Learning by Doing

This is one of my favorite environmental education projects. I worked with this very participatory, small middle school in Metztitlan. I say small, because there just 11 students and two teachers. The students are from grades 6-8, but really they are all in one class together. This year,  we built a school garden together with native cacti species. It was great fun and a great way to teach students about how to take care and protect cacti in their community. They will be responsible for taking care of the garden and training future students. Parents participated as well.

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This photo was taken prior to planting. The students and teachers did all the work in clearing and preparing the ground. Cacti actually grow well in rocks, because their roots spread out horizontally instead of growing deep into the soil.

 

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We laid out the cacti before planting to get a feel for what we wanted the garden to look like. All plants were purchased from a local greenhouse and NOT extracted from the wild!

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Father and daughter plant a cactus called “organo dorado” together.

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As you can imagine, handling cacti can be very painful because of their spines.  Using cardboard, we created our own tongs-like apparatus to avoid having to touch them directly.

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My boss and I plant a cactus called “liendrilla.”

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Parents were a great help that day. And yes, people do carry around machetes. 

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All done.

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And of course, we ended with comida (food).

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Girls from Mesti go running!

6 days before the 5k marathon I am freaking out because after a couple of months of organizing to bring 13 people with me, 5 have just dropped out and I have a feeling that a couple more may follow. Money has been donated and cashed, bus tickets have been purchased, marathon tickets have been purchased and hotel reservations made that can’t be cancelled.

It all started back in 2014 when as a new Peace Corps Volunteer (PCV) in Mexico, I learned about the program called Mariposas: Mujeres Cambiando el Mundo (Mariposa means “butterfly” in Spanish, and mujeres cambiando el mundo means “women changing the world”). Mariposas is a non-profit organization to help girls from rural communities in Puebla, Mexico, pursue their professional dreams by going to college. The organization was started by a former PCV, Tessa Eckholm. Each year there is a week-long camp where girls from different communities attend at no cost of their own, and learn about topics such as mental and physical health, environmental stewardship and professional development. It’s a space for them to network with girls from other communities, share ideas and dreams, and learn something that they can take back with them to their community. The girls that attend this camp are offered the opportunity to apply for scholarships to attend college.

Former PCV, Jesi Friedly, was in charge of organizing the camp during my first year as a volunteer. She asked me if I would be able to help and give an Indian dance class. I happily agreed. During that week I met so many wonderful girls and my admiration for the Mariposas organization began.

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This year, another former PCV, Elena Neibaur, organized a 5K marathon, followed by an eco-fair in Puebla, to raise money for the Mariposas organization, and invited me to bring people from my community, Metztitlán, Hidalgo. I work a lot with women and thought that this was the perfect opportunity to support an organization with a mission I feel strongly about, reconnect with some of the girls I met during Camp Mariposa, and promote healthy activities among the women in my community. Since I am an environmental educator, I also decided to bring women from my office to give a recycling workshop in the eco-fair.

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Since the expenses would be paid for by donors, it was an opportunity for women in my community to travel to another state, see new things and experience something different, something positive, with no major cost to them. The easiest part of it all was raising money, and I thank all off my friends and family who donated to give these women such an experience. Oh, and I almost forgot to mention, I did find 5 people for the empty spots!

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Me and the girls (and Goyo) up early in the morning ready for the marathon.

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New stretching/warm-up moves to add to the book!

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These girls are in the Mariposas program. I met them two years ago at Camp Mariposa.

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My mom and I, representing the Gator Nation 🙂

 

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We did it!!

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After the marathon my coworkers give a workshop on creating picture frames out of used magazine paper.

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Mariposa girls teach the public about composting.

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Group photo with the Mariposas.

