makes me sad to know that classes will soon be over and I think the kids feel the same. However, with the open house coming up, I know there are still many more opportunities to share with the kids and work together to bring a change to Bahia, and the mentality of it’s people. The students have shown an exceptional amount of enthusiasm in doing a good job and selecting a unique, interesting project for the open house and I am excited to see how the project will develop. 

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Midterm reports
Group C, Margarita Plager-Unger

Translated by Clay Plager-Unger

May 12th, 2010
Theme – Bioregions

The first day was a new experience for everyone. On the faces of the children I could see curiosity, happiness and uneasiness because many did not know what bioregionalism is or why they were there. One student immediately grabbed my attention, Bombila. He was very angry with all the other students. Besides him, everyone else was asking lots of question.

We read the introduction of the book together. Their questions were: Why? And: What for? That’s the positive aspect that I can comment on. On the negative side, the children were very restless and rambunctious, especially Bombila, who was bothering the others and wouldn’t let us work. I have a difficult group, but it is not impossible to bring them together to love our bioregion.

Friday – The Cross Viewpoint

All three classes traveled together on the field trip to the big cross overlooking Bahía. When it came time for my class to climb up the cross, Bombila did not hear anything that I said because our class is large and we had to go one by one. Halfway up, Bombila threw a bottle out of the stairwell. Fortunately no one was hurt, but I had to reprimand everyone and made everyone go down immediately to let the other groups go ahead of us.

It was difficult to control their emotions, but at least they were all very interested and excited. At this point it was interesting because with each passing minute I was learning more about each one of the student’s emotions and spirits. Bombila as always was being the center of attention.

Down below, everyone calmed down and became more relaxed. Finally we all went up the stairs of the cross again, but this time Bombila stayed below and manifested his anger by staying in a corner and not integrating with the group for the rest of the day.

May 19th, 2010
Theme – Characteristics of a Bioregion

At the start of the class, to bond and get to know each other better and to break the ice, we played a game. Then we read from the book, paragraph by paragraph, in between we would discuss and act out what was written since the students had questions every step of the way.

The class was much more tranquil today. Can you guess why? Bombila did not attend. I think that he got very angry at us from the incident at the cross. This saddened me. For these students I am a mother, friend and guide rolled into one. I see all of them with the eyes of a mother. In the end, all children have different ways of expressing their anxieties.

But this story doesn’t end here. That evening I called the mother of Bombila to ask why he didn’t go. For me, each student is a responsibility and an absence concerns me. As a mother I like to know where my child is and with whom. His mother said that he had left for the class at 2pm, but never arrived. She thanked me for calling, and said that on Friday she would personally take him to the class. She also commented that she has a very hard time controlling Bombila.

Friday – Punta Bellaca

Our meeting spot for the field trip was in a park in Leonidas Plaza, a suburb of Bahia. One mother came to the class with her daughter to ask me about the classes. Bombila showed up on his own, and much angrier today that usual. In front of the others I explained that I had called his mother and that anyone who misses a class will receive a phone call to find out why. He confessed that he had gone to play video games instead of going to class.

On the hike to the beach, he stayed away from the group and didn’t participate at all. Another student brought soda, a cake and sandwiches to celebrate her birthday. Along the way we saw how people have dumped their construction material, solid waste and chemicals on the side of the road. The children pointed this out and asked what we can do about it. We also talked about the trees that we could see and the different types of soil that were exposed by a slide on the side of a mountain.

When we reached the beach we celebrated the little girl’s birthday. The students wanted to jump in the ocean, but I didn’t let them because Bombila had been misbehaving.

May 26th, 2010
Theme – Steps to protect a bioregion
Students: 20

This was the 3rd week and the previous week the students had told me that there would be 3 new arrivals. And sure enough, they showed up for the class: Barahona Delgado Marioa del Carmen, Jefferson Garcia, and Manuel Aviega. This class was about how to protect a bioregion.

Friday – Bellavista Lookout

We went to the viewpoint in Bellavista. Everyone showed up for class again. We talked about the subjects we had discussed in the previous class. The kids were interested in the different kinds of trees and the beautiful views. Then something unusual happened. The kids asked me about sexuality, how one gets pregnant and venereal diseases.

