service learning

Unplugged Costa Rica Ecology Service Learning Trip PART TWO: Turtle Reserve

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The rainforest has been hot and humid for us. Seriously, I’ve never been so permanently wet in my life. Nothing dried, not even our hair.  As we leave La Suerte we are hoping the sea might bring us refreshment. We endure a long bus ride and then boat ride before we arrive at Pacuare, a Nature Reserve on the Caribbean.  We lug our baggage from the boat along a forested trail to quaint cabins situated right where rainforest meets beach. Though there is no electricity and the fresh water is limited, we settle right into what we find to be cozy accommodations.

And, most importantly, the beach does afford us a refreshing breeze and we feel the sticky hot sliding from our skin. That evening we begin our night patrols: under a full moon, beautiful breezy weather with the water lapping at our ankles. “This is perfect. How hard can this be?” we ask. Well, the next night yields a different experience.

Eva grips my hand with the iron-man clasp prompting my comment, “This is the most ridiculous thing I’ve done in my life.” We can’t even see each other it’s so dark. Each step we take is into a black abyss leaving us completely reliant on the pair in front of us to give warning of any obstacles they encounter (i.e. dips in the sand, drift wood, logs, washed up coconuts, etc.). The rain drenches every part of my lower body and raindrops slide down my back as rain penetrates my jacket. The downpour pelts us ferociously and we stumble forward over sticks and other debris.

Unusually wet conditions and flooding of the beach has prevented many leatherback turtles from accessing the beach and has destroyed the nests of many who did make it ashore. Thus, our night patrols yield no sightings of mother leatherback turtles or hatchlings. Were any of our groups to spot either mothers or hatchlings they would have participated in taking measurements and recording important data relevant to the conservation of this magnificent species. We did, however, get lucky one day…

Part of the work at Pacuare involves monitoring known nesting sights (those that were observed being created on night patrols). Once a nest has passed it’s “due date” researchers dig up the eggs to determine whether there are survivors or whether the nests have succumbed to fungi or bacteria rendering undeveloped eggs.  Students were interrupted from their research projects with news that a nest of survivors had been discovered.! We ran to the beach to watch the nest-investigation process.

Baby leatherbacks exit their shells and begin the 1 m (more or less) dig to the surface, with the leaders resting while others take the lead. They work in shifts until the entire hatchling group makes it to the surface. However, if most of the nest doesn’t hatch (as in the case of the one uncovered), the survivors have no chance to get to the surface as they don’t have the energy to do it alone.

The woman in the green kerchief to the right is researching the correlation between fungus and bacteria growth on and in the eggs with survival of the hatchlings. She collects data on each egg and then saves the survivors in a bucket of sand until they are ready to make their “run” for the ocean (a process critical for their ultimate survival).  Another nest unveils even more survivors. We are fortunate to be invited to the release of these babies later in the afternoon.

At the given time we all meet on the beach and the bucket is turned over to allow the babies to begin their journey to the sea. Together we share in this amazing experience under beautiful blue skies with sunrays warming our skin. It’s perfect and I’m so glad the students (and teachers!) are fortunate enough to get this experience.

Data collection and turtle observation is coupled to real-life research experience for the students.  Now the students are working on their comparative studies. Heads are bent with intensity. Hands are holding measuring devices, recording data, or pointed at interested parts of the experiment. 

Their topics include:

  1. Do members of our group throw a coconut further over or underhanded?
  2. Is there a difference between two species of ants’ time to run through a maze?
  3. What is the difference in time between a leaf cutter ant’s walk over 1 m with and without a leaf?
  4. What is the difference in time between a leaf cutter’s ascent vs. descent on the particular stem of a plant?

Discussions on sustainability and conservation continue throughout our time there. Students sample Costa Rican fruits and play a football (soccer) game with local youth. Our experience is fully rounded with conservation, science, and culture.

During what was supposed to be our last day a Pacuare, we are evacuated due to extreme rain and possible flooding of the area. Though our time there is cut short, we leave fulfilled with what we experienced.  Our remaining time in Costa Rica includes a visit to the Botanical Gardens and a day of rafting.

