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2015 Amazon Workshops Student Field Reporter Project:  We’ve enlisted the help of several students to share their 2015 Amazon experiences with us. Over the coming months we will regularly feature their posts, photos, and reflections – letting them tell their amazing stories of the Amazon and its impact on their lives!  

Reporter: Kailani C. (High School Student, The Gunston School, Maryland) 


They really do make it look easy, I thought, as the wrinkled but wiry Yagua man handily cleared a patch of ground with his machete, slicing vertically just above the thick dirt and shearing away the grass. I have seen it done many times, but the technique and apparent effortlessness of lawnmowing via very sharp knife never ceases to amaze me.

It was our last full day in Peru, and we were back where we had started, at Explorama. We had spent the previous two days at ACTS, on the walkways or in the lodge working on research projects. We presented the evening we got to Explorama, demonstrating our findings to all travelers present. They went really well, considering we’d had less than a week to gather data and write up a report. Now that our scientific forays were more or less complete, we could focus on the other big aspect of the Amazon rainforest: indigenous culture. The tribe in our area is the Yagua, a people who have adapted well to modern society but still preserve their traditions. On the day they came to the Lodge to show us their old ways, bare-chested men with palm fiber hanging to their ankles and women wearing red skirts and palm fiber halters, all of whom wear modern clothes now with the exception of a few elders, paddled up in their dugout canoes. They set up stations around the lodge to show us how they had thrived in the rainforest for so long. Our school group split into two, one following Raul and the other with Lucio. For the whole morning we saw glimpses of the Yagua way of life.

The first station we visited was machete use. Two older men, withered with age but their strength apparent, were fashioning tools a blade. One showed us how to clear land with a machete, his movements practiced and sure. Raul invited us to try, and though those of us who had a go didn’t suck too badly, I felt clumsy and amateurish in comparison. Two other men then showed us how to make thatch for the junction of a roof, weaving two fronds of a certain palm together in an interlocking pattern to keep out rainwater. Another kind of palm was used for the rest of the roof, the weaving of which a Yagua woman showed us later on.

Learning to weave.  photo credit:  A.Vooris, 2015

Learning to weave. photo credit: A.Vooris, 2015

The pattern of a roof junction after weaving.  photo credit:  A. Vooris

The pattern of a roof junction after weaving. photo credit: A. Vooris

  The rest of the walk included learning how traditional blowguns are made and fired (which we tried too), eating guava, the candy of the jungle, watching Yagua women weave beautiful purses and bags from palm fiber, and the natural dyes of the jungle, fingerpaintings of which we put into our journals. Raul then took us to the dining room, where we ate samples of Yagua food. Tamales, manioc and a peanut-candy melted on my tongue. We went next to the porch, where, Raul claimed, he had saved the best for last. Four Yagua men in modern clothing sat on the benches, instruments perched on their laps. One gripped a flute, two had drums, and one was on maracas. Across from them sat a few Yagua women and one man, all in traditional dress. An open space had been cleared in the center of the porch. Nerves and excitement sparked at my heels. The Yagua were going to teach us to dance.

Raul explained that down here, music is very local, with not many outside styles coming to the jungle. I had read that dance was a common occurrence amongst the Yagua, and the band here would be live. Raul asked us to please be polite and not refuse if we were asked to dance, and the four players started up. Their song was instrumental and with a fast, foot-stomping beat. The man and one of the woman dancers demonstrated the first dance, one of friendship. The band stopped, they took their seats, and Raul asked us to dance next. The players began again, and after a handful of awkward seconds Jack, Hanna and I hopped up and had at it. Pack instinct kicked in. The rest of the Americans stood and tried to mimic the Yagua’s fluid movements, and we grouped together, catching the rhythm. They showed us a few dances, and I got into it as best I could. I was no local dancer, but it felt great to move my body other than just walking. After five minutes of it I was drenched in sweat. When we finished, we thanked the dancers and musicians and took the hours before lunch off. We headed back to our rooms to pack our backpacks for this afternoon. It was time to trade.

