New Sister School Blog/Nueva blog de las escuelas hermanas

The partnership between the sister parks, Pinnacles National Monument, and the Parque Nacional Quebrada del Condorito, allows for collaboration on exciting projects such as the sister school project between the Hollister Dual Language Academy (California, USA) and the Escuela Ceferino Namuncurá (Córdoba, Argentina). Over the last three school years, students in the Ceferino Namuncurá School and the Hollister Dual Language Academy have been exchanging environmental knowledge, life experiences, artwork and cultural perspectives with each other. The sister national parks that neighbor the schools are serving as a resource to teach students about the unique ecosystems and natural resources of their area, so that students may take pride in their environment and share what they learn with students in their sister school. These activities foster environmental and cultural awareness in both schools while also deepening the relationships between students and their national parks.

You can track the progress of the sister school project on the new sister school blog: http://www.hdla-ceferino.blogspot.com/
Join us in our cultural exchange!


El convenio entre los parques hermanos, el Monumento Nacional de Pinnacles, y el Parque Nacional Quebrada del Condorito, permite la colaboración en proyectos emocionantes como el proyecto de escuelas hermanas entre la Academia en Dos Idiomas de Hollister (California, E.E.U.U.) y la Escuela Ceferino Namuncurá (Córdoba, Argentina). Durante los últimos tres años escolares, los alumnos de la Escuela Ceferino Namuncurá y la Academia en Dos Idiomas de Hollister han tenido un intercambio de conocimientos del medio ambiente, experiencias de vida, obras de arte y perspectivas culturales. Los parques hermanos que colindan con las escuelas sirven como un recurso para educar los estudiantes sobre los ecosistemas únicos y recursos naturales de su región, para que los alumnos puedan tener orgullo de su medio ambiente y compartan lo que aprenden con los alumnos en su escuela hermana. Estas actividades fomentan una conciencia ambiental y cultural en ambas escuelas, mientras que las relaciones entre los alumnos y sus parques nacionales tambien se ponen más profundo.


Usted puede seguir los avances del proyecto de escuelas hermanas en la nueva blog del proyecto:
http://www.hdla-ceferino.blogspot.com/
Participe en nuestro intercambio cultural!

Visit and video chat: Escuela Ceferino Namuncurá

Notes from the field: Sara Reid

On Thursday, November 17^th students from the Escuela Ceferino Namuncurá in Argentina and the Hollister Dual Language Academy (HDLA) in California virtually crossed borders and learned more about each other during the first video chat between the sister schools. The video chat involved students and teachers in all grades from both schools, plus some family members of HDLA students. Staff members from the sister parks helped organize the event; Veronica Johnson and Kimberley Sawyer participated at HDLA, and Parque Nacional Quebrada del Condorito park ranger Mariano Passano and myself were present at Ceferino Namuncurá.

The children asked questions that ranged from what sports they play, to what they learn in school, to what animals live in their area. Questions and answers about food required some explanation, since students in Argentina have never seen a taco, and students at HDLA don’t know that locro is a traditional squash soup. A question about extracurricular activities resulted in a girl from Ceferino Namuncurá displaying the weaving she was working on, and a boy describing the crafts and tools they make with leather. The students realized they have many things in common, such as sports and the subjects they study in school. They also were fascinated by their differences, such as the fact that students at Ceferino Namuncurá all have horses, and most students at HDLA arrive to school by car. Students in both schools enjoyed the exchange and were thrilled to talk with children across the world in their sister school.

After an hour and twenty minutes the students signed off but I remained at the sister school to continue the exchange and learn more about the realities of the students. The school is located just outside the national park in a regional hydrologic preserve. The nearest town is three hours away on a dirt and rock road. The school is surrounded by protected pampa, or grassland ecosystems, with small and dispersed homesteads dotting the landscape. Many of the students live in these nearby ranches where their families have lived for generations, making their living by raising sheep and cattle. In fact it was local parents who built the school in 1967 so their children could receive an education and remain in the countryside. Today the Escuela Ceferino Namuncurá not only provides a high quality education to students in what appears to be the middle of nowhere, it also supports the traditional livelihoods of rural highland families.