We compare the food waste from our first days to our last days. We’ve reduced our food waste from over I kg down to fewer than 200g. WOW- habits have changed. Students are also masters of the 2 min (or less) showers. They are thinking sustainably. For their last activity, students engage in an activity that involves ‘building’ sustainable towns. They realize how difficult it is to communicate and bring people together towards one goal. They are humbled with the task of making the world more aware of the importance of conservation and living sustainably. They know they’ll start with their families.

Eva and I reflect  on this experience and whether it was worth it and whether we would consider doing another trip (I'll write about that next). We hope none of us will return home and forget about the lessons we have learned here. Cleansed from a warm shower and feeling fulfilled, Eva and I slip into slumber anticipating our long flight journey home.

NEXT POST: Costa Rica Ecology Service Learning Trip: Reflections and Was it Worth it?

A baby leatherback turtle entering the water

To learn more about Ecology Project International (EPI), click here.

Unplugged Costa Rica Ecology Service Learning Trip PART ONE: The Rain Forest

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It all begins at the beginning of the school year with the question, “Should I take some of my summertime and chaperone students on a ecology conservation trip next summer?” Really I don’t have to think too hard to answer that question because I already know that it is incredibly fulfilling to be part of an exploration service-learning trip with students. Then, the decision must be made as to which organization to choose. Research and experience lead me to settle with Ecology Project International (EPI- click here to look at their site)

Announcements, posters, and parent evenings follow.  Sign-ups, emails, and reminders continue. There is more interest than expected so another chaperone, my dear friend and colleague, Eva, is added to the group. Coordination with EPI is paramount.  As our date approaches we schedule another parent meeting and review the packing list and the anticipated schedule. It’s real! We’re heading to Costa Rica for a leatherback turtle ecology experience.

June 28 is our departure date. Parents, students, and teachers meet with giddy excitement at the red and white cube in Schiphol airport. The 14- hour journey to San Jose, Costa Rica is relatively smooth and we meet up with our EPI guide, David. Later we are joined by Stanley, who the students affectionately nick-name “Sally” due to an initial misunderstanding of David’s pronunciation of the name.

The first item on the agenda is to surrender all electronics, teachers included. Students reluctantly hand in their devices, not sure if they’ll be able to survive without them

In addition to some sites near San Jose (Poaz volcano and the Turrialba Botanic Garden) our adventure includes time at the La Suerte Rainforest Reserve. The students are introduced to issues of sustainability, Costa Rican Ecology, and carrying out proper scientific investigations (descriptive, comparative, and correlative). They begin individual research on a specific species and plan descriptive investigations. Juxtaposed to these activities are hikes in the rainforest and lectures by scientists working in the field at La Suerte.

We are constantly serenaded by the cicadas. Presentations are interrupted in order to observe a mother sloth with infant traversing the trees flanking our camp or to snatch a peek at a woodpecker at work behind us or to watch a lizard passing through. Monkeys are seen jumping through the trees and their vocalizations ring out throughout the forest. The multiple and diverse noises of the rainforest fluctuate all day and penetrate into the night.

The students are enjoying and reflecting on the wonder of earth on a daily basis. “Wait a minute, look at this!” or “What is that?” are common outbursts coupled with “That is so cool” or “Amazing”. They appreciate the lush vegetation that surrounds them and the important ecosystems that it holds. They recognize the need to preserve these parts of our world if humanity is to continue to exist.

The students are becoming aware of reducing food waste and the need to save fresh water. The cumulative left-over food on their plates is dropping drastically and they are learning the art of the 2-minute (or less) shower. They spontaneously offer reflection on how amazing it would be if the entire world were to become so acutely aware of the need to conserve. They discuss how they would like to incorporate these changes in their lives back home. They evaluate practices of companies in Costa Rica, such as the banana and pineapple plantations and determine to be more selective in finding companies that practice sustainability when making future purchases.

