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THE GALAPAGOS ISLANDS Environmental conservation and Economic growth

Teacherâ€™s Manual

General Instructions

Staff Itinerary

Symbols

Activities and Learning Outcomes

Logistics

General Instructions This manual is for your use. Please review and carry it with you during the program. Remember that the program will take place outdoors in international settings so there might be some aspects that unexpectedly change. It is important to be aware of this possibility and be willing to adapt to the different circumstances. This manual does not contain emergency protocols. It is your responsibility to review the Destinationâ€™s Hazard Landscape (HL) and Risk Assessment Management Plan (RAMP) for this destination with the Envoys Program Staff.

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Staff Envoys Program Staff Pedro Linares +593 9 9975 5967 +1 617 833 3512 Carlos Hincapié

(593) 5 2524262 098 144 2113

Local Staff Gabriela Gandar 097 559 1267 David Ascencio 098 1285047 Eduardo Garcia 098 125 1911 Drivers Juan Carlos Correa 098 123 1233 Sebastian Jurado 098 332 9764 Cristian Cabrera 098 487 4286

Itinerary The following daily itineraries details our activities, travel, meals, and accommodation. The information below is for your reference during the program-- Envoys program staff are responsible for ensuring that all elements are run smoothly. See the “Activities” section for a complete description of each activity.

JUNE 18 Start Time

End Time

Activity/Event

6:00 AM

7:30 AM

08:00 AM

11:25 AM

12:00PM

1:00 PM

Arrival at Boston Airport, Distribution of Student Materials, Check-in AMERICAN AIRLINES Flight 439 Boston to Miami Lunch (Miami Airport)

1:00 PM

3:00 PM

Hopes and Fears , Program Goals

3:30 PM

6:50 PM

7:30 PM

7:45 PM

AMERICAN AIRLINES Flight 927 Miami to Guayaquil Arrival GYE, Immigration, Baggage Collection, Transfer to Hotel Macaw

8:00 PM

9:00PM

Dinner (Hotel Macaw)

9:00 PM

10:00PM

Health and Safety Review

10:00 PM

Bedtime

JUNE 19 Start Time

End Time

Activity/Event

7:00 AM

8:00 AM

Breakfast at Hotel Macaw

8:00 AM 9:00 AM

9:00 AM 9:30 AM

Camera Teams and Practice City Exploration Preparation

9:30 AM

12:30 PM

City Tour (Guayaquil)

12:30 PM

2:00 PM

Lunch (Guaraquil Restaurant)

2:00PM

3:00 PM

Return to hotel, City Tour Reflection

3:00 PM

4:00 PM

Rest

4:00 PM

6:00 PM

Systems Thinking Primer

6:00 PM

9:30 PM

10:00 PM

Sunshine Mall Communicative Challenges (Dinner at Mall) Bedtime

JUNE 20 Start Time

End Time

Activity/Event

6:00 AM

7:00 AM

Breakfast at Hotel Macaw

7:00 AM 9:15 AM

7:30 AM 10:00 AM

Airport Transfer and Check-in

10:00 AM

11:00 AM

11:00:00 AM

12:00 PM

1:00 PM

2:30 PM

5:30 PM

6:00 PM

8:00 PM

Ranchero Permisso and Cavernas de Santa Cruz Dinner

8:00 PM

9:00 PM

Reflections

TAME 191 Guayaquil to Baltra Entrance to Galapagos, Transfer to Puerto Ayora Visit to Los Gemelos Arrival at Hotel Verde Azul and settling in Lunch and Islands Overview