We got off topic for a bit, but we talked a little about everything and I gave them advice about their inquietudes. I am satisfied that the children have confidence to talk to me. And they are interested in everything.

Upon arriving to the viewpoint, some of the girls had gone in shorts and arrived scratched. Other had gone in sandals that had broken. I told them that on every field trip they need to take long pants and sneakers. Some of them fell climbing up the steep hill, but everyone made it. Overall, it was an excellent field trip.

June 2nd, 2010
Theme – Steps to protect a bioregion

I explained how to live in harmony with the environment, because if we destroy the environment, we will also be destroying the flora, fauna, watersheds, and all of our bioregion.

I made it clear that we need to protect nature to protect our future. I talked about food and the quality of food that we ingest. A lot of times we don’t know how food is processed, where it comes from or whether it was grown with chemicals and pesticides. The best food is free of chemicals and pesticides and it is also the healthiest.

Alvaro Cedeño commented that his family consumes vegetables that they themselves grow. His grandfather has a small food garden and doesn’t use chemicals, everything is all natural.

I told them about ways to conserve water, collect and reuse it, such as collecting rain water. This is particularly important in Bahia where there are always shortages. I explained about saving electricity.

Peña Veliz Yenifer said that nobody in her neighborhood recycles and that there is garbage everywhere. She wishes that it was cleaner.

On another topic, I talked about El Bosque en Medio de las Ruinas (The Forest amidst the Ruins), which was originally a neighborhood that was destroyed by the El Niño phenomenon in 1998. This park is a great example of recovering space for sustainable use.

As a group we went over all of these topics that day. Planet Drum volunteer Elodie was also there. We played a game as a group and agreed to gather items for recycling in the future classes.

Friday – El Bosque en Medio de las Ruinas

 Once we were walking towards the entrance of the park, the children were enchanted by the trees all around. The air felt fresher and we could breathe easier. But then as we got closer, things changed.

We arrived upon an area that the neighbors are using as a garbage dump, right next to the entrance of the park. The kids asked “Why has this happened?” And, “If this is such a beautiful space, why doesn’t anyone do anything to keep it clean?”

As we walked through the park, I told them of the history of the El Niño phenomenon, its effects and what we were doing there, visiting this forest. This surprised the students and they responded that when they grow up they are going to take care of the environment where they live. I answered that they shouldn’t wait until they get old, they should start now; otherwise it could be too late.

After walking through the park, we still had some time left over before going home and the class played a game of soccer against some of the neighborhood kids. It was a great field trip.

June 9th, 2010
Theme – Land Ecosystems

Ramon had to substitute for me for this class because I was too sick to attend. He explained to the students where plants and animals live, including us, as human beings. They talked about habitats, forests, and fauna. He told them about the effects that humans have on the ecosystem by farming and building cities.

They discussed the positive and negative impacts, such as pollution, roads and industry. Of all of the topics covered, the most important was about teaching the inhabitants of our region to live in equilibrium with our surroundings. After the class Ramon commented to me that they children were bright and that they participated a lot in the class.

Friday – Hike to the Cerro Seco Nature Reserve

This was the second time that the three groups, A, B and C, shared a field trip. Upon our arrival, we were greeted by Marcelo Luque. He was attentive with all of us, and I was impressed by how he and his assistants organized all three of the classes at once. They were the guides that day and led us through the nature reserve.

Along the way they talked about different tasks they complete there, such as planting trees. The children even got involved by helping to water some of the trees they had planted. The students asked if they could also be volunteers at the reserve; they were having a great time.

Marcelo had a bit of luck that afternoon because a group of foreigners arrived to get to know the reserve just as we were there. They congratulated Marcelo for the work he was doing and for encouraging involvement with nature to children and environmental education at such a young age.

We ended the afternoon on the beach and the kids jumped in the ocean. Everyone had an incredible time that day.

June 16th, 2010
Theme – Flora

The students took an exam that covered everything they had learned in their Bioregionalismo booklet. The best student in my group is Oscar Lucas Soliz. This kid is excellent.

After the test, we talked about Flora. I commented that Ecuador is a country with lots of natural diversity, due to having three climates: coast, mountains and Amazon. We discussed the characteristics of each region. Then we talked about the importance of trees and plants, the different categories of plants, different ecological niches and humid versus dry regions. I also told them about the relationship of humans to all of this, including the threats that we pose, such as deforestation, which causes erosion, and also reforestation, as a positive impact.