Around 2:00, Raul led us along the short path between Explorama and the Yagua post that had been set up for trading. We came into a huge tapered hut whose roofing went all that way to the ground. Inside it was dark, the only illumination coming when the clouds rolled off the sun outside. Yagua, young and old, gathered on the benches inside. Raul told some of the history of ExplorAma, when Peter Jenson, an anthropologist, came over fifty years ago and saw a vision of an ecotourism lodge that interacted positively with the indigenous people. Explorama has expanded over the years, but the Yagua still come to show the tourists their ways and to trade or sell. When Raul finished, the Yagua stood up and invited us to dance as a group.

Dancing with the Yagua.  photo credit:  A. Vooris, 2015

Dancing with the Yagua. photo credit: A. Vooris, 2015

They led us through several dances, including the King of the Forest dance, which honored their highest god. We formed an undulating line, with our right hands on the shoulder of the person in front of us. Those in the front of the line set the beat, thumping the ends of their staffs into the hard-packed dirt. As the dance started, the Yagua began to sing. I could not understand the words, but their voices rose harmoniously in the darkness, calling on some ancient communal spirit that flowed through our ranks as we circled the center of the hut. I could feel the old power of the ritual, rising and falling with our movements and their words, and I knew these people understood things about this part of the world more than we scientists may ever grasp. We traded for the rest of the afternoon, bartering common American goods for seed bracelets and small blowguns, before running through a cool rain back to the lodge.

A group of Yagua children at the trading post.  photo credit:  A. Vooris, 2015

A group of Yagua children at the trading post. photo credit: A. Vooris, 2015

The Yagua have been in the Amazon for years beyond my knowledge, and they know the moods of the rainforest, its twists of fate and little nooks of gods. The tribe here is fading as elders die and young people leave to seek a change in the modern world, but the stories are not all forgotten, nor the old ways of doing things. The Yagua hold a jungle-taught wisdom, and they have reinforced my conviction that despite the perks of so-called “development” and the many allures of the modern world, sometimes the old ways really are the best. Even if it involves cutting grass with a machete.

2015 Student Field Reporter Project:  We’ve enlisted the help of several students to share their 2015 Amazon experiences with us. Over the coming months we will regularly feature their posts, photos, and reflections – letting them tell their amazing stories of the Amazon and it’s impact on their lives!  

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Reporter: Sophie P.  (middle school student, Sidwell Friends School)

Location:  Sidwell Friends School classroom, Washington D.C.

“Wow, our trip to the Amazon leaves in 9 days,” and the whole room seems to radiate.  Everyone is so excited for the journey and the adventure ahead!

Sidwell Friends Middle School students are ready to escape winter and head to the Amazon!

Sidwell Friends Middle School students are ready to escape winter and head to the Amazon!

“I will not follow where the path may lead, but I will go where there is no path and I will leave a trail” – Muriel Strode

For the past two months we have had several Amazon trip meetings, with the enthusiasm building up as the journey nears.

A pink-toe tarantula (Avicularia avicularia)

A pink-toe tarantula (Avicularia avicularia)

At our first meeting, all of my peers shared a rose and a thorn, or something that we are excited for, and something thatwe are nervous about. The majority of the answers revolved around being excited for the canopy walk in the trees, but many of my friends were nervous about bugs, snakes, and especially tarantulas

So, my teachers spent the meeting discussing the various harmful creatures in the Amazon, and the chances of getting hurt by one of them: slim to none!

At our next meeting, we watched a video on the rainforest wildlife, mainly about parasitism with cowbirds, which are birds that take the eggs out of other birds’ nests and replace them with their own, so that the other birds raise their young.  We also learned about toucans and aracaris, which are very colorful birds that I am very excited to see.

A many-banded aracari  in the ACTSPeru Canopy Walkway (photo credit:  Phil Kahler)

A many-banded aracari in the ACTSPeru Canopy Walkway (photo credit: Phil Kahler)

Most of our other meetings covered helpful information about our trip, like not to drink any water that you do not know the source of, and, obviously, listen to the guides when you are on the trails!

We’ve been given loads of hand-outs with background information including a very long list of the cool birds that we will see, and by long, I mean more than 100 types.