JUNE 21 Start Time

End Time

Activity/Event

6:00 AM

7:00 AM

Breakfast at Hotel Verde Azul

7:00 AM 9:15 AM

9:00 AM 12:30 PM

All About the Tortoise

1:00 PM

2:00 PM

Tour of Charles Darwin Research Center Lunch

2:00 PM

6:00 PM

Hike to Tortuga Bay, Swim Tests

6:00 PM

7:00 PM

Dinner

7:30 PM

9:30 PM

Newspaper about the day

9:30 PM

Bedtime

JUNE 22 Start Time

End Time

Activity/Event

6:00 AM

7:00 AM

Breakfast at Hotel Verde Azul

7:00 AM

8:00 AM

Plazas Trip Briefing

8:00 AM 4:00PM

12:00 PM 5:30 PM

Plazas Island Tour (Lunch on Boat) Clean up/Free Time

6:00 PM

7:00 PM

Dinner

7:30 PM

9:30 PM

Story for Home

9:30 PM

Bedtime

JUNE 23 Start Time

End Time

Activity/Event

8:00 AM

10:00 AM

Communication Strengthening 101

10:00AM

12:00 PM

1:00 PM

Small Group Interviews with Santa Cruz Residents Lunch

1:00 PM

3:00 PM

Visit to Organic Coffee Farm

3:00 PM

6:00 PM

Leave No Trace Lesson and Hike

6:00 PM

7:00 PM

Dinner

7:30 PM

9:30 PM

Telling Stories of the Town

10:00 PM

Bedtime

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JUNE 24 Start Time

End Time

Activity/Event

6:00 AM

7:00 AM

Breakfast at Hotel Verde Azul

7:00 AM 9:00 AM

9:00 AM 12:00PM

Exploring Santa Cruz

12:00 PM

1:00 PM

Lunch

2:00 PM

5:00 PM

7:00 PM

Boat Ride to Isabela, Check into Hotel Isabela Impressions of Isabela

7:00 PM

8:30 PM

Dinner

8:30PM

9:30 PM

Reflections

10:00 PM

First Aid 101

Bedtime

JUNE 25 Start Time

End Time

Activity/Event

6:00 AM

7:00 AM

Breakfast at Hotel Verde Azul

7:00 AM 8:00 AM

8:00 AM 4:00 PM

Preparation for Hiking

4:00 PM

6:00 PM

Hike to Sierra Negra (lunch during the hike) Clean up and rest

6:00 PM

8:00 PM

Exploring Isabela

8:00 PM

9:30

Dinner

10:00 PM

Bedtime

JUNE 26 Start Time

End Time

Activity/Event

6:00 AM

7:00 AM

Breakfast at Hotel Verde Azel

7:00 AM 12:00 PM

12:00 PM 1:00 PM

Tintas Island Tour and Snorkeling

1:00 PM

2:00 PM

Lunch

2:00 PM

4:00 PM

Visit to the Wall of Tears

4:30 PM

6:30 PM

Story for Home

6:30 PM

7:30 PM

Dinner

7:30 PM

9:30 PM

Great Debate

10:00 PM

Bedtime

Clean up

JUNE 27 Start Time

End Time

Activity/Event

6:00 AM

7:00 AM

Breakfast at Hotel Verde Azel

7:00 AM

7:15 AM

Transfer to Airport

7:15 AM 9:30 AM

9:00 AM 10:00 AM

10:00 AM

12:00 PM

12:30 PM

2:00 PM

2:30 PM

Introduction to Negotiations (at Airport) TAME 110 Isabela to Baltra Introduction to Negotiations (at Airport) TAME 192 Baltra to Guayaquil Transfer to Hotel Macaw

2:30 PM

3:30 PM

Lunch at Hotel Macaw

4:00 PM

7:00 PM

Negotiations

7:30 PM

9:30 PM

Final Dinner

9:30 PM

Bedtime

JUNE 28 Start Time

End Time

Activity/Event

4:00 AM

4:30 AM

Transfer to Airport, Check-in

4:30 AM

6:30 AM

I used to think…Now I know…

7:00 AM

12:35 PM

1:00PM 2:00 PM

2:00 PM

American Airlines 948 Guayaquil to Miami Immigration and Customs

3:00 PM

Lunch in Miami Airport

3:00 PM

5:00 PM

5:30 PM

8:54 PM

So What? Action Plan Creation American Airlines 1121 Miami to Boston Program Close

9:30 PM

Symbols Level of Risk

Level of Effort

Learning Domain

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Activities and Learning Outcomes

