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Un plan de leccin introductoria de la flora y fauna del bosque nuboso Monteverde
An introductory lesson plan to the flora and fauna of the Monteverde Cloud Forest
Digitized by MVI
The result of this project is a mini-course lesson plan which can be used at the Cloud Forest School-Centro de Educacin Creativa (C.E.C,). The mini course lesson plan will be used in seventh and eighth grade classes to teach the local taxa of Monteverde. Enclosed are six Power Point presentations, six interactive activity plans, six field guides, and a list of teacher resources. I expect this mini course to reinforce the
C.E.C.'s environmental education curriculum while also taking into account teacher turnover and lack of resources.
El resultado de este proyecto es un plan del mini-curso que se puede utilizar en la Escuela del Bosque Nuboso Centro de Educacin Creativa (C.E.C.). El plan del mini-curso se utilizar en las clases de sptimo y octavo grado para ensear la tasa local de Monteverde. Se adjuntan seis presentaciones en power point, seis planes de actividades interactivos, seis guas de campo, y una lista de recursos para maestros. Espero que este mini-curso refuerce el programa de educacin ambiental del C.E.C, sin dejar de tener en cuenta la rotacin de maestros y la falta de recursos.
Text in English.
Environmental education--Activity programs
Cloud forest ecology
Costa Rica--Puntarenas--Monteverde Zone--Monteverde
Educacin ambiental--Programas de actividades
Ecologa del bosque nuboso
Costa Rica--Puntarenas--Zona de Monteverde--Monteverde
Tropical Ecology Fall 2003
Cloud Forest School (Costa Rica)
Ecologa Tropical Otoo 2003
Centro de Educacin Creativa (Costa Rica)
t Monteverde Institute : Tropical Ecology
An Introductory Lesson Plan to the Flora and Fauna of the Monteverde Cloud Forest. Amanda K. Rockle r Department of Environmental Population Organismic Biology, University of Colorado Abstract The result of this project is a mini course lesson plan which can be used at the Cloud Forest School Centro de Educacin Creativa (C.E.C,). The mini course lesson plan will be used in seventh and eighth grade classes to teach the local taxa of Monteverde. Enclosed are six Power Point presentations, six interactive activity plans, six field guides, and a list of teacher resources. I expect this mini course to reinforce the C.E.C.'s environmental education curriculum while also taking into account teacher tur nover and lack of resources. Resumen El resultado de este proyecto es un plan del curso mini de la leccin que se puede utilizar en la Escuela del Bosque de Nube Centro de Educacin Creativa (C.E.C.). El plan mini de la leccin del curso se utilizar en sptimas y octavas clases del grado par a ensear la tasa local de Monteverde. Encerrado son seis presentaciones del Punto del Poder, seis planes recprocos de la actividad, seis guas de campo, y una lista tal de la educacin mientras tambin, le teniendo en cuenta maestro el movimiento y la falta de recursos. Introduction The Centro de Educacin Creativa (C.E.C.) is a local, private, elementary, middle and high school whose core curriculum emphasizes environmental education. The C.E.C is situated on a 42 hectare plot within close proximity to the Monteverde Cloud Forest Pre serve which is home to a diverse array of flora and fauna (Burlingame, 2000). The school is also located in a region economically dependent upon ecotourism. To ensure long term cultural and economical stability, it is essential that everyone on the planet take responsibility for maintaining an ecological balance that can sustain future generations. The question is how does one educate people about sustainable practices and the value of the environment? One approach is to reach out to local sch ools and educate children about the importance and value of the forests and in doing so create a fundamental bond with nature. The initial step to understanding and building a strong bond with nature is through observation. This includes touching, listenin g, hearing, smelling, and viewing. Activities that encourage an intense connection to the natural world are the sparks that can ignite environmental policy and change. Tools beyond the senses are needed to reinforce the initial experience and this is where scientific method comes in. In order to fully communicate these discoveries of science the individual needs to find a medium that fits his/her particular values the environment and therefore aims to incorporat e environmental education into its