Last week I went shopping for the expedition.  I bought lots of bug spray, sunscreen, and a pair of hiking boots.  My group was told to make sure that we have shoes that we can get muddy, to stay covered in lightweight clothing, and to wear an ample amount of bug spray to avoid getting bitten.

Today was one of our last trip meetings.  As the student field reporter for the expedition, I interviewed my friends and asked them what they were most excited about and why.

Trading day with the Yagua

Trading day with the Yagua

Many friends are excited to spend time on the rainforest canopy walk at ACTSPeru, and view the beautiful scenery.  Another friend is very enthusiastic about going stargazing at night.

Personally, I am ecstatic to meet and trade with the Yagua people.

Overall, I’m so thrilled to be going to the Amazon River in Peru for this trip of a lifetime, and I can’t believe that I will have the opportunity to personally see the wildlife that I only thought I could view in nature videos. 🙂

Submitted by Sophie P. Sidwell Friends School, ’19                                              2015 Student Field Reporter 

It’s all fun and games until you get birds and the Cornell Lab of Ornithology involved…then mayhem, hilarity, and learning ensue!

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Last summer, birding in the Amazon became a full contact sport as U.S. and Peruvian educators and students raced around the grounds outside the Amazon library – flapping their “wings” as they searched for resources needed to survive!   Language barriers dissolved as hands were clasped and teams were formed.  Laughter filled the air as educators learned to communicate with hand signals and pantomime.

How does magic like this happen?  It takes partnerships and a lot of planning, but it is so worth it!  During the annual Educator Academy in the Amazon for K-12 teachers, we partner with the Cornell Lab of Ornithology to bring their BirdSleuth programs to the Amazon.

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While they are in the Amazon, U.S. educators work with Lilly Briggs, Cornell’s International BirdSleuth Coordinator, and are introduced to the new Habitat Connections curriculum.   This great program uses inquiry, games, and citizen science to help students discover the diverse habitat need of birds and the challenges they face when migrating.  We then partner with CONAPAC’s Amazon Library and host a similar teacher training for Peruvian educators – many of which have to travel for hours by boat to make the training.

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The high point of all this in-depth exploration is an afternoon of fun and community building between U.S. and Peruvian teachers.  Together we “field test” several Habitat Connections activities with the students who visit the Amazon library after school each day.

14662568112_248a60d934_oIt was an experience none of us will ever forget, but we left with way more than just happy memories.  All of us have new tools and resources that will improve our teaching and engage our students – whether we teach in a one room school in the Amazon, a private school in NYC, or an elementary school in Tuscola, Illinois.

 

So how does all this translate back to a US classroom?  Here’s how one teacher took what she learned in the Amazon and integrated it into her classroom.


 

Connecting the Amazon to the Classroom via BirdSleuth 14750812696_ffdf8d12d1_k

by Pam White-Evans, 6th grade teacher at Jefferson Elementary School in Tuscola, IL.

(Pam teaches math, science, and social studies but if she ever needs another career she has a real talent for talking to howler monkeys in rehab!)

“Our first science unit of the year this fall was Birdsleuth’s Habitat Connections. It was very interactive and the students really enjoyed this aspect of the curriculum.

The first lesson was “Habitat Investigation.” This lesson gave the students a chance to get outside and explore their schoolyard. We had one particular area in mind that we would like to improve, so we studied it extensively. This was the start of information gathering for a grant that we applied for. The students were introduced to the idea of citizen science. It was an idea they really liked. We got out our binoculars and took a bird walk and practiced taking data to input into eBird.

The second lesson (and their favorite!) was “Migration Obstacles.” It was a beautiful, slightly windy, rather warm day when we did this activity. This activity is so much fun because everyone is involved in some way during the exercise. Improvising “hazards” makes it interesting. Our hazards ranged from a “ghost” building to wetlands to glass buildings and an airstrip, cars to cats. The children enjoyed being the hazard as well as trying to dodge the hazards. It wasn’t as easy as they thought it would be. We talked about ways to improve the migration route and make it more bird friendly. Then they tried again and were much more successful.20140821_142542

There are some very good slides to go along with each lesson. We looked at the migration routes that certain birds followed. They were interested to see the birds that were in South America near the area where we visited the Amazon.