LEARNING ACTIVITIES

Envoys staff will conduct several ‘learning activities” as part of our program. These activities are designed to integrate with and enrich the experiential activities. They generally take place at our “home base’ hotels and other enclosed settings. As detailed in the pre-trip planning sessions, Envoys staff will run these activities, with some coordination from accompanying teachers. REFLECTIVE ACTIVITIES During the program, we will conduct several reflective activities. These will take place during meals, while traveling, and at the close of the day. Envoys staff will shift the activity depending on the day’s events and the mood of the group. EXPERIENTIAL ACTIVITIES

The heart of this program is the experiences that we provide for the students. Envoys staff and select external vendors have primary responsibility for ensuring the safe and smooth operation of each of the following experiential activities.

learning Activities

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Learning Activity: Hopes and Fears, Program Goals DESCRIPTION We share common hopes and fears about travel programs among all participants and discuss the role of emotions and cognitive framing in dictating experiences. All participants write down their hopes and fears for the upcoming program and “seal them” in an envelope to be returned at the end of the trip. OUTCOMES •  Students become more aware of their own emotional and cognitive processes •  Students gain greater clarity on the program that they wish to have and how their actions can help (or hinder) it. ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce activity and facilitate discussion with examples •  Ensure students stay ‘on-task’ and assist each other to learn •  Close activity in time to board the plane TEACHERS •  Provide personal insights on previous experiences, as necessary and relevant •  In coordination with Envoys staff, preserve discipline and group organization. recommendations •  This activity may be combined with taking student’s cell phones, as they can be kept in the same Pelican case •  This activity “set the stages” for an effective program 20

Learning Activity: Health and Safety Review DESCRIPTION We review common principles for health and safety and review the Envoys Code of Conduct. Students are broken into teams to create short skits showing unsafe behaviors, with a particular focus on situational awareness. We also focus on acting as a positive emissary for your particular school/community. OUTCOMES •  Students understand the destination-specific risks and their personal role in keeping themselves and the group safe •  Students begin to bond as a group through engaging in teamwork ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce activity and facilitate discussion with examples •  Ensure each student understands the main risks and rules for safety •  Ensure students stay ‘on-task’ and assist each other to learn •  Close activity TEACHERS •  Provide personal insights as necessary and relevant •  In coordination with Envoys staff, preserve discipline and group organization. recommendations •  All participants must model the attentive behaviors that they wish students to perform •  Make sure students understand and explain the reasons behind the rules 21

Learning Activity: ISLANDS OVERVIEW DESCRIPTION

Envoys staff, in coordination with the Galapagos Park Guides, cover the geological formation of the Galapagos Islands and the steps in their human inhabitation. Using a ‘gameshow’ format, we review the material covered during the preparatory courses, adding additional facts when appropriate. We cover the National Park Rules with a series of skits and activities by students. OUTCOMES

•  Students understand what behaviors are appropriate in the Galapagos National Park •  Students know more about the Islands and their history. ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Introduce Galapagos Island Cut-outs and other activities •  Conduct gameshow and maintain student interest •  activities TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization. OUTSIDE VENDORS •  Provide additional information on the park •  Ensure that Park Rules are up-to-date

Learning Activity: All About the Tortoise DESCRIPTION Envoys staff review the history of the Galapagos tortoise and its distribution in the Islands. We then conduct a ‘jigsaw’ activity, in which students are divided into small groups and receive different information on tortoise diet, physiology, mating habits, and lifespan. Students create a lesson plan to teach their peers what they have learned. OUTCOMES •  All students understand more about the Galapagos tortoises •  Students have more context to inform their observations and interactions with tortoises •  Students improve their communication and presentation skills ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce the Galapagos tortoise and provide basic information by soliciting from students •  Conduct the jigsaw activity, modeling good question-asking behaviors •  Close the activity and bring students to the research center TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization. •  Provide insight where appropriate. recommendations •  To the greatest extent possible, push students to ‘have fun’ with their lessons on the tortoises