The school is difficult to get to and most families do not own vehicles, so the students at Ceferino Namuncurá live for three weeks at the school and return to their homes for about a week. Both studying and living in the school, everybody works as a team, much like a family. Teachers and children eat their meal together, and chores such as cleaning up after the meal are shared. After class, students and teachers gather in the ‘living room’ to do homework, watch television, and work on arts and crafts. At bedtime the older students help the younger ones get ready for bed, and the teachers sleep in the same dormitory rooms as the students. On the weekends, after the students and teachers clean the school together, they go out for hikes, or visit their elderly neighbor who greets them with fresh baked bread. The students are all like brothers and sisters, and the teachers fill the roles of parents, nurses, friends and role models, twenty four hours a day.

The fact that the students, and teachers, live together makes for a school situation different than any I’ve ever experienced. At the end of my two days at the Escuela Ceferino Namuncurá, I felt like part of the family. The students were open, loving, and proud to share their school with me. Leaving the school I was sad to say goodbye, but inspired by all that we have to learn from each other. I look forward to continued sister school exchanges that will be unique opportunities to enrich the lives of all of the students, teachers, national park staff, and community members involved.

Sister School Project donates digital camera

With support from the Pinnacles Partnership, the Escuela Ceferino Namuncurá in Argentina now has a digital camera for the school! This donation comes from funds for the Sister School project, a project born out of the Sister Park agreement between Pinnacles National Monument and Parque Nacional Quebrada del Condorito. The camera will allow students at Ceferino Namuncurá to send photos and video to students in their sister school, the Hollister Dual Language Academy in California. For more information on the Sister School Project, see the previous posts.Students and teachers were thrilled to receive the camera and they all send their heartfelt thanks to those involved with the donation. They immediately began using the camera to take photos of the students which will be included in a video they are making for the Hollister Dual Language Academy. See some of the students photos and a short video message from a Ceferino Namuncurá student.

Guanaco Reintroduction Project

Notes from the field: Sara Reid

26 guanacos (Lama guanicoe) arrived in the PNQC this week and are safely situated in a newly constructed corral where they await their release. The Guanaco Reintroduction Program is one of the main conservation projects at the PNQC and park staff, especially German Jaacks, and a team of volunteers from the Defensa Verde, have made a huge effort to reestablish this native herbivore in the Sierra Grande mountains of Córdoba.

The guanaco is a wild relative of the llama native to South America. It is about four feet tall at the shoulder and is a cinnamon brown color. Guanacos are social creatures and usually form groups of up to ten females and a dominant male. They live in a variety of habitats, from extremely dry deserts to highlands grasslands. They are highly valued for the quality of their fiber, but in PNQC they are more desirable for the ecosystem services they provide.

The goal of the guanaco reintroduction project at PNQC is to restore an important part of the grassland food chain. The guanaco is a native herbivore that disappeared from the Pampa de Achala due to hunting and displacement by cattle. When the national park was created the majority of the cattle were removed and without herbivores the ecosystem is missing an element of the food chain. In a grassland landscape, the guanaco plays an important role as a low impact, native herbivore by dispersing seeds, fertilizing soil, and maintaining patches of mosaic landscape.

The guanaco reintroduction at PNQC began in March of 2007 with 50 wild guanacos captured in Patagonia and brought to the PNQC. In December 2007 park managers brought 60 more guanacos to reinforce the population. Only about 25% of the 2007 guanacos became successfully established in the park. The stress of the journey, predation by puma, insufficient adjustment time and a failure to develop social groups all created challenges for the guanacos. Now, in 2011, 26 new guanacos have arrived, again with the goal of boosting guanaco numbers to achieve a stable population.

This time around the guanacos have a new, solid corral that will keep the pumas out. They will spend more time in the corral, between 30-45 days, and this should give them more time to form social alliances. Guanacos from the first group released in 2007 have already made their way to the corral to check out their new neighbors. In December a new group of guanacos will be introduced to the park and the guanaco reintroduction will continue until the population

reaches a self sustaining number. Biologists and park staff will monitor the guanacos and track their reestablishment in the Pampa de Achala.

Notes From the Field

11/11/11

Notes From the Field: Sara Reid

The Sister Park project and the Pan American Partnership in Condor Restoration continues to grow as ongoing relationships are strengthened and new exchanges take place. I am grateful for the opportunity to spend the month of November visiting the Parque Nacional Quebrada del Condorito (PNQC) on behalf of Pinnacles National Monument as (PNM) an American Conservation Experience (ACE) Intern. I have received an enthusiastic welcome from our Sister Park and am pleased that the chances to share experiences and knowledge with our Argentine park partners are endless and mutually fruitful. Whether we are on the trail, in the office, sharing mate or making dinner, there is constant conversation and exchange of information related to our national parks and lived experiences in Argentina and the United States.