program of study at all grade levels. The environmental education program integrated into the C.E.C. is the first of its kind in Costa Rica and is currently working towards becoming accredited in Costa Rica as a model of environmental education (Burlingame, 2000). This is extremely important because the environment is irreplaceable, the local economy is dependent upon the protection environment, and learning about conservation is valuable for the future state of the world. Utilizing environmental education in the classroom aides in the implantation of essential core values and environmental awareness. Currently, the curriculum at the C.E.C. consists of core classes and mini courses, elective classes. These elective classes meet one time a week for an hour and a half for six weeks. Mini courses are taken in addition to regular classes such as math, science, English, Spanish, and social studies. Mini courses offer a wide variety of topics including sexual health, guitar and be lly dancing. The mini course lesson that I will provide the C.E.C. will be an introduction to the major taxa of the area, geared for grades seven and eight. It will include six Power Point presentations, six interactive activity plans, six field guides, an d a list of teacher resources Although the C.E.C. is in an exceptional location for environmental and biological studies, the school has limited resources and frequent teacher turnover (K. Blair, pers. comm., 2003). Currently, there are few classes in the C.E.C. curriculum that specifi cally teach the taxa of Monteverde. My final project is a six week mini course, providing children in grades seven and eight with an introduction to the local taxa and giving them a foundation for developing their bond with nature. The goal is to provide t he students with fundamental building blocks to understanding the ecosystem in which they live, as well as to provide the C.E.C. with lesson plans that can be utilized in future years, regardless of teacher turnover or lack of resources. Material and Metho ds The mini course lesson plan that I provide to the C.E.C. is designed to teach the local taxa of the Monteverde Cloud Forest to grades seven and eight in the time scale of one and a half hours per week for six weeks. The organisms covered in detailed les son plans include plants, insects, butterflies, mammals, birds, and reptiles/amphibians. Each week for six weeks one of the above topics will be explored through a thirty minute power point presentation, followed by an hour long, interactive activity. The Power Points contain an introduction to the major taxa found within the Monteverde Cloud Forest. Included will be taxonomic information, natural history and information to the most common species found in the Monteverde Cloud Forest. They will also include information about the problems in conservation. The hour long activities included are outlined in detail an d are designed to integrate taxonomic information with creativity. The activities include interactive field trips, nature walks, in class activities games, art projects, etc. My methods included researching the important taxa of Monteverde, as well as researching activity plans. Res earch was conducted over a four week period, using Internet searches and the Biological Station library.