Learning Activity: Darwin Trivia Game DESCRIPTION

Students are divided into teams to play this game focusing on the life of Charles Darwin. The trivia questions are a mixture of review from preparatory courses and ‘new’ information. OUTCOMES

•  Students learn more about Charles Darwin •  Students have contextual information with which to engage in their exploration of the Islands ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Introduce, conduct, and close the game TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization. •  Keep students from becoming discouraged at incorrect answers recommendations

•  This game is great to conduct over dinner 24

Learning Activity: Communication Strengthening 101 DESCRIPTION Students undertake a series of communicative exercises with the common goal of creating duplicate paper shapes without being able to see what the other person is doing. The exercises create barriers to communication, such as standing far apart, sitting back-to-back, or using a third party to convey messages. Following this ‘fun’ introduction, Envoys staff present effective methods for cross-cultural communications. Students then create survey questions to use in their exploration of Santa Cruz. OUTCOMES •  Students increase their communicative abilities •  Students have a greater understanding of the concepts of reliability and validity in survey construction ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce, conduct, and close the communicative exercises •  Present the topic of cross-cultural communications and elicit examples from students on potential misunderstandings •  Review effective methods for creating surveys and assist students in survey creation. •  Close the activity TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization. 25

Learning Activity: Telling Stories of the Town DESCRIPTION Based on their interviews with Santa Cruz residents and other experiences to date, students write out specific stories that they have learned about life in the town. We then present our stories, providing feedback and criticism. To close the activity, students assume different roles of people in the town, including fishermen, hotel owners, tourists, boat owners, and park rangers. They are then placed in a variety of scenarios and tested to their ability to react truthfully and without resorting to caricature. OUTCOMES •  Students increase their empathy skills, particularly the ability to take the perspective of others •  Students build shared understandings of their observations and how the townspeople might look at outsiders ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce the activity and its importance •  Ensure that students maintain respect towards the townspeople when assuming the different roles •  Facilitate the debrief of the activity TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization •  Provide insights based on experiences to date in the Islands 26

Learning Activity: FIRST AID 101 DESCRIPTION

Envoys staff teach students basic first aid, including scene assessment, proper bandaging, and caring for injured parties. OUTCOMES

•  Students have greater confidence in their ability to react in the event of an emergency. •  Students have heightened situational awareness ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Introduce concept of first aid •  Instruct students in proper procedures •  Debrief the activity TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization

Learning Activity: Artistic impressions of Isabela DESCRIPTION We discuss different means of artistic expression, such as painting, drawing, poetry, music, spoken word, and dance. Students spent 20 minutes ‘camped’ on the main beach in Isabela, soaking in the ambience and deciding on the artistic medium in which they will present their impressions of the town. OUTCOMES •  Students increase their empathic skills, particularly their ability to be aware of and express emotions •  Students develop advanced observational skills and understand the importance of multiple ways of interpreting the world ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce the activity •  Present the Artistic Impressions worksheet •  Provide students with necessary tools to perform the task •  Ensure students stay “on-task” during the activity •  Close the activity TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization. 28

Learning Activity: The great debate DESCRIPTION

Students are divided into two teams and charged with debating which island is “better”, Santa Cruz or Isabela. Envoys staff facilitate a multiround debate, including opening statements, rebuttals, questions, and conclusions. OUTCOMES

•  Students develop a more nuanced analysis of each island •  Students are more keenly aware of the advantages and disadvantages of economic development through their comparison of the two islands •  Students develop their persuasive and communications skills. ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Introduce the activity and set out the ground rules •  Assist students in building their arguments •  Keep time during the debate sessions •  Close the debate and award a winner TEACHERS •  In coordination with Envoys staff, preserve discipline and group 29 organization

reflective Activities

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Reflective Activity: discussions DESCRIPTION These are the most widely used tool in Envoys programs. The underlying structure for discussion activities asks students to construct meaning by making visible the things that they have noticed and working through areas of confusion. Comments and guidance should build “growth mindsets” and ensure that students use the tools of perspective-taking and emotional recognition to develop their empathic skills. A strong focus will be placed on developing greater contextual understanding and creating “learning plans” to gain more information about initial observations. OUTCOMES •  Students increase their empathy skills •  Students build a “growth perspective” towards their individual difficulties •  Students build shared understandings of the new experiences and individual observations ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization

Reflective Activity: Newspaper about the day DESCRIPTION

Students work in small teams of 4-6 to create a newspaper about the events of the day, using the different sections of the paper as different modalities for expression. OUTCOMES

•  Students reify lessons from their day •  Students are better able to communicate their experiences to others •  Students gain teamwork and time management skills •  Students build shared understandings of the new experiences and individual observations

ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization

Reflective Activity: Story For Home DESCRIPTION

Students work individually to create a short (<5 minute) story about their experience on the trip so far. They are prompted to tell this story to a specific person at home (usually a younger sibling or older relative), using as much description as possible. They write out the story, practice with their peers and receive feedback. Finally, they “tell” the story to the group while being videotaped. OUTCOMES

•  Students are better able to communicate their experiences to others •  Students get better at assisting others to better express themselves ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization 33

Reflective Activity: Story For You DESCRIPTION Students work individually to create a short (<5 minute) story about an event on the trip that has taught them something important, and what changes they will enact in their lives afterwards. They write out the story, practice with their peers and receive feedback. Finally, they “tell” the story to the group while being videotaped. OUTCOMES •  Students reflect on and develop lessons from their experience •  Students are better able to communicate their experiences to others •  Students get better at assisting others to better express themselves.

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization

Reflective Activity: From Reflection to Action DESCRIPTION Students work individually to reflect on a specific experience that they had during the day. For each “step”, they will write down how they feel about the experience and what they will do about it for three different times—Today, when they return home, and in one month. OUTCOMES •  Students are better able to separate “in-the-moment” thoughts and reactions from more nuanced thinking •  Students develop concrete actions for the future based on their experiences and get better at setting milestones for their actions. ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization

Reflective Activity: Mirror or Window? DESCRIPTION Working in small groups, students re-enact a scenario from their day and play the perspective of the window or the mirror: As a window, what do you see happening? As a mirror, what do you see in the scenario participants? The group watches each pair of students and comments on what they have learned from watching this. OUTCOMES •  Students will get better at intentional reflection •  Students will have new insight into what they are experiencing and how they are reacting physically, mentally, and emotionally

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization

Reflective Activity: Picture postcard DESCRIPTION Students work individually to create postcards to send to family/friends back home. On one side, they draw a picture that they believe represents the “host culture/community”. On the other side, they write a note to their family explaining the picture and how they can best interact with people in this community. As the end, students share their postcards and discuss what they learned from the experience as well as what the hope to do in the future to more fully immerse themselves in the culture of the community. OUTCOMES •  Students will get better at intentional reflection •  Students will develop strategies to better immerse themselves in the experience ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization

Reflective Activity: Action Plan Creation AKA SO What? DESCRIPTION Students work individually to build an action plan for what they will do with their experience, particularly for how they will communicate it to their peers, families, and home communities. The action plans are strucutured with an ‘output’ focus, and thus students will note the type of output, the intended audience, and the support that they will need. Students share their plans and deadlines with the group as a means towards building accountability. Envoys staff record the plans and provide a plan for continued support. OUTCOMES •  Students are able to summarize and encapsulate the most meaningful parts of their experience •  Students understand the importance of “doing something” with their experience, and that sharing the story is part of the adventure ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce, conduct, and close all activities. TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization 38

Experiential Activities

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Experiential Activity: Guayaquil City Tour DESCRIPTION Students receive maps of the city and review the potential route. We discuss the highlights and activities to be taken along the way, and ensure that each student has prepared specific questions about what they will see. Students assign camera team members for specific times of the trip (repeated for subsequent explorations) During the Guayaquil City Tour, we travel by private bus to visit Simon Bolivar Park, where we will see some of Guayaquil’s famous Iguanas!. We then travel to the river embankment to see developments taking place in the city. Finally, we wander through the colonial neighborhood of Las Peñas, where our guide will provide lessons on each house. We end by climbing up the 409 steps to the top of the hill to capture a panoramic view of Guayaquil and the Guayas River. OUTCOMES •  Students have increased sense of empowerment and control over the trip •  Students understand more about the history of Guayaquil and the tensions around development within the city •  Students increase their technical skills in planning and creating higher quality photos and videos