It was a lively class. We did a type of theater where each student represented one of the points from the topics we had discussed. I was deforestation and I chased them around to try and kill Mother Earth. Afterwards, each kid had to give a positive message about the environment.

Jeferson Garcia said “We have to pass on what we have learned to be part of the change and to have a better life in the future.”

Friday – Revegetation site

We took a city bus and then walked to the Planet Drum revegetation site in the Jorge Lomas neighborhood. We were accompanied by one of the students’ mothers and by Clay, who was our guide. As a group, we began to fill the gallon jugs with water. Clay showed us how to water each tree that had been planted. The mother of the girl Pincay Chica Dayame joined in to help. It was an afternoon of bonding and the children asked Clay lots of questions, such as, how many trees there were to water, and how long does it take a tree to grow. My class assistant, Carlos, also helped out a lot, as usual, this time by helping to guide the kids through the trails of the site.

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Grupo C, Margarita Plager-Unger
Midterm reports

12 de mayo de 2010
Tema – Bioregión

En este primer día fue algo nuevo para todos en la cara de todos los niños se veía curiosidad, felicidad e inquietud porque muchos no sabían que era bioregionalismo ni porque estaban allí. Me llamó mucho la atención un alumno, Bombila. Él estaba muy enojado con todos, pero igual estaba allí.

El resto del grupo hacía muchas preguntas. Todos leíamos la introducción del libro. Sus preguntas fueron: ¿Porque? Y ¿Para que? Eso es lo positivo que puedo comentar. En lo negativo, ellos estaban muy inquietos y relajosos, en especialidad Bombila quien estaba fastidiando a todos y no dejaba trabajar. Es un grupo muy difícil pero no imposible a incluirlos a que amen nuestra bioregión.

Viernes – La Cruz

Era un poco difícil controlarles sus emociones, pero al final estaban muy interesados. Fue interesante en ese momento cada que pasaba el tiempo pude conocer a cada uno de sus emociones y espíritus. Bombila como siempre estaba llamando la atención.
Como había tres grupos, teníamos que subir la cruz por turno, y cuando tocó mi turno, Bombila no escuchó nada de lo que dije por las razones que había que subir despacio y aparte de eso, él lanzó una botella desde lo alto. Aunque no dañó a nadie, tuve que reprender a todos. Y dejarlos en el último turno.

Ya todos se calmaron y relajaron. Subimos la cruz, pero Bombila se quedó abajo y nos manifestó su enojo en un rincón y no se integró más al grupo.

19 de mayo de 2010
Tema – Características de una bioregión

Para integrarnos y conocer a uno por uno y que pierdan el miedo hicimos una dinámica. Leímos un poco cada párrafo y a la vez interactuábamos. Como preguntando el significado de cada párrafo. La clase fue muy tranquila, ¿adivinan porque? Bombila no fue. Creo que se enojo mucho con todos nosotros en el paseo anterior. Me da pena. Soy madre, amiga y guía a la vez. Los veo con ojos de madre a cada uno de ellos. A la final todos son niños tienen diferentes maneras de mostrar sus inquietudes.

Pero esto no termina aquí. Al final de mi clase, llamé al representante de Bombila para preguntarle la razón de porque faltó. Para mi cada niño es una responsabilidad y el saber porque no fue a clase me preocupa. Como madre de familia me gustaría saber donde y con quien está mi hijo. El pidió permiso para la clase pero nunca llego. Su representante me dijo que a las dos de la tarde salio pero nunca llego. Gracias por llamar, el viernes yo lo llevaré al parque a la mano, no se preocupe. Hay señora gracias por llamar, no se que hacer con Bombila.

Viernes – Punta Bellaca

Nuestro encuentro fue en el parque de Leonidas Plaza. Me llamo mucha la atención una madre de familia fue a dejar a su hija y a preguntarme sobre las clases. Y como toda madre para saber con quien pasa su hija. Bombila llegó solo, y mucho más enojado. Fue al paseo con nosotros. Adelantes de todos, dije que hablé con su mamá y que cada vez que falte un alumno a mi clase, yo llamaré para saber porque no asistió. El me contestó: que se quedo jugando en las maquinas de juego. En esta ocasión se alejó del grupo. No participo en nada.