Social Service in Mexico and Environmental Education

In Mexico’s universities, each graduating student is required to complete a 3-month period of social service with an institution of their choice. There are benefits for each party-the students get real life experience which can help them in landing a full-time job, they develop professional skills, gain insight into how things really work outside of a classroom, and have an opportunity to contribute their knowledge and skills. For the participating institution it’s basically free labor. In the office that I work in (CONANP, Mexican equivalent to US National Park Service) we’ve had some students come through and do some interesting projects. Depending on the topic of their project I sometimes work closely with them.

Monse came to us in the beginning of the year and proposed a plan to work on environmental education. Like all plans of young, energetic people, it was rather ambitious. My colleagues and I worked with her to bring her ideas to life, and her final project ended up being a series of educational activities designed around teaching primary school children about local biodiversity.

In the beginning of the year our office got a letter from an elementary school teacher, asking us to visit them so that their students could interview us and learn more about local conservation efforts.  We did that interview and from that day were requested to do educational workshops/lectures with the school’s teachers. Since my colleagues and I were busy with other ongoing projects, we proposed to Monse that with our support, she could take responsibility of fulfilling this request. Below are photos from Monse’s project.

Thanks Monse for all your hard work, and to the participating elementary school in Tlatepexe, Metztitlan, Hidalgo for their interest. Thanks also to my colleagues Pablo and Daniel who helped in the implementation of the activities.

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The protected region we work in, The Metztitlan Canyon Reserve, is home to more than 300 species of birds. Monse gave a presentation to students on the topic and then had the students create drawings of birds they have seen themselves in the area.  

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Elementary school children are my favorite age group to work with. Them and women 60+.

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Hanging up bird feeders in the school.

 

 

 

 

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Taking to students about the environment and the 60+ cacti you can find in the region. 

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Students observe up-close endemic species of cacti. 

Disclaimer: The contents of this website are mine personally and do not reflect any position of the U.S. government or the Peace Corps.

Conference to Promote Conservation in the Metztitlán Canyon Reserve

In November of 2016, my coworkers and I, along with a group of community members called “Tihui,” organized a conference in the Convent of Metztitlán, Hidalgo, Mexico, to celebrate the 16th anniversary of the declaration of the Metztitlán Canyon Reserve as a protected region. The objective of the conference was to bring academics, government agencies, students, sustainable business-owners and community members together to share their knowledge on sustainable conservation practices. We expected about 200 people to show up, but ended up with over double that number. Presentations were given on local cacti species, research carried out by archaeologists, carnivores (including photos captured by cameras placed in key areas throughout the 8 municipalities that make up the Metztitlán Canyon Reserve) and conservation efforts being carried out by “Ecochavos,” an energetic, environmental youth group.  Between presentations, people visited informational stands of government agencies such as CONAFOR (Mexican equivalent to the US National Forest Service) and CONAGUA (a branch of the Mexican environmental agency that deals specifically with water issues), universities and sustainable business owners including “Aripica Dulces,” a group of women that make traditional sweets, and “Oaxaca,” a greenhouse for cultivating cacti to prevent illegal extraction. Additionally, we held a contest where students had to create their own carnivore using recycled materials. Below is a collection of photos of the conference that shows just a glimpse of what was accomplished that day.

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The incredible location of the conference “El Convento de Santo Reyes.”

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Students from the middle school of San Cristobal, Metztitlan perform traditional dances. 

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Sustainable business owners share information at their stands. Product: cacti. 

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Sustainable business owners share information at their stands.Product: straw baskets,hats and souvenirs. 

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Students construct animals of the Metztitlán Canyon Reserve using recycled materials.

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photo-8Students construct animals of the Metztitlán Canyon Reserve using recycled materials.

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The wonderful people I worked with to make this happen: the CONANP team of the Metztitlan Canyon Reserve

 

Disclaimer

The contents of this website are mine personally and do not reflect any position of the U.S. government, the Peace Corps or the Mexican government.