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce preparation activity and provide main lesson points •  Ensure students are ready and motivated to ask questions during the tour •  Ensure students have sunscreen and water for the tour •  Monitor students during tour and ensure that they stay ‘on-task’ TEACHERS •  Prepare own necessary supplies for the tour •  In coordination with Envoys staff, preserve discipline and group organization. OUTSIDE VENDORS •  Drive bus through the city •  Provide explanations of landmarks and answer questions from students •  Provide water and snacks recommendations •  Do not let students wander without adult supervision at any point during the tour •  Wear sunscreen!

Experiential Activity: MALL DEL SOL COMMUNICATIVE CHALLENGES DESCRIPTION This activity begins by having students discuss their preconceptions about what a shopping mall might be like in Ecuador. We proceed to the mall and divide students into groups with supervising adults. Each group then proceeds to undertake a series of communicative challenges using Spanish to fulfill tasks within the mall, such as ordering food, asking directions, and making purchases of certain small items. We regroup at our hotel and debrief, focusing on a comparison of the ‘mall experience’ to what students may have been familiar with at home. OUTCOMES •  Students increase their confidence in using Spanish to achieve communication goals •  Students build a “growth perspective” towards their Spanish language abilities •  Students develop a more nuanced understanding of similarities and differences between Ecuador and their home country •  Students develop greater willingness to explore the unfamiliar and undertake tasks that are at the edge of their comfort zone 42

ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Introduce activities and explain the purpose to students •  Ensure that each student group has an area map and is supervised by an adult with a two-way radio •  Provide the goals for the communicative challenges and set boundaries for students •  Supervise separate groups during the challenge activity •  Conduct debriefs TEACHERS •  Know how to operate the two-way radio •  Supervise a group during the challenge activity recommendations

•  It is important to let students make mistakes and encounter difficulties in completing the communicative challenges without assisting them

Experiential Activity: LOS GEMELOS TOUR DESCRIPTION On our way from Baltra airport to the town of Santa Cruz, we stop at the famed “Twins” craters to gain an understanding of the unique geological and environmental features of the islands. As a group, we hike around the two craters, created by collapsed magma chambers, learning about the unique fauna and flora. OUTCOMES •  Students have greater understanding of the fragility of volcanic islands •  Students appreciate the different ecological zones of the Galapagos ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Monitor students during the activity for safety •  Model good behavior for questions during presentations by the guide TEACHERS •  Monitor students during the activity for safety •  Model good behavior for questions during presentations by the guide OUTSIDE VENDORS •  Provide information on the geologic history of the Galapagos Islands •  Explain the unique flora and fauna of the islands •  Answer questions from students recommendations •  Do NOT fall in the caverns! J

Experiential Activity: Ranchero Permisso Cavernas de Santa Cruz DESCRIPTION Our team gets its ‘first glimpse of the famous giant tortoises in the wild at this ranch, situated near a common tortoise migratory trail. We don rubber boots as protection against the muddy trail, and then set forth into the forest to observe the tortoises. After returning to the ranch, we journey to a nearby cavern for a short trip under the earth to better understand the geology of a volcanic island. We close with a discussion around the balance between ensuring authentic experiences and facilitating wider opportunities.