After hearing descriptions of the PNQC, it is thrilling to be in the park and see the landscape and resources with my own eyes. I realize all I can give is another description, but still I’d like to try and paint a mental picture of this impressive landscape. The PNQC encompasses 92, 328 acres, with an additional 290,190 acres of state hydrologic reserve bordering the park. From the park offices in the town of Villa Carlos Paz you climb from the valley bottom up to the Pampa de Achala at 6,500 feet. Pampa means flat grasslands, and this is what you find at the top of the Sierra Grande range where the PNQC is located. Native bunch grasses (Festuca sp. and Poa sp.) stretch as far as the eye can see, interrupted by outcrops of sparkling granite and quartz. In this respect the landscape is similar to Pinnacles, with very few trees, lots of rocks, and low vegetation. Interspersed in the grasses, especially in the rocky areas, one finds native bushes (Berberis ruscifolia, Heterothalamus alienus, Baccharis sp., and Mintostachys sp.) barrel cactuses, and small clumps of wildflowers that are beginning to bloom. Many small streams and the mighty Condorito River cut the landscape and create riparian habitats where one finds the two species of tree in PNQC—the tabaquillo (Polylepis australis) and the maitén (Maytenus boaria). The Pampa de Achala is a unique meeting place where Polylepis, whose range extends north through the Andes, and the Maytenus, whose range stretches south to Patagonia, can be seen growing together.

This area of Argentina is similar to California in that it has a long dry season followed by a wet season. The dry, winter season lasts from April thru September, and the wet summer season is from October to April. Currently, in the middle of the Argentine spring, the hillsides are turning green and brief storms are blowing through the Pampa de Achala, bringing wind, rain and lightening. During my first week here I have been stationed almost exclusively up in the park. Living in the park is similar to living in Pinnacles—you only get cell service in a few places, you are an hour away from town, you live with an extended park family, and two steps out your front door you are confronted with sweeping landscapes and natural solitude. Being in the park I have seen a lot of wildlife. Wild guinea pigs are constantly whistling and scurrying across the pampa. The Achala green lizard (Prystidactilus achalensis) is easy to spot sunning itself on the rocks, and one must step carefully to avoid the yarará (Bothrops ammodytoides), a small poisonous snake. The Achala red fox (Pseudalopex culpaeus subsp. smithersi) made a quick appearance, and more than once I have seen puma, or mountain lion scat on the trail.

The black-chested buzzard eagle is a common sight, as is the brightly colored loyca (Sturnella loyca subsp. obscura), and there are at least 11 endemic bird species and subspecies found in the park. Of course, one of the most impressive sights in the PNQC is the Andean condor, flying free over the canyons and rocky outcrops of the park. I will write more about this soon!

Students: what have you learned about your national park?/Estudiantes: que han aprendido sobre su parque nacional?

English version:

The school year is coming to a close for both the Hollister Dual Language Academy and the Ceferino Namuncurá School. The sister school project will continue into the next year, but before we go on break there are a few fun school activities coming up and opportunities for exchange between the sister schools.

On May 17th the 2nd grade class at Hollister Dual Language Academy took a field trip to Pinnacles National Monument. What did they learn about Pinnacles National Monument that they can share with their friends at the sister school?

In June the 3rd and 4th grade classes at Hollister Dual Language Academy will attend Camp Pinnacles. Camp Pinnacles is a 3 day long science camp where students will participate in hands on activities to learn about the geology, biology and botany of the Pinnacles area. What can the students share about the activities they did and the things they learned?

Students as the Ceferino Namuncurá School have had numerous visits from staff at the Parque Nacional Quebrada del Condorito this year. What did they learn about their National Park in these visits? What would they like to share with their friends in the Hollister Dual Language Academy?

I propose that each school create a blog post that tells and shows why their park is a special and protected place. The students can draw on the experiences they have had with their national park this school year. We are also looking for your ideas for future activities that can connect the students at the sister schools and teach students about conservation and resources in their area.

You can send your blog post and photos to sara_a_reid@partner.nps.gov, and it will be translated and posted to the Condor Preservation blog.