Una alumna cumplió años y llevó cola, torta y sanduches. En el transcurso del recorrido vimos como la gente va a botar sus desperdicios de construcciones, desechos sólidos, químicos. Como están haciendo un basurero de esa vía. Los chicos me preguntaban que como se hace para evitar ese. Y hablamos también de los árboles que había en el sector y los tipos de suelos que se ve en el lado de la montaña. Al culminar el recorrido en la playa, celebramos el cumpleaños de una de los estudiantes. Querían bañarse todos, pero no los deje porque Bombila estaba muy malcriado.

26 de mayo 2010
Tema – Pasos para proteger una bioregión
Alumnos: 20

Esta es la tercera semana y en la semana anterior me dijeron los chicos que se integrarían tres chicos más. Me sorprendí que llegaron tres alumnos más. Barahona Delgado Maria del Carmen y Jefferson Garcia y Manuel Aviega. La clase de hoy se trata de cómo proteger una bioregión.

Hablamos de residuos, aguas residuales, energía, materiales etc. La clase fue muy amena y nos conocimos mejor. Bombila estaba muy relajado, tranquilo y atento. Se integro a la clase y respondió a todas las preguntas. Hubo una dinámica que se llama ‘los departamentos.’ La clase fue buena hoy día.

Viernes – Mirador de Bellavista

Fuimos al mirador de Bellavista. Nuevamente asistieron todos. Hablamos sobre la clase pasada. Los chicos se interesaron por los tipos de árboles y por la bonita vista que hay allí. Algo inusual pasó en la clase. Los chicos me preguntaron sobre la sexualidad de cómo quedar embarazada y las enfermedades veneriales.

Nos salimos del tema pero les aconseje y hablamos de todo un poco. Me da satisfacción por los chicos, cada vez tienen más confianza en mí. Y se interesan por todo.

Al llegar al mirador, algunas chicas habían ido en shorts y llegaron raspadas y otros habían ido en zapatillas y llegaron arrancadas. Les dije que cada recorrido tenían que ir en pantalones y zapatos deportivos. Unos se cayeron subiendo la loma, pero todos llegaron. Al final, fue un paseo excelente.

2 de junio 2010
Tema – Pasos para proteger una bioregión

Les expliqué como vivir en armonía con el medioambiente, porque si destruimos el medio ambiente en ello se incluye flora, fauna, los cuencas, todo nuestra bioregión en total.

Les quedé claro que necesitamos proteger la naturaleza para proteger nuestro futuro. Les hablé de los alimentos y la calidad de alimento que ingerimos. Muchas veces no sabemos su procedencia, si tiene químicas o pesticidas. Es importante educar a la gente de cómo disfrutar de la comida sin tener que utilizar los químicos y que la mejor forma de disfrutar es ingiriendo comida sana.

Les dije en que manera podemos conservar el agua y utilizarla ya que en Bahía hay mucha escasez, recogiendo el agua de lluvia y reciclando para ahorrar.
Sobre la energía, les dije que es importante utilizar menos.

Entre otros temas, hablamos del Bosque en Medio de las Ruinas que fue destruido por el fenómeno el Niño. Este es un gran ejemplo de recuperar espacio para uso sostenible. Con todos estos temas trabajamos en grupo ese día. Se unió a nosotros Elodie, una voluntaria de Planet Drum. Realizamos una dinámica y nos pusimos de acuerdo para reciclar durante las siguientes clases.

Alvaro Cedeño me comentó que en su familia consumen sus propios vegetales y que donde vive su abuelo hay una pequeña huerta y que no usan químicos ¡y que todo es natural!

Peña Veliz Yenifer me comentó que en su barrio nadie recicla y que todo esta sucio y que le gustaría que su barrio fuera más limpio.

Viernes – El Bosque en Medio de las Ruinas

Antes de llegar al Bosque en Medio de las Ruinas pasamos a dar de comer a la solitaria tortuga Miguelito. Los chicos lo alimentaron y nos tomamos fotos. Caminando hacia la entrada los chicos eran encantados por los árboles a los lados, es otro aire y se respira mejor pero al medido que nos introducimos más el espectáculo ya fue otro, ya que los vecinos están haciendo un basurero de la entrada.