PROMOTING CLIMATE CHANGE MITIGATION AND ADAPTATION STRATEGIES

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The National Commission of Natural Protected Areas (CONANP) is responsible for the protection of natural areas such as The Metztitlán Canyon, to ensure environmental conservation as Mexico continues its economic growth. As part of CONANP´s strategy for the mitigation and adaptation to climate change to protect wildlife, environmental education activities promote citizen participation in studying, monitoring and developing strategies to understand and adapt to climate change. To strengthen the capacity of CONANP’s environmental education program, Peace Corps and USAID provided support and funding to assist community members in designing and implementing a school-wide environmental fair that inspired teachers and students to study and protect birds against the increasing effects of climate change and promote mitigation and adaptation strategies to protect biodiversity.

Students participate in  an activity where they learn about soil conservation to protect natural habitats for birds:

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The environmental fair was implemented with the participation of 150 people from the elementary school of San Cristobal, Metztitlán, Hidalgo. Funding was used to purchase materials for the fair’s activities, produce card games, posters and pamphlets focused on climate change mitigation and adaptation strategies. Funding was also used to  purchase binoculars for the observation of birds and other vulnerable wildlife.  A survey completed by teachers from the participating school noted that 8 teachers and 142 students showed increased knowledge in climate change mitigation and adaptation strategies. Teachers were appreciative of the opportunity for their students to learn about a new topic and shared comments such as, “The students learned through a fun manner with the activities. The materials used allowed the students to learn better and it was a good strategy by the coordinators.” CONANP was eager to produce the educational materials for the fair and will be using the materials to design and implement similar fairs in other schools and communities, therefore strengthening their capacity to implement education programs addressing climate change. Part of the resources produced-posters, pamphlets, card games and binoculars-remained with the participating school. Teachers will use the materials in their classroom activities, for field visits and to replicate the fair with future students.

Students learn about the importance of protecting The Metztitlán Lake, an internationally recognized RAMSAR site and important habitat for migratory birds:

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Feria ambiental para promover estrategias de mitigación y adaptación al cambio climático para la protección de la biodiversidad

La Comisión Nacional de las Áreas Naturales Protegidas es la agencia gubernamental responsable para la protección de áreas naturales tales como La Reserva de la Biosfera Barranca de Metztitlán en Hidalgo, México. Como parte de la estrategia para la mitigación y adaptación al cambio climático para la protección de la vida silvestre, CONANP implementa actividades de educación ambiental donde el público participa en el estudio, monitoreo y desarrollo de estrategias para entender y adaptar al cambio climático. Para fortalecer el programa de educación ambiental, Peace Corps y USAID provinieron apoyo y recursos financiaros para que los miembros de la comunidad junto con la CONANP diseñáran e implementáran una feria ambiental escolar. El objetivo fue inspirar a maestros y estudiantes en estudiar y proteger aves de las consecuencias del cambio climático y promover estrategias de mitigación y adaptación para proteger la biodiversidad.

Estudiantes aprenden sobre la conservación de los suelos y hábitat natural para la sobrevivencia de las varias especies de aves:

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Participaron 150 personas de la primaria de San Cristóbal, Metztitlán, Hidalgo. Usando los fondos, se elaboraron juegos educativos, posters y folletos enfocados en el tema de cambio climático. Además, compramos binoculares para la observación de aves. Hicimos una encuesta con los maestros y aprendimos que había un aumento en el conocimiento de 8 maestros y 142 estudiantes. Los maestros se sintieron agradecidos por la oportunidad para ellos y sus alumnos en aprender sobre un nuevo tema en una manera divertida. Compartieron el comentario de que “Los estudiantes aprendieron a través de una manera divertida con las actividades. Los materiales les ayudaron a aprender mejor y fue una buena estrategia para los coordinadores.”

CONANP usará los materiales para implementar aún más ferias en otras escuelas y comunidades. Eso fortalecerá su capacidad de implementar programas de cambio climático para educar al público.  Una parte de los recursos-posters, folletos, juegos y binoculares quedaron en la primaria de San Cristóbal. Los maestros los usarán para actividades del salón, días de campo y replicar ferias similares con futuros estudiantes.