Results My final project which I will give to the C.E.C. includes six, 30 minute Power Point presentations which cover butterflies (Appendix 1), plants (Appendix 2), insects (Appendix 3), amphibians/reptiles (Appendix 4), birds (Appendix 5) and mammals (Appendix 6 ) of Monteverde, six field guides to the taxa mentioned above (Appendix 7), a detailed activity plan (Appendix 8) and resource list (Appendix 9) Acknowledgements I would like to thank Karen Masters and Carmen Rojas my wonderful advisors, Alan Masters, Andrew Rodstrom, Matt Gasner, Andrs Vaughn, Kerri Blair, Andrew Lima for his brilliant photos, all of my friends on the program who have made this semester an everlasting memory, and the Estacin Biolgica de Monteverde for providing such a wonderful home for the past three months. I would especially like to thank my parents and sister for their unyielding support and love. _____________________________________________________ _______________________________ Literature Cited Accsess Excellence at the Nat ional Health Museum. The site for bioscience teachers and learners. 15 October 2003. Arabshahi, N. 2002. The Mammals of Monteverde: A Fourth Grade Environmental Education Guide For the Cloud Forest School. In : Ecology and Conservation of a Tropical Cloud F orest N. M. Nadkarni and N.T. Wheelwright ed. Oxford University Press, Oxford, NY, pp. 352 375. Burlingame, L.J. 2000. Conservation in the Monteverde Zone. In: Monteverde Ecology and Conservation of a Tropical Cloud Forest N.M. Nadkarni and N.T. Wheelwri ght, ed. Oxford University Press, Oxford, NY, pp. 352 375. DeVries, P.J. 1987. The Butterflies of Costa Rica and Their Natural History Volume 1. New Jersey: Princeton University Press. conservation of the Monteverde Cloud Forest. In: Ecology and Conservation of a Tropical Cloud Forest Monteverde, Costa Rica: CIEE. Pp. 358. Haber, W.A., W. Zuchowski and E. Bello. 2000. An Introduction to Cloud Forest Trees, Monteverde, Costa Rica 2 nd ed Mountain Gem Publications, Monteverde de Puntarenas, Costa Rica. Henderson, C. 2002. Wildlife of Costa Rica Austin: University of Texas Press. Janzen, D.H. 1983. Costa Rican Natural History Chicago: The University of Chicago Press. Leenders, T. 2001. A mphibians and Reptiles of Costa Rica Florida: Distribuidores Zona Tropical, S.A. Masters, A. and Karen Masters. 2003. Tropical diversity laboratory diversity day handouts. Monteverde, Costa Rica: CIEE. Nadkarni, N.M. and N.T. Wheelwright, Eds. 2000. Monteverde: Ecology and Conservation of a Tropical Cloud Forest New York: Oxford University Press. Price, P. 1997. Insect Ecology Third Edition New York: John Wiley and Sons Inc. Rynders, S. 2002. Trail Handbook for the Cloud Forest School. In: Ecology a nd Conservation of a Tropical Cloud Forest Monteverde, Costa Rica: CIEE. Pp. 403. Savage, J.M. 2002. The Amphibians and Reptiles of Costa Rica The University of Chicago Press, Chicago IL.
Stiles, F.G. and Alexander F.S. 1989. Birds of Costa Rica Cornell University Press. Wainwright, M. 2002. The Natural History of Costa Rican Mammals Florida Distribuidores Zona Tropical, S.A. Masters, K. 2003. Diversity in the Tropics Professor, CIEE. Personal Contact K. 2003. C.E.C. English Teacher, Pers onal Contact Photos: Archer, Ken. 2003 Armstrong, W.P. 2000 Bergstrom, Brad. 2003 Cactner, James L. 2003 Department of Entomology and Nematology, Univ. Florida. 2003 Dimijianimages. 2003 Foley, Jim. 2003 Garrigues, Richard 2002 Lima, Andrew. 2003 Costa Ric a photos. Monteverde, Costa Rica. Nandayus nenday. 2003 Pet1.com. 2003 Rodstrom, Andrew and Matt Gasner. 2003. Costa Rica course photo bank. Monteverde, Costa Rica: CIEE Seaman, Richard. 2002 Si.edu images. 2003 Taylor, Monte M. 1998
Appendices Appendix 1. Butterfly Power Point Appendix 2. Plants Power Point Appendix 3. Insect Power Point Appendix 4. Amphibians/Reptiles Power Point Appendix 5. Birds Power Point Appendix 6. Mammals Power Point Appendix 7. Field Guides