Versión en español:

El año escolar está por terminar para la Academia en Dos Idiomas de Hollister y también para la Escuela Ceferino Namuncurá. El proyecto de escuelas hermanas va a seguir en el año escolar que viene, pero antes de salir de vacaciones hay algunas actividades educativas que vienen y oportunidades de intercambio entre las escuelas.

En el 17 de Mayo el clase del segundo grado de la Academia en Dos Idiomas de Hollister visitó al Monumento Nacional de Pinnacles. ¿Que aprendieron sobre el Monumento Nacional de Pinnacles y que pueden compartir con los estudiantes en la Escuela Ceferino Namuncurá?

En Junio los clases del tercer y cuarto grado van a asistir el Camp Pinnacles. Camp Pinnacles es un programa vacacional de ciencias de 3 días donde los estudiantes participan en actividades con un enfoque práctico para aprender sobre la geología, biología y botánica alrededor del área de Pinnacles. ¿Que pueden compartir los estudiantes sobre las actividades que hicieron y las cosas que aprendieron?

Estudiantes de la escuela Ceferino Namuncurá han tenido varias visitas de los guardaparques del Parque Nacional Quebrada del Condorito en este año. ¿Que han aprendido sobre su parque nacional durante estas visitas? ¿Que querían compartir con sus amigos en la Academia de Dos Idiomas en Hollister?

Yo propongo que cada escuela crea una entrada del blog que cuenta y muestra ¿porque su parque nacional es un lugar protegida y especial? Los estudiantes pueden usar las experiencias que han tenido con los parques nacionales durante este año. También buscamos sus ideas para actividades futuros que conecten los estudiantes de las escuelas hermanas y les educen sobre conservación y recursos naturales en sus áreas.

Se puede mandar sus entradas del blog y fotos a sara_a_reid@partner.nps.gov, y serán traducidas y puestos en el blog del preservación del cóndor.

Sister School Project Accomplishments/Logros del Proyecto de Escuelas Hermanas

English version:

The Pan American Partnership in Condor Restoration has created a new partnership in cross-cultural education and appreciation. The two sister parks, Pinnacles National Monument and Parque Nacional Quebrada del Condorito, are committed to being an educational resource for their local schools. As a result of the sister park agreement, each park is working with a neighboring school to provide environmental education opportunities with the goal of educating students about protected areas and sensitive resources both at home and across the world at the sister parks. The exchange between the sister schools, the Hollister Dual Language Academy, in California, USA, and the Escuela Ceferino Namuncurá, in Córdoba, Argentina, is just beginning, but already is providing important educational opportunities to students in both schools.

In 2010 Pinnacles National Monument hosted two visitors from Argentina: Carolina Gargiulo, condor biologist, and German Jaacks, natural resource manager from Parque Nacional Quebrada del Condorito. Both Carolina and German visited the Hollister Dual Language Academy and gave presentations to the students about the California and Andean condors, and the natural resources, ecosystems, and geography of Argentina. These personal exchanges increase geographical, environmental and cultural awareness and bring unique lessons to the classroom. The visits were made possible by the generous support of the Pinnacles Partnership, the American Conservation Experience, Rotary International, and the Pan American Partnership in Condor Restoration.

German's visit also facilitated the first major exchange between the students at the sister schools. Before leaving for California, German visited the Ceferino Namuncurá School and collected messages from the students written on paper condor feathers. He delivered these messages to the students at Hollister Dual Language Academy and told them about the lives of the students in their sister school. The students in Hollister responded with scrapbooks, drawings, and messages that German delivered to the students in Argentina when he returned. German had these comments to share about the exchange:

"These children [at Ceferino Namuncura School] were fascinated [with the drawings and messages], really it fascinates them to think of you. They were listening and watching my presentation with an enormous enthusiasm. The principal of the Ceferino Namuncurá School told me that to have friends on the other side of the world is an incentive to the children to learn to use computers. It is good for the teachers at Ceferino Namuncurá that the children have this incentive, because it is necessary that they learn to use computers to pass their curriculum requirements".