Estudiantes aprenden sobre la importancia del sitio RAMSAR, La Laguna de Metztitlán, para las aves migratorias con la Ingeniera Nely Rivera:

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Pangong Lake

Pangong Lake

Have you ever heard of the movie 3 Idiots? If you are desi, then you must have (or else you are living under a rock), and if you haven’t, you may want to check it out if you are at all interested in world cinema. 3 Idiots is an Indian movie that released in 2009. Directed by Rajkumar Hirani and starring the award-winning actor, Aamir Khan, 3 Idiots became a huge success in India, breaking all box office records at the time and was very popular in other Asian countries such as China and Japan. The film is a comedy with a simple message-follow your passion when it comes to your professional career and enjoy life.

But this blog isn’t about the movie. It’s about a location where a couple scenes from the movie was shot, a location in India that has been made famous by movies like 3 Idiots and numerous other Bollywood films. This summer I had the fortune of traveling to Pangong Lake which stretches from the Ladakh region in Jammu and Kashmir, into China. Actually, the lake’s geographical border is a little confusing to me, because people would say Tibet and China interchangeably. So I am not sure if the lake extends into only Tibet, or actually all the way to China. Also, l learned that the lake is located in a disputed region, so maybe someone can clarify this border dispute for me. I do know that it is crazy beautiful.

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Pangong Lake. 

Our trip to Pangong Lake began from the largest city in Ladakh: Leh. A note to take seriously: when traveling in this region you should calculate double the time to reach a destination because roads are narrow, rocky and prone to blockage from landslides and flooding.

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Leh

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Drive from Leh to Pangong Lake

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Drive from Leh to Pangong Lake. 

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Drive from Leh to Pangong Lake. 

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There is a large military presence in Jammu and Kashmir. This photo is of an Indian military base. Paved roads such as the one shown here have all been built by the Indian army. 

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Drive from Leh to Pangong Lake. 

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Journey delayed by landslide. 

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Journey delayed by flooding. 

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On the way we saw these guys. They’re called Yak and they are found all throughout the Himalayan region. They are domestic animals (there are also wild yak but we didn’t see any) and used for their milk, meat and transporting good across mountains. They have long hair which makes it possible to live in high altitudes and cold regions. Here you’ll find yak instead of cows, as they have larger lungs and are better adapted to the low-oxygen environment. 

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Big squirrels! Or properly known as marmot, relative of the groundhog. 

Upon reaching Pangong Lake I was surprised to smell saltwater. I thought it would contain freshwater, but the Pangong Lake is in fact a salty lake. This is because it is landlocked and does not drain to any rivers, so all the salt that’s there remains. Although I visited this beautiful area in the summer,  I would love to go back in the winter, as I was told that the lake freezes over. If you are traveling through India, consider visiting this iconic spot. The highest saltwater lake in the world, it will literally take your breath away.

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Implementation of an Environmental Education Program

The Necaxa River Watershed, or Cuenca Hidrográfica del Rio Necaxa (CHRN), is a federally protected zone in the states of Puebla and Hidalgo. Situated within the cloud forest ecosystem of the CHRN are five reservoirs that capture water for the production of hydroelectricity. The CHRN is a RAMSAR site, attracting migratory birds and supports a diversity of plant and wildlife species such as bromeliads, orchids, otters, boa constrictors, ocelots and many more. The CHRN also provides a livelihood for communities who make a living off of farming, fishing and tourism and whom rely on its forests for wood for the construction of their homes, cooking and heating. The CHRN was declared a protected area with the intent of protecting hydroelectric production and environmental services provided by the region’s forests, soils and water for the benefit of communities and as part of Mexico’s national initiative to mitigate and adapt to the climate change.

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One of the reservoirs in the protected area. 

With the help of 2 directors and 15 teachers at two schools, we designed and implemented an environmental education program focused on two major problems- the lack of awareness of the fact that the area is a federally protected zone and the contamination of reservoirs from waste. Prior to the program, 20% of teachers and 16% of students knew they lived in a protected zone. As far as waste management goes, every year 40 to 46 tons of garbage is removed from each reservoir.

