Palo Verde	La Selva	Las Cruces

This web page was created while I was participating in a Woodrow Wilson Institute, WWNFF, program, located in Costa Rica, during July and August of 1999.  This program is funded in part by the National Science Foundation, NSF.  The Organization for Tropical Studies, OTS, provided the field sites above that were used in the program.  This web page will give a brief description of my experiences at the three (3) sites in Costa Rica.
 
I am a middle school science teacher, who is elementary certified in the state of Hawaii, where I reside on Maui.  I applied to participate in this project and was pleasantly surprised that I was accepted, even though my formal science training is limited.  I hoped that this would be an opportunity that would allow me to work with experts in the field of science that in turn would help me refine my science methodologies in the classroom.

Mosquito nets and cold showers couldn't detract from the richness of Palo Verde.  Iguanas, were everywhere.  They became a common sight around the cabins.  There was so much to do here: day hikes, night walks, horseback riding, and a riverboat excursion.  Never was there a dull moment.
 
This was the first site and be described as a Dry Tropical Forest.  We were instructed about the interdependence between Wetlands, Dry and Moist Tropical Forests.  The Dry Tropical Forest is not revered as much as the "Rain forest", but just as important in  relationship to complex ecosystems.
 
I was moved by a local biologist, Gerardo Barbosa, who has been involved for the past nine(9) years researching the effects of a "managed" reforestation project.  His project exemplifies the need for creative solutions to local concerns that might have ultimate world significance.  I decided to focus my first inquiry based project on understanding "Management Systems" with the Barbosa project as the basis of study.  The project that we developed was a lot of hard work, but was inspirational.  The project that we devised studied tree species diversity of a Dry Tropical Forest restoration plan.  Exotic grasses, once planted for cattle, had become a problem for any regeneration of forest to begin.

Prior to our project selection, we were first introduced to a questioning process, by our OTS instructor.  We were to go to a quiet place and write 20-50 questions in thirty (30) minutes about anything that came to mind about our environment.  After this, we came together and dissected the style of questions we asked.  This is a good activity for bringing out creative ideas and looking for more complex analysis

Very lush surroundings, remind me of Hilo, Hi.  The rain proved constant enough to make my purchase of a rain poncho worth while.  No more mosquito nets and the semi hot showers were a relief.  We were advised to wear our rubber boots because snakes might be more prevalent.  La Selva's atmosphere is more removed and clinical.  The intimacy of Palo Verde was not experienced here because of all of the research being conducted.  One such project ALAS is one that I can use in my classroom for insect instruction through identification.
 
There were numerous attractions.  The suspension bridge high over the fruit eating fish was an added thrill when traveling from the cabins to the lab stations.  The night walk which included a swamp slosh and the bat netting were very unique experiences.  As at Palo Verde, the howler monkeys continued to let you know when to rise in the morning.  But the frogs!!  Finally I saw the poison dart frog, then again, and again, and again, they were everywhere.
 
When deciding on the second project for this site, I became interested in assisting a researcher who was studying parental care of one particular poison dart frog.  The decision to assist a researcher did not follow the inquiry based model exactly, but a few of us wanted to understand long term research perspectives through active participation.  We were not disappointed; the project was immense and we were kept busy for the next few days, measuring and tabulating date.

Besides the math and science skills explained in the lab report, this experience made me aware of the need to implement activities that will stimulate creative designs of environmental simulations that can be studied in the classroom.

Philodendron verrucosum--humm--everywhere--on the forest floor, waving in the wind on trees--oh my, I had forgotten how rich its green colors were.  It looks so much better than the two pale specimens my husband has in his collection.   Wait a minute--what's with the snickers or the unspoken "it's just a plant" looks.  Can't they see the beauty of the velvet green leaves with a hint of red as the light shines through, accentuated by the showy vein pattern?  Did they see the stems?  It's furry! Like a monkey's arm!  No...of course they can't know the rarity of this sighting, and I know it doesn't scurry or fly.  But is my reverence for this plant truly just aesthetic, or does it conjure up memories associated with its beauty?  I do relive my husband's excitement when he first happened upon this plant, he had only seen while pouring over his Exotica book and dreamed about being lucky enough to actually find.  Or is it the memories of my sons, husband and myself trekking through, the now I know dangerous, Costa Rican rain forests?  Sometimes ignorance turns out to be blissful.  Or does the abundance of Philodendron verrucosum indicate to me that ten years (since my first visit to Costa Rica) have not completely ruined the rich beauty here?
 
Our OTS leader, here explained fragmentation and the consequences that might be incurred.  For my final inquiry based project, I decided to look at abiotic factors at three (3) different sites.  With this project, I was introduced to equipment that I  had never used before, and I became skillful in new techniques.

In addition to the suggestions on the lab report, this project incorporated many math and science skills of measurement and data compilation.