Los chicos preguntaron: ¿Qué pasó? Y si este lugar es bonito ¿Por qué nadie hace nada para mantenerlo limpio?

Comencé a relatar la historia del fenómeno del Niño, sus causas y los motivos por el cual estábamos en ese lugar. Esto les sorprendió y ellos dijeron que cuando ellos sean grandes van a cuidar el medio ambiente en donde viven, pero yo les dije que deberían hacerlo desde ahora porque mañana será tarde. Tuvimos tiempo hasta de jugar fútbol con los niños del barrio. Fue un buen recorrido.

9 de junio 2010
Tema – Ecosistema Terrestre

Se les explicó ese día donde se desarrolla la vida animal, vegetal, en la cual nosotros como seres humanos estamos incluidos. Es la manera más práctica de aprender más de nuestro Ecosistema Terrestre. Hablarns de los temas más importantes de que fueron:
Hábitat: Lugar donde viven las especies animales y vegetales.
Bosques: Lugar muy diverso que es habitado por muchas especies.
Fauna: Los mamíferos, las aves y reptiles. Les dijo de la importancia de la presencia de los seres humanos con sus fincas y ciudades y los impactos negativos y positivos como la contaminación, las carreteras y las industrias.

De todos estos puntos mencionados lo más importante fue concienciar a los habitantes de nuestra región para que haya un cambio de mentalidad y empiecen a vivir en equilibrio con el medio ambiente. Me comentó Ramón que los chicos son pilas y que se interactuaban mucho. Ese día no asistí a clase porque estaba enferma.

Viernes – Caminata a Reserva Natural Cerro Seco

Fue la segunda vez que los grupos A, B, y C recorrimos juntos. En nuestra llegada Marcelo Luque fue atente con todos nosotros y me llamó mucho la atención la forma en que él y sus ayudantes manejaron los grupos. 

Ya que fueron los guías y explicaron paso a paso su trabajo, por ejemplo, como se siembra un árbol y incluso los chicos colaboramos regándolos. Las preguntas de los chicos fueron si podían ser voluntarios y eran encantados por el lugar.

Ese día para la suerte de Marcelo, llegó un grupo de extranjeros a conocer el lugar, encontraron a los chicos regando y lo felicitaron a Marcelo por la obra que fomentó a los niños desde temprano edad a educar a los niños. Suerte para él. 

La tarde terminó con un baño el la playa. Se pasó increíble ese día.

16 de junio 2010
Tema – Flora

Se tomaron la prueba de todo lo que habían aprendido en el libro. El mejor alumno en mi grupo fue Oscar Lucas Solíz. Este niño es excelente.

Después hablamos de la Flora. Comentamos que Ecuador es un país diverso porque posee Costa, Sierra, y Oriente y la variedad de flora con sus características propias de cada una de las regiones. Hablamos de la importancia de los árboles, tipos de plantas, las diferentes categorías de plantas, los diferentes nichos ecológicos, y las regiones húmedas y secas. También les hablé sobre las amenazas y la relación con los seres humanos como la deforestación, erosión, y reforestación entre todos.

La clase fue muy animada. Hicimos una especie de teatro con los chicos y cada uno representaba a uno de los puntos mencionados y yo era la deforestación y los seguía para matar a la madre naturaleza. Después cada niño tenía que dar su mensaje de positivismo.

Jeferson García dijo: Tenemos que transmitir lo aprendido para ser parte del cambio y tener una mejor vida a futuro.

Viernes – Sitio de revegetación en Jorge Lomas

Caminamos al sitio de revegetación de Planet Drum en el barrio Jorge Lomas. Nos acompañó una madre de los estudiantes y Clay era nuestro guía. Junto con el grupo empezamos a llenar agua. Clay nos enseñó como regar cada árbol sembrado y la mamá de la niña Pincay Chica Dayame se unió al grupo y nos ayudó. Fue una tarde de integración y los chicos hicieron muchas preguntas a Clay. Referente a cuantos árboles había que regar y que tiempo demora un árbol en crecer. También ayudó mucho el asistente Carlitos quien también fue un guía para los niños.

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More Bioregional Education Photographs June 2010

Note: Click on photos for larger image

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