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Garbage collected around the reservoir. Photo credit: CONANP, CHRN

In designing the program, the Peace Corps manual “Environmental Education in the Schools: Creating a Program that Works” was used as a guide and Participatory Analysis for Community Action (PACA) tools were used to develop relationships with community members and obtain information on the area. A curriculum was developed, implemented and then evaluated by teachers. Our goal was to have 50% of the students be aware of the federal designation of the CHRN as a protected zone and to have at least 50% of classrooms separate inorganic from organic waste.  This would then allow for pepenadores (people who collect and sell garbage) from the community to pick up the trash. The municipal trash service wasn’t an option since it just mixed everything on pickup. The second school opted to enter into Terracycle, a program that collects and pays for your garbage. The school decides how to use the money-scholarships, books, materials for school fairs, whatever they want.

In three months, 525 students and 15 teachers received presentations and training on the importance of the CHRN, RAMSAR sites and migratory birds, source separating garbage, recycling inorganic waste, composting organic waste and municipal waste management practices.

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Students learn about the animals and plants in the protected area. 

What initially began as a project in the schools spread to the community, where I was asked to give composting workshops to fertilize home gardens.

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Composting workshops for home gardening. Photo credit: CONANP, CHRN

By the end of the program teachers reported that 80% of students could name the protected area and its major characteristics, compared to 16% at the start of the program and 11 out of 15 (73%) classrooms separated inorganic from organic waste.

Personally, I am very happy with the results, and with the hard work showed by community members. Their teamwork and curiosity to learn is what made this project successful. They turned every challenge into an opportunity and from day one were ready to work as my partners. My kids were pretty great too, curious and energetic about learning.

Like any project, there were challenges. There was no outside funding, and all resources came from within the community (a fact that I loved). After all, most of the materials used were garbage anyway. Teachers didn’t respond to emails, but the solution to that was to just plan and discuss everything in person, which meant more time in the community and less time in the office-no complaints there. Things got rescheduled, but never canceled. My colleagues in the office wanted a “bigger” more “flashy” project, but I convinced them that if we started with something the community already had interest in, and which was relatively easy (solid waste management is something I felt very comfortable with and garbage is a simple topic for younger kids to understand) then later we could do more. I was right-when we got done with these two schools, the supervisor of the school zone called and said he had 16 more schools who wanted to work with us in developing a program.

This project taught me the power of using participatory methods in developing a community project, the challenges that go along with it, the importance of identifying natural leaders in the community and then developing a working relationship with those people. I also learned to adapt to the working style of the community, and to keep things in perspective, remembering that life doesn’t just consist of projects. There were times when I almost forgot that, which I think it’s easy to do when you come to a foreign country leaving your friends and family behind for two years, ready to give all of your time and energy to protecting one of the most biodiverse countries in the world. What kept me in check was reminding myself that I was working with communities living in some really tough situations-robberies, alcoholic parents, single-parent homes, domestic violence, etc. My respect goes out to my Mexican counterparts, whom despite all this wanted to work with me to solve environmental issues.

Acknowledgements

I would like to acknowledge Peace Corps, CONANP staff in the CHRN, and the directors, teachers and students from Primaria Miguel Hidalgo in Las Colonias de Hidalgo, Huauchinango, Puebla and Primaria Ignacio Manuel Altamirano in Xaltepuxtla, Tlaola, Puebla. Specifically Lic. Elizabeth Licona Santiago, Lic. Diana Carpintero Martínez, Lic. Leticia García Gante, Lic. Juan Agustín Hernández Melo, local environmental educators Moises Cardona Ramirez and Fernando Trejo Castro, and Dirección Ecología, Huauchinango, Puebla. In addition, this work could not have been completed without sustained and regular direction from my graduate adviser, Dr. Mike Walter, and committee chair member Mrs. Rebecca Schneider. I also thank them for their patience in working with a graduate student in a different country, time zone and sometimes questionable internet connectivity.