The third lesson “Bird Survivor” teaches about the life cycle of birds in an interactive game. The “Fact or Fiction” is a good way to get them thinking about some common misconceptions they may have about birds. For example, do all birds build nests? The survivor games goes through the life cycle of birds by having some students be the bird and the rest of the class telling them their fate. In the end, not all are successful. It is sometimes hard being a bird!

The fourth lesson “To Migrate or Not” looks at tropical and temperate residents and migrants. Talking about tropical migrants was the perfect time to talk about the birds in the Amazon! Through my eBird account we looked at many of the birds I had seen while visiting. We could then see if they were migratory birds or if they lived in the area year round. The students were able to see additional hazards of migration. This tied in with the sixth lesson “Modeling Migration” that takes a close look at eBird. Students were able to look closely at data and learn to decipher what the graphs were trying to tell them.

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The fifth lesson is “Scientist in Action.” I don’t believe that too many of the students had thought that scientists actually study birds and what they do. Nate Senner’s activities intrigues the students. They found his study interesting, but many thought it would be really hard to do that.

The seventh and final lesson is “Improve Your Bird Habitat.” After going through all the lessons, we took another look at the area that we would like to improve in our school yard. We decided to make the area an outdoor classroom where we can observe birds and other wildlife, as well as attract Monarch butterflies. We went through the grant application, so the students could see what needed to be done. They drew sketches and helped write the answers to the questions. We look forward to finding out whether or not we will be funded for our project!

I ended the unit with a slideshow of pictures from my trip to the Amazon. The students were intrigued by the pictures and the information that I shared with them.”


 

So what’s next?

We have another Educator Academy in the Amazon scheduled for July 1-11, 2015.  This year, as part of the program, we will conduct two BirdSleuth training for U.S. and Peruvian teachers and expand our reach deeper into the Amazon so we can share this wonderful resource with even more Amazon teachers and students.   This is our way of giving back and thanking the Amazon and its people for allowing us to use their backyard as our classroom!

We’d love to have you join us!  More info on the 2015 Educator Academy can be found here:  http://www.amazonworkshops.com/educator-academy.html

 

Blind Dates in the Amazon

November 6, 2014

Standing on the banks of the Sucasari River as dusk began to settle around me, I strained to hear the sound of approaching boats over the cacophony of rainforest insects and frogs. 14660644373_8d44daf6cf_z (1)

I had only emerged from the jungle two hours earlier after spending over a week with high school students exploring the rainforest from top to bottom – my personal version of heaven.  With just enough time for quick shower and a clean set of clothes, I needed to regroup – and quickly. I had to be ready to greet a boat of weary educators who had just spent the better part of two days traveling to this remote corner of the Amazon rainforest in Northeastern Peru.   I knew their names and some of their faces, but we had never met in person.

Feeling like I was about to go on a blind date with 28 people all at once, I could feel the butterflies of nervous anticipation taking wing in my stomach.  Who were these people that I would spend the week with? (I’ve been at this long enough to know educators can be WAY harder than students!) Was I ready for them?  Were they ready for me?

Could they handle the ambitious agenda I had planned in order to cram as many learning, exploring, and discovery opportunities as possible into our short time together?  In the end, would they be able to justify the fees they had paid to attend this K-12 science professional development experiment that I (along with my amazing Amazon faculty) had dreamed up?  Would they embrace the adventure with gusto and not balk at the rustic conditions, the heat, the humidity, the mud, and the biodiversity in the latrines?

Would they find their inner explorer and ring every last drop of wonder out of each experience we threw at them?  14643775381_171477c4ba_oCould they get up before dawn, bird before breakfast, dig up leaf cutter ant nests till noon, climb through the rainforest canopy after lunch, and keep going long after dark in search of nocturnal wildlife along rainforest trails?  Would we, together, be able to successfully build curriculum connections between these amazing Amazon experiences and the classroom?

Or, would they revolt and retreat to the hammocks, exhausted, nursing their frustrations with pisco sours and cervezas, while plotting a mutiny?

Finally, the sound of outboard engines parted the curtain of rainforest noise and two boats full of the 2014 Educator Academy participants rounded the bend in the river.

