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Note: Click on photos for larger imagesRamon's Weekly Report #1Bioregionalism Education
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 Carlos with his Bioregionalismo booklet |
In the first class we handed out the new Bioregionalismo booklets, 36 pages of information with a focus on the Bahia bioregion, including bioregional articles, interactive questions, homework, activities, and games. |
 Booklet with colors |
The students received the books and I explained how the classes work and that we will be studying and completing the booklet and then worksheets, which will come later. The first thing the students did was to color in their black and white photocopied booklets. |
Then we read the introduction to the book and course,
written by Clay, which asks students to consider the effects that new
technologies, such as cell phones, are having on their lives and motivates
them to begin to think within their bioregion. I explained to the students
that we need to find a sustainable approach to development.
On Friday we met in the city park, which will serve as our "classroom." Everyone was excited for their first fieldtrip and asking where we were going to go. As we set out I told them that we were headed to the lookout at La Cruz, the cross structure on the large hill directly above Bahia.
 The Class stops to take a picture on its way up to La Cruz.' |
We climbed the stairs towards La Cruz, passing a Planet Drum revegetation site along the way. Then we climbed the stairs up into the structure of La Cruz itself to be able to take in the complete view of Bahia and its surroundings. |
 Susy reviewing work at La Cruz. |
After taking a short rest, I asked them: what do you see? The students responded: buildings, trees, birds, the city San Vicente, the ocean, and people, among other things. I told them that all of these things compose a bioregion. I explained that all of Bahia is part of a large watershed bounded by the surrounding mountains, which drain into the Río Chone, which forms the estuary and then empties into the ocean. All of these features are habitats for certain plants and animals. Everything is connected, for example, the soil provides nutrients to the plants which produce oxygen. |
Then Clay showed up and we walked along the ridgeline
of the hills to the water tanks above Bahia. Sitting on top of one of the
tanks, we talked more about what a bioregion means and the relations
between the citizens of the city and their environment.
Before going home we all played a game called "Do you like your neighbor?" in which based on what you're wearing you have to jump around a circle.
- Ramon
Translated by Clay.
 Students working in groups in the park. |
We met in the park as is customary and with the help of Raisa and Roberto, began to study the newly-revised Bioregionalismo booklets. The first topic was the different characteristics of a bioregion. The students split into groups and I asked them questions about what constitutes a bioregion. Carlos said soil and landscape, Joao said watersheds, and Susy said the mountains, plants and animals. |
 Estefano, Camilita and Jessica |
Then the students wrote answers to questions in the workbooks. |
I was surprised when most of the students could not even describe the differences in climate between the wet season to the dry season. So I began to ask them questions about when vegetation changes color, they answered: around the New Year, because it rains a lot and gets hotter. I asked them when is it that they go on vacation. They said: January, February, March, and April. I explained that those were the months that it rains, it's the winter, and that during the drier and cooler months, it's the summer.
They also didn't know the difference between native and non-native plant species. Taking examples of trees from the park where were seated, I explained the difference between a Ceibo tree (common native) and the Neem tree (common introduced species). We talked about some of the native birds and animals in the area as well.
Thursday there was a public workshop on environmental education that was held in Bahia. Raisa and Roberto decided that they wanted to give a presentation at the workshop, so Clay helped them get together pictures from previous classes of the kind of work we do in our classes. The workshop was held in the auditorium of the Museum of the Banco Central.
They introduced themselves as volunteers who are
participating in the program of Bioregionalismo. Then they showed
slides of the activities we do and how we work.
The Minister of the Environment, Minister of Education, Supervisors of Education, Representatives from the Municipio of Riobamba and facilitators from Quito were present in the audience.
The presentation was excellent and they received congratulations from everyone and were invited to participate in the events of the day.
 Walking along the seawall to Bellavista |
On Friday we went on a hike to the Bellavista community and visited a vantage point of the region, the lookout (mirador) at Bellavista. |
 Climbing the hill to the lookout |
Along the way we spotted Laurel trees, which were flowering, giant Ceibos, and also passed birds and baby Guayacan trees. We also identified types of soil in exposed areas of the ground. We distinguished the humus layer by its coloration and I explained that that is because of the nutrients it contains. |
 Luis y Frank read from the workbook |
We read a translated article by Peter Berg in our workbooks which discusses how industrialization has led to pollution of the planet, the history of how Bahia declared itself an Ecocity, the ecological impact the shrimp industry has had on the estuary, and how we must participate in the restoration of our bioregion. |
- Ramon
Translated by Clay.
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