 

 

Disclaimer

The contents of this website are mine personally and do not reflect any position of the U.S. government or the Peace Corps.

 

World Water Day

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In honor of World Water Day, which is fast approaching on March 22, I would like to share an experience I had last year with a group of elementary school kids, who live within a water-rich, federally protected region in Mexico. I worked in this region from May 2014 to July 2015 with the Mexican equivalent to the US National Park Service. Please feel free to share with me activities you are doing for World Water Day this year.

World Water Day 2015

The 22nd of March, 2015, was World Water Day, and as an environmental engineer living in a federally protected zone with five reservoirs, it was the perfect opportunity to talk to local students and teachers about the realities of water in the world, and the appreciation we ought to feel to live in a place with water year round. At the time, we were in the dry months and the reservoir levels were at their lowest. But still, no one broke a sweat, because we knew that come June/July we would be hit with heavy rainfall and the reservoir levels would rise again.

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My students at the reservoir.

When working with schools in Mexico (well at least where I was) one has to be prepared. You can’t rely on a Power Point presentation for the entire lesson because you never know when the electricity will cut off, and sure enough in the middle of my presentation, the lights went off and we had to move on to the next part of the lesson, which was an activity outdoors. Internet was out of the question, so whatever Youtube videos I wanted to use during the activity I had to come with those downloaded.

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During the presentation before the electricity cut off.

What I have noticed with my students is that problems of water scarcity are hard for them to grasp. Contamination they understand, since about 40-50 tons of garbage is removed from the reservoir in their town each year. But as far as a lack of water? It’s very difficult for them to imagine or understand what that is because of the abundance of water in the environment they live in. We looked at pictures of lakes and rivers around the world that have dried out or flow for just a few months during the year. When I told them that women and children around the world spend about 125 million hours total each day collecting water for their daily needs, their eyes opened wide. They listened with concern as I told them the story of my friend who was a Peace Corps Volunteer in Nepal. He was assigned to teach English, but soon observed that his class was always half-full because his students were helping their parents collect water, or were sick from illnesses related to not having water (no water for latrines, to wash hands, bathe, etc). My students never missed class for those reasons. We watched a video of a woman named Edme, who traveled one hour, round-trip, four times a day, to collect her water. My kids did the math right and gasped, “Four hours walking!”

Watch the video here: https://www.youtube.com/watch?v=1Mem3z-1404. 

Later we took a hike to a reservoir near the school. Know how long it took us? 5 minutes. I overheard some of my students saying, “How lucky we are to not have to walk so far like Edme, poor Edme.” When we got there they settled along the reservoir and answered a series of questions. Questions like: How does where you live compare to the places we saw in the presentation? Is there water in the reservoir year round? Is it contaminated? What can we do to protect the reservoir?

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A student reflects on the quantity and quality of water in her region and the world.

March 22 is World Water Day, but like all the other special days of the year (Mother’s Day, Father´s Day, Valentine´s Day, etc.) this isn’t a one-day affair. We should all take the time to think about the future of the global water supply. This is important  for all of us, whether you’re an environmental engineer, an athlete, doctor, artist, rich or poor, liberal or conservative-we all depend on this natural resource.

To find out more about World Water Day check out the following link: http://www.unwater.org/worldwaterday

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Día Mundial del Agua

En honor del día mundial del agua, 22 de marzo, me gustaría compartir una experiencia del año pasado con un grupo del quinto grado del estado de Puebla, México. Ellos viven dentro de un área natural protegida, la Cuenca Hidrográfica del Rio Necaxa. Trabajé en esa región aproximadamente un año, de mayo 2014 hasta julio 2015.