There are many ways for the sister school project to advance and grow. The exchanges between the students will continue, both through conventional mail and the internet. Students at both schools are learning more about their national parks thanks to field trips and school visits from park rangers, with the goal of sharing these experiences with each other. Funding is being sought to support basic materials (art supplies, shipping costs) to support the sister schools in the next school year. Additional goals that need funding are the inclusion of the Hollister Dual Language Academy in the Camp Pinnacles program, a teacher exchange between the two schools, and the construction of a viewing area at the Ceferino Namuncurá School where children can invite tourists and observe the Andean condor in action.

Versión en Español:

La Asociación Panamericano de Restauración del Condor ha creado una nueva asociación en educación y valoración intercultural. El proyecto de hermanamiento entre áreas protegidas, en este caso los parques hermanos, el Monumento Nacional de Pinnacles y el Parque Nacional Quebrada del Condorito, tienen como objetivo ser un recurso educativo para las escuelas locales. Como resultado del acuerdo de parques hermanos, cada parque está trabajando con una escuela cercana al área protegida, con actividades de educación ambiental con el fin de enseñar a los estudiantes sobre las áreas protegidas y sus recursos locales y compararlos con el otro lado del mundo, en otra área protegida hermana. El intercambio entre las escuelas hermanas, la Academia en dos Idiomas de Hollister, en California, E.E.U.U., y la Escuela Ceferino Namuncurá, en Córdoba, Argentina, recién está empezando, pero ya está dando oportunidades educativas importantes a los estudiantes en ambas escuelas.

En 2010 el Monumento Nacional de Pinnacles recibió la visita de dos personas de Argentina: Carolina Gargiulo, bióloga especializada en cóndores, y German Jaacks, Vice-Intendente y Encargado de Recursos Naturales y Culturales del Parque Nacional Quebrada del Condorito. Carolina y German visitaron a la Academia en Dos Idiomas de Hollister y les dieron presentaciones a los estudiantes sobre los cóndores andinos y californianos, y los recursos naturales, ecosistemas, y geografía de Argentina. Estos intercambios personales aumentan la conciencia cultural, ambiental y geográfica, y también brindan lecciones insuperables a la clase. Las visitas se hicieron posible con el apoyo generoso del Pinnacles Partnership, el American Conservation Experience, Rotary International y el Pan American Partnership in Condor Restoration.

La visita de German facilitó el primero intercambio entre las estudiantes mayores en ambas escuelas. Antes de venir a California, German visitó a la Escuela Ceferino Namuncurá y colectó mensajes escritos en alas de papel por los estudiantes. Él entregó los mensajes a los estudiantes de la Academia en Dos Idiomas de Hollister y les contó sobre la vidas de los estudiantes en su escuela hermana. Los estudiantes en Hollister respondieron con álbumes de recortes, dibujos, y mensajes que German les entregó a los estudiantes en Argentina a su regreso. German compartió los siguientes comentarios sobre el intercambio:

"Estos chicos [de la Escuela Ceferino Namuncurá] estaban fascinados [con los mensajes y dibujos], de verdad que les fascina pensar en ustedes. Han estado escuchando y mirando mi presentación con enorme entusiasmo. La Señora Directora de la escuela Ceferino N., me dice que esto de tener amigos al otro lado del mundo, incentiva a los niños para aprender a usar las computadoras (ellos, son niños de campo, de las montañas, y no acostumbran a usar las computadoras). Es bueno para las maestras de Ceferino Namuncurá que los niños tengan ese incentivo, porque es necesario que aprendan a usar computadoras para aprobar sus currículas escolares."

Hay varias maneras para avanzar el proyecto de escuelas hermanas. Los intercambios entre estudiantes van a seguir, a través del internet y correo convencional. Estudiantes de ambos escuelas están aprendiendo más sobre sus parques nacionales gracias a salidas al campo y visitas a la clase de guardaparques y técnicos que trabajan en las áreas protegidas, con el objetivo de compartir estas experiencias y conocimientos entre si mismos. Estamos buscando fondos para comprar materiales e insumos para los proyectos que cada escuela tiene con el parque, y asi financiar las actividades programadas a realizar en el año escolar entre los alumnos y personal del parque nacional. El proyecto también tiene objetivos adicionales que necesitan fondos, como la inclusión de la Academia en Dos Idiomas de Hollister en el programa de Camp Pinnacles, un intercambio de docentes de las escuelas hermanas, y la construcción de un mirador en la Escuela Ceferino Namuncurá donde los estudiantes pueden practicar guiadas a turistas y hacer avistajes del cóndor Andino.