The students are both enthralled and slightly appalled by a scientist’s lecture on his research into the homing patterns of the whipspider at La Suerte. He describes the capture of and the insertion of the GPS device onto the spider, the spider’s movements, and the different experimental approaches taken with the spiders. In fact the mention of the spider’s speed and danger deters three students from joining us on the night hike! It’s just too creepy for them.  However, they appreciate that his studies lead to understandings and advancements in the real world, including the field of bionics. The primatologist on site gives great insight into her experience as a field scientist that began with studies of the vocalization patterns of Lemurs in Madagascar.  She is at La Suerte leading primate field school studies for university students. On our hikes we have run into the student groups observing and collecting data on the howler monkeys, the white-faced capuchin monkeys, and the spider monkeys.

Our students are easily identifying heliconia species, ferns, epiphytes, strangler fig trees and more! They spot the red as well as the black and green poison dart frogs regularly. A pause to observe the leaf cutter ants is frequent. Anticipation of lizard and snake sightings is high. Unusual spiders, lizards, and creatures of all sorts result in squeals of delight and intrigue. Not only does each hike in the rainforest yield amazing sightings but our walks to and from the main cabin are equally interesting!

Before we leave La Suerte the students finish and report on their descriptive studies. As they observe they are intent on their work, fully engaged in discovery. Here are the topics they chose:

 

  1. What is the average number of coconuts on the tress in the La Suerte camp area?
  2. What is the typical shape of the leaves cut by the leaf cutter ants at the La Suerte camp site?
  3. What is the average number of mosquito bites obtained by members of our group thus far on the trip?
  4. What is the average number of veins on the leaves of the Aphelandra scraba plant (and is there a correlation to leaf size) at the edge of our La Suerte campsite.
  5.  How many poison dart frog sightings are there during our walks to and from the main cabin?
  6. How many centipedes can be found on the walkways around our camp?

At the end of PART ONE of our trip, my colleague, Eva and I are pleased with what has been gained thus far.  A noticeable change amongst the students has evolved: discussions, playing games, and interacting. The absence of electronic devices is a gift and a major feature of allowing students to fully engage themselves in this experience. The immersion in the rain forest is incredible. Students are duly awed, as are we, at the magnificent diversity found on earth. Awareness of the connection between humans and earth is heightened. Personal habits are being evaluated. The idea of sustainable living is beginning to form. At our last night at La Suarte we happily fall asleep to the chirps, tweets, and calls of the jungle outside our cabin as we anticipate the leatherback turtle ecology portion of our trip.

NEXT POST: Costa Rica Ecology Service Learning Trip PART TWO

One of our serenading cicadas: their cumulative chirping could almost be deafening at times.

Getting dirty, service learning, and more inspiration

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Garbage Audit #2 

Once again the space is scheduled and the supplies are stacked. Pupils have planned and prepared for this proceeding.

We meet at 15:15 in my room and the plan is put into motion. The students split up into groups collecting trash, spreading tarps, and organizing bins.

Finally it is time to don the gloves, open the bags and start sorting! The goal is to compare the results to last year’s audit and see if any improvements can be observed based on the implementation of the team’s proposals. Additionally, the students are focusing this year on the organic waste to determine how much of it is compostable

The most unusual discoveries? How about an entire briefcase with two phones in it? The bag of perfectly usable clothes? The intact mugs? The functioning umbrella?

The students are having fun. The sorted contents are analyzed. Data is recorded. Ideas for the proposals are formulating. They are disgusted, especially as they tackle the cafeteria waste, but they are still laughing. It’s 18:20 and we are nearly done.  We clean up and store a huge container to be wheeled off to the recycling station in the morning.

The next day data analysis begins. The data from last year is retrieved and comparisons begin to form. Have we made a change? An initial look suggests that there has been change! However, we’re still waiting for the final results.

One thing is for sure: there is satisfaction for the involved students. They feel ownership in the environmental status of their school. They are absolutely intrigued with the outcomes of the audit. They are eager to determine how to further reduce waste and energy usage at the school. The act of physically being involved makes the concept of Going Green so much more real. It spawns ideas. It inspires.

Oh yes, and it’s messy! Allow the students (and yourself) to get dirty. It will provide new inspiration and further ideas for service learning!