Día Mundial del Agua, 22 de marzo 2015

El 22 de marzo, 2015 era el día mundial del agua. Pensando en eso, decidí que era una buena oportunidad para platicar con estudiantes y maestros de la comunidad sobre la cantidad y calidad del agua en el mundo. Como viven dentro de un área protegida donde hay cinco presas, lluvias, humedad, muchos árboles y tierra fértil, no se dan cuenta que hay problemas (con la cantidad) del agua. Por ejemplo, aunque estuvimos en la temporada seca, y el nivel de la presa estaba baja, nadie se preocupaba porque sabíamos que en Junio/Julio iba a llover otra vez y el nivel de la presa subiría.

Photo 3Mis estudiantes en la presa.

Cuando uno está trabajando en escuelas en México (por lo menos en donde estaba yo), siempre hay que ir preparada. Por ejemplo, no puede depender en presentaciones de Power Point, porque nunca sabes cuándo se iría la luz. De hecho, ese día durante la presentación, se fue la luz y tuvimos que terminar la actividad afuera. Como no hay internet en la escuela, tengo que descargar los videos antes en la oficina. En mis actividades de educación ambiental me gusta mucho usar videos, especialmente en comunidades donde los niños no vean mucha televisión por falta de tenerlo en casa o porque trabajan después de sus clases. Los videos llaman mucha la atención a los niños.

Photo 1Durante la presentación, antes de que se fue la luz.

He observado que como viven en un área donde hay mucha agua, su escasez es difícil para los estudiantes entenderlo. Entienden la contaminación, porque cada año los pescadores sacan 40 a 50 toneladas de basura de la presa,  pero la escasez del agua no, porque siempre hay agua en su entorno. Vimos fotos de lagos y ríos alrededor del mundo que ya están secos por los efectos del cambio climático o que solamente tienen agua algunos meses en el año, en vez de tenerla siempre. Cuando les conté que cuando juntamos todo el mundo, las mujeres y niños gastan 125 millón de horas cada día juntando el agua, abrieron sus ojos grandes. Escucharon con preocupación cuando les conté de mi amigo que trabajó en Nepal. Él estuvo allá para enseñar inglés, pero al final del día decidió elaborar un proyecto para transportar el agua a su pueblo porque vio que la mitad de sus estudiantes siempre faltaban clases porque estaban juntando agua o enfermos por no tenerla (faltaba agua para el sanitario, lavar las manos, bañarse, etcétera). Mis estudiantes casi nunca tuvieron esos problemas. Vimos un video de una señora que se llamaba Edme, de un país en África. Ella hacia cuatro viajes redondos, caminando, 1 hora cada viaje, para juntar el agua. Mis estudiantes contaron correctamente, gritando, ¨¡Cuatro horas caminando cada día!¨

Puedes ver el video aqui: https://www.youtube.com/watch?v=1Mem3z-1404.

Luego fuimos a caminar a la presa. ¿Quieres adivinar cuanto tiempo nos tardamos en llegar? 5 minutos. Escuché algunos de los estudiantes diciendo, ¨Que bueno que no tenemos que caminar tanto como Edme, pobre Edme.¨ Cuando llegamos a la presa los estudiantes tomaran asiento en el pasto para pensar en algunas preguntas: ¿Cómo está el lugar en donde vives en comparación con las partes del mundo que vimos en la presentación? ¿Hay agua en la presa todo el año? ¿Está contaminada? ¿Qué podemos hacer para protegerla?

Photo 4 Reflejando de la cantidad y calidad del agua en la región y el mundo.

El 22 de marzo es el día mundial del agua, pero cuidar el agua y preocuparse por ella no es cuestión de un solo día. Debemos tomar el tiempo para pensar en el futuro del almacenamiento global. Es importante para todos nosotros, no importa si eres ingeniero ambiental, doctor, empresario, rico o pobre -todos dependemos en ese recurso natural.

Para saber mas sobre el día mundial del agua visita ese sitio: http://www.unwater.org/worldwaterday

Disclaimer 
The contents of this website are mine personally and do not reflect any position of the U.S. government or the Peace Corps.