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In short order, 28 disheveled, but smiling bodies emerged from the covered boats. As the educators clambered up the steps to the lodge, I could see a wonderful mix of anticipation, curiosity, excitement, and awe wash over their faces as they took in the Amazon rainforest for the very first time – mirroring the euphoria and relief felt when you realize your blind date is going to be way better than expected!  It was immediately evident that my 28 “blind dates” were more than up for the adventure we had planned.

Little did any of us know just how life changing the next 8 days would be, how close we would all become, and how the Amazon would transform the ways we think and teach. No one could have anticipated how the Amazon would refuse to let us go once we returned home.    

“This program immersed me into life on the Amazon River. I am forever changed by the knowledge, stories, challenges and life-long friendships developed during this experience!” ~Melissa Jordan, 2014

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Are you ready for the blind date of a lifetime?  Registration is open and scholarships are available for the 2015 Educator Academy in the Amazon.  Learn more and download the syllabus here.

Submitted by Christa Dillabaugh, Director, Educator Academy in the Amazon

If we’ve heard it once, we’ve heard it a thousand times…the future of the planet depends on the students sitting in our classrooms.  As educators, the task of nurturing this next generation to appreciate the role of science in addressing local as well as global problems often falls to us. At times this may seem like a super human task that requires a spandex suit and a cape.

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Happily, our 2013 Educator Academy in the Amazon participants are redefining what it means to be a super hero.  They have traded in their capes for rain ponchos, field notebooks and i-buttons.

They are becoming role models for their students because they understand that as teachers they need to participate in science themselves in order to incorporate science methods in their classrooms. They need to use inquiry-based techniques in order to guide their students in the tools and skills of research. They need to experience critical ecosystems, such as the Amazon in order to teach about their importance to global health.

Here are a few examples of what our Amazon Super Heroes are up to!

Science Explorers, EcoFest, and the Wooster Elementary Environmental Science Club

 Jennifer R. and Jolene W., Arkansas, Elementary Educators.  This dynamic duo from Arkansas truly don’t need capes to rank as Amazon super heroes.

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They epitomize what it means to be “facilitators of wonder” as they lead their students on explorations of their school yard nature trail, engage them as citizens during a community wide EcoFest, and integrate an appreciation for the wonders of nature into every lesson they teach.

“Our 4th and 5th grade Environmental Science Club set up a Rainforest Awareness informational board at EcoFest in Conway.  They displayed an experiment that showed the importance of keeping trees in the Rainforest because of the effects on the water.  It also communicated the need for clean drinking water and school supplies for the people of Peru. We have shared our personal encounters and pictures with our students so that they are able to empathize with those people.   We want our students not to take things for granted and appreciate their education.”

You can read more about the Wooster Elementary Science explorers on their blog: http://richardsonscienceexplorers.blogspot.com/

Biodiversity and Butterflies  

Kathryn E., Oklahoma Middle School Educator and Fund For Teachers Fellow.  With all the new standards coming out, it can take super human efforts to re-imagine classroom instruction.  But great educators like Kathryn take it all in stride.  Kathryn is turning her classroom into a rainforest as a way to energize science content and engage her students – while still meeting the standards and finding time to be a Fund For Teachers Fellow and Fulbright Distinguished Educator too!

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“How can an educator not bring amazing information from the Amazon back to the classroom?  With lessons and activities ranging from fishing for piranhas to teaching S.T.E.M in the classroom, I gained valuable experiences and content knowledge to enhance my ecology unit. I am much more confident in my teaching about the attributes of the rainforest, symbiotic relationships, and natural resources.  For example, when discussing symbiotic relationships with my students, I was able to use examples I observed first-hand in the Amazon rainforest.  Little by little the Amazon rainforest is coming alive in my classroom.  For the first time, I have a large butterfly habit to observe and record the life cycle and then students will be researching tropical butterflies compared to the butterflies found in North America. Next, there will be fish in the classroom and learning about the pink river dolphin and piranhas. Then, I will bring in orchids, bromeliads, and ferns to teach about the trees and epiphytes of the rainforest.  By the end of the semester, my classroom will be quite the example of a rainforest.”