Appendix 8 Activity Plans and Worksheets Herps: Students will use clay to mold their three favorite herps. One must be an amphibian and one must be a reptile. Upon completion students will give a brief summary of why they chose the animals they did and give one interesting fact about one of their animals. Interesting fact information can be taken from outside sources including the Power Points, books or local expert Biology contact, Alan Pounds. Birds: Students will put up a hummingbird feeder and watch interactions. They can count the number of different hummingbirds that visit the feeder and among hummingbird species record the kinds of interactions that they see. Students can visit the Hummingbird G allery and compare the school hummer community with the community found at the Gallery. Students will choose a way to artistically represent a hummer of their choice i.e. draw it, take a photograph, etc. Students will share their results with the class Bu tterflies: Students will visit the Monteverde Butterfly garden. Students will find information for three different butterfly species. They will fill out the provided worksheet and present their favorite butterfly to the class. Butterfly Worksheet (Adopt a n Insect Lessons) Common Name: Scientific Name: Family/Order: Where can your butterfly be found? What does your butterfly eat? What is unique about the caterpillar? Interesting Information: Additional Information:
Draw your Butterfly here: Insects: Students will visit either the Monteverde Butterfly garden, Insect World or the schoolyard and conduct a scavenger hunt using the worksheets provided. Students can work in pairs. Each student should find an insect that he/she finds interesting, f ill out the worksheet provided and present it to the class. Scavenger Hunt (Adopt an Insect Lessons) Find and draw a picture of each of the following. Point values are either 2 or 5 points. An Ant (2pts) A bee or wasp (2pts) A fly (2pts) A grasshopper (2pts) A butterfly (2pts) An insect eating a plant (2pts) A bug (2pts) A cricket (2pts) A moth (2pts) An insect without wings (5pts) An insect with wings (2pts) An insect with 1 color (5pts) An insect with 2 colors (2pts) An insect with 3 or more colors (5pts) Insect eggs (5pts) An insect eating a plant (2pts) An insect eating another insect (5pts)
An insect pollinating a flower (2pts) An insect drinking nectar or water (2pts) An insect that lives in a society (2pts) An insect with 2 win gs (2pts) An insect with 4 wings (2pts)
Insect Worksheet (Adopt an Insect Lessons) Common Name: Scientific Name: Family/Order: Where can your insect be found? What does your insect eat? Interesting Information: Additional Facts: Draw your Insect here:
Mammals: Students will each create a mask of an animal that can be found in the Monteverde Forest. Each student will wear his/her mask and recite at least five things about his/her animal to the class. The five facts can be obtained by consulting the Power Points, mammal books, or local expert Biologist, Richard Laval. Charades. Each student will pick a slip of paper out of a bowl which has the name of one forest mammal on it, the st udent will then act out the animal or will give hints about the animals feeding, living, hunting, etc habits. COMMON OPOSSUM (ZORRO PELON) CEN TRAL AMERICAN WOOLLY OPOSSUM (ZORRO COLORADO) BLACKISH SMALL EARED SHREW (ANTITORINCO) COMMON MUSTACHED BAT (MURCIELAGO) HOUSE MOUSE (RATON) COMMON VAMPIRE BAT (VAMPIRO COMUN) MANTLED HOWLER MONKEY (MONO CONGO) CENTRAL AMERICAN SPIDER MONKEY (MONO COLORADO) JAMAICAN FRUIT EATING BAT (MURCIELAGO) WHITE FACED CAPUCHIN (MONO CARIBLANCA) NORTHERN TAMANDUA (TA MANDU) TOED SLOTH (PEREZOSO) THREE TOED SLOTH (PEREZOSO) NINE BANDED ARMADILLO (CUSUCO) FOREST SPINY POCKET MOUSE (RATA) MEXICAN PORCUPINE (PUERCOESPIN) PACA (TEPESCUINTLE)
CENTRAL AMERICAN AGOUTI (GUATUSA) VESPER RAT (RATON) GREY FOX (ZORRO GRIS) COYOTE (COYOTE) LONG TAILED WEASEL (COMADREJA) STRIPED HOG NOSED SKUNK (ZORRO HEDIONDO) TAYRA (TOLOMUCO) NORTHERN RACCOON (MAPACHIN) WHITE NOSED COATI (PIZOTE) KINKAJOU (MARTILLA) OLINGO (CACOMISTLE) PUMA (LEON) JAGUAR (TIGRE) OCEL OT (MANIGORDO) MARGAY (CAUCEL) ONCILLA (TIGRILLO) JAGUARUNDI (LEON BRENERO) COLLARED PECCARY (SAINO) RED BROCKET (CABRO DE MONTE)
Plants: Students will go for a hike in the forest with a local plant expert and explore the local flora of the area. Students will each collect three leaves or flowers that they find unique and/or defining to three different trees. In the classroom, students will assemble a small plant book using the leaves or flowers they have collected.