Connecting the Desert to the Rainforest  

Amanda R., Nevada, US Park Service.  One can only imagine what Amanda could do if she actually had a super hero costume! This desert dynamo is on a non-stop mission to share the wonders of the world with all the visitors she works with as part of her job with the National Park Service.  She somehow still finds time to do things on the side – like creating rainforest “GreenBoxes” for the GreenPower program at the Desert Research Institute which will provide educators with hands-on teaching activities and materials that show just how much the desert and the rainforest have in common!

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“The goal of these green boxes will be to provide a diversity of hands-on investigations by using such resources as GLOBE, STEM, Project Noah, and the 5 E inquiry model. With this goal in mind, this will be one of the many bridges that teacher can use to educate youth in Clark County and throughout the state of Nevada and the country of Peru.”

Urban Science Superstars 

Holly M., Massachusetts, Middle School Educator.  After returning from the Amazon, Holly launched the school year with a “DonorsChoose” project request to raise money to purchase the equipment her students will need to become citizen scientists and collect environmental data for the  GLOBE program.  Holly’s students come from an urban school surrounded by buildings and cement.  It is a diverse, inner city school with 91% of students designated as High Needs due to low income status, English Language Learner status or Special Education status. Nearly 66% of the children come from families where English is not their primary language.

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“My goal, as their middle school science teacher, is to expose them to technology, make science authentic and investigative and show them what real scientists do, while bringing as much of the natural world into my classroom as possible.  I was inspired by the data collection I did as a participant in the 2013 Educator Academy and I want to share this excitement with my students.  By collecting data, using an exact protocol, and contributing to a scientific community, it is my hope that they will feel empowered and energized, just as I did in the Amazon”

Read all about Holly’s DonorsChoose proposal and then start your own!

More Amazon Super Hero Profiles Coming soon! Rainforest Alliance Schools in Jacksonville, FL,  Biomimicry Science Fair Projects in Colorado, Watershed Collaborations in the Mid Atlantic, and More! 

croppped tarantualLet’s be honest…looking for tarantulas on the ceiling before sitting down to dinner is not considered normal. Nor is checking for frogs in the shower before you shampoo.  But as many of our Amazon travelers will attest, there is an undeniable sense of pride and accomplishment when you can actually say you’ve done this!  There are definite benefits to traveling to places in the world that take you to the edge of your comfort zone.

It is on this un-comfortable edge where:

1.  perspectives are changed

2.  passions are discovered

3.  adventurous souls are awakened

4.  routines are broken

5.  true callings are revealed

6.  futures are redefined

7.  independence takes root

8.  the most surprising people become friends

9.  life altering experiences occur

10. real growth and learning happen!

Take for example, the tarantula on the ceiling.  When it fell from the rafters onto the dinner table, naturally a collective gasp (and a few shrieks)  erupted around the room.  But after the initial shock, these were replaced with awe and wonder.  The student closest to the airborne arachnid overcame her phobia and calmly held her ground, much to the awe of her peers!  This in turn inspired others to take a closer look as researcher, Steve Madigosky, gently collected it and explained it was a pink-toed  tarantula (Avicularia sp.).

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Sure enough it looked as if each of the eight toes had been dipped in pink nail polish, prompting oohs and ahhs instead of squeals and shrieks from the audience. Someone then asked the obvious question, “What was it doing on the ceiling?”  Much to everyone’s surprise, Steve explained that there are arboreal (tree dwelling) tarantulas in the Amazon, uniquely adapted to life in the treetops.  The beauty that landed on the dinner table had simply lost her footing but because she was built for tree top living, she survived the fall just fine.

When Steve asked if anyone would like to hold it, the response was overwhelmingly positive and students patiently waited for their turn to feel the delicate touch of 8 pink toes on their skin.   In this unscripted travel experience, perspectives were changed, fears were overcome, routines were broken, and new passions discovered…

When was the last time you checked for tarantulas on the ceiling?  If you haven’t, maybe it’s about time!

We’ve said it before, and we can’t help but say it again…” What happens in the Amazon should never stay in the Amazon!”

Each and every year the educators and students we have the privilege to share the Amazon with give life to these words.  Each and every year the wonders of the Amazon are carried back to friends, families, classrooms, communities, as students and teachers share what they have learned and experienced.  Each and every year we do our best to build Amazon Awareness through education!

K Keever 2013 (10)In July of 2013, we broke recent records and hosted 30 intrepid educators on our first annual Educator Academy in the Amazon.  Students from Sidwell Friends School and Shady Side Academy (to name a few) explored the rainforest on reconnaissance for their schools in order to build long term relationships with the Amazon.  For adults and students alike, this immersion into tropical ecology, research, and culture gave all of us the chance to challenge ourselves, our assumptions, and our responsibilities.

As educators we sought new knowledge and insights to inspire our teaching and motivate our students. As individuals, many of us wanted an adventure in a remote and wild part of the planet.  For some it was an opportunity to rekindle a long lost passion. For others it was an opportunity to push beyond established comfort zones. Many found it a means to look at the world with a new set of eyes.

AZ Edu 7-13 076In addition to total immersion (tarantulas falling from the ceiling and bats flying out of latrines) into Amazon biodiversity, we engaged  in hands-on investigations, citizen science research projects, and inquiry-based learning activities designed to deepen our understanding of the rainforest ecosystem and its global importance.  We even explored how rainforest concepts relate to 21st century instructional models such as 5E lesson design, inquiry-based exploration, STEM education.  Innovative instructional tools such as Project Learning Tree, GLOBE, and Project Noah gave us practical tools to take back to our classrooms.   Cross curricular learning experiences focused on cultural exchange, service learning, and sustainability and provided us with even more inspiration for how to deepen our student’s understanding of the complexities global environmental issues.

In this age of high stakes testing, Next Generation Science Standards, and the Common Core, we pondered how to take what we experienced in the Amazon and make it relevant to our curricula, our classrooms, and our students.  What bound us all together was the idea that rainforests are magical, wonderful, inspiring places and they deserve a place in our curriculum. Not because monkeys are fun and frogs are fabulous (they are!) but rather because rainforests hold the key to many of our most pressing environmental issues – including global climate change

The future of our planet depends on our students becoming concerned scientists, responsible environmental policy makers and informed global citizens.  Knowledge and skills in science are paramount.  How do we nurture this next generation to appreciate the role of science in addressing local as well as global problems related to climate change, sustainable development, and resource conservation?  As teachers and teacher educators, we need to participate in science ourselves in order to incorporate science methods into our classrooms.  We need to use inquiry-based techniques in order to guide our students in the tools and skills of research. We need to experience critical ecosystems, such as the rainforest, in order to teach about their importance to global health.

In June 2014, another cohort of educators from across the united states will have the unique opportunity to explore these issues through our second annual Educator Academy in the Amazon

In addition, educators from Arizona and Nevada and other desert states can enroll in a spin off program, the Desert to Rainforest Academy, coordinated by Arizona State University faculty.   The Desert to Rainforest Academy participants will engage in hands-on investigations, citizen science research projects, and inquiry based learning activities in both desert and rainforest ecosystems.  During the Desert to the Rainforest Educator Academy, participants will get a close-up view of both the desert and the rainforest as complex systems with narrow niches and the interconnected relationships between soil, water, plants, wildlife, climate and people.

Educators Napo 7.3.12 006Both of these programs encourage the development of a “new set of glasses” for one’s local environment and provide a wider context for exploring significant questions such as – What is biodiversity and why does it matter to me? What factors determine the biodiversity of the desert, the Amazon, my backyard, and the planet? How will climate change affect the many dimensions of the Amazon ecosystem?  How will it affect us locally in Arizona? Why is access to water a global concern?  As a global citizen, what is my responsibility?

Participants in next summer’s Academy programs will be charged with sharing and applying what they learn with their students, districts, and communities.  And once again…the Amazon will flood U.S. Classrooms! 

For more information on Rainforest Educator Academy Programs and how you can participate, please visit http://www.amazonworkshops.com/educators–naturalists.html or contact Christa Dillabaugh, christa@amazonworkshops.com  / 1-800-431-2624.