OUTCOMES •  Students are motivated to learn more about the tortoises •  Students have a greater understanding of and appreciation for the natural environment of the Galapagos Islands •  Students have more nuanced perspective on benefits and costs of tourism for natural settings

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce the activities and ensure all students know the ground rules for interacting with wildlife •  Monitor students during the activity, •  Ensure students have the necessary equipment (flashlights/headlamps) for traveling in the caverns •  Keep the group together and respond to emergency calls. TEACHERS •  Attend introduction briefing of the activity and be attentive to safety recommendations. •  In coordination with Envoys staff, preserve discipline and group organization. •  Broaden academic contents and enforce observation by students. OUTSIDE VENDORS •  Provide necessary clothing •  Escort group while observing tortoises and traveling in cavern •  Answer student questions about the tortoises and caverns recommendations •  Please be aware that the activity takes place in the forest; wear appropriate clothing and use sun block and repellent. •  Wear long trousers and long-sleeved shirts •  Bring a flashlight/headlamp for the time in the caverns •  Be careful of students who become claustrophobic or afraid of the dark while in the caverns

Experiential Activity: Charles Darwin Research Center DESCRIPTION We take a twenty-minute walk along the beach towards the Charles Darwin Research Center, where we will see the research efforts being put towards tortoise conservation on the Islands. Students are provided with art materials and given free time to observe and sketch a particular tortoise. We then discuss the story of Lonesome George and the role of ‘icons’ in conservation movements.

OUTCOMES •  Students have greater understanding of and emotional connection to the tortoises •  Students know more about how research plays a role in conservation and the various kinds of jobs that people can have in the conservation sector •  Students are more comfortable expressing themselves artistically •  Students are able to see different skill sets in their peers

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce the activities •  Monitor students while in the research center •  Provide all necessary equipment and keep track of time •  Conduct debrief TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization. OUTSIDE VENDORS •  Explain the activities of the research center recommendations •  Due to a lack of funding, the research center is not very modern and may be in need of repairs. Be careful to manage student expectations.

Experiential Activity: Hike To Tortuga Bay DESCRIPTION We walk for 1 hour through the town and then on a boardwalk trail to Tortuga Bay. During the trip through town, students are tasked with navigating us to the trailhead, using a map. On the hike, Envoys staff explain the unique features of the mangrove forest. When we reach Tortuga Bay, we will proceed past the first beach (where the waves are quite rough) to the sheltered bay. Here, Envoys staff will conduct a swim test for anyone who wishes to snorkel without a life vest during the later portions of the trip. Envoys staff also conduct team-building games on the beach. OUTCOMES •  Students increase their willingness to explore and feelings of competency in navigating foreign terrain. •  Students build a “growth perspective” towards their individual ability to swim •  Students are aware of and empathic towards differences in each other’s abilities •  Students understand more about the mangrove forest

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Provide maps to students and monitor as they navigate through the town •  Conduct swim tests according to Red Cross guidelines •  Monitor students in water and respond in case of emergencies •  Conduct activities TEACHERS •  In coordination with Envoys staff, preserve discipline and group organization recommendations •  Be cognizant of the effect that failing a swim test can have on a teenager, and provide necessary support

Experiential Activity: Plazas Islands Tour DESCRIPTION We leave early for a 45 minute bus ride to the docks, where we meet our vessel for the day. We ride on the boat for 45 minutes to the Plazas Island, where we are escorted by our local guide. During the hourlong hike on the island, we encounter colonies of blue-footed boobies, frigate birds, sea lions, and land iguanas. Our local guides explain the various efforts made to ensure the safety of wildlife on the island. We then travel by boat to a coral reef, where we have the opportunity to snorkel and observe the marine life, including reef sharks. Envoys staff and local guides are responsible for the students while in the water. After lunch on the boat, we head back to the docks, where our bus is waiting to take us to the hotel. OUTCOMES •  Students understand the potential impact that human beings may have on the island ecosystem. •  Students are aware that the environment should be individually and collectively protected. •  Students are able to identify at least 3 initiatives for environment conservation. •  Students better understand the unique wildlife and marine life in the Galapagos area •  Students have increased feelings of competency and willingness to explorea 51

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Explain how the day will proceed and the necessary safety measures. •  Ensure students are evenly distributed on the boat. •  Supervise students in the water and respond in the case of an emergency TEACHERS •  Attend introduction to the activity and pay attention to safety recommendations. •  In coordination with Envoys Staff, preserve discipline and group organization on the island and the boat. •  Accompany students all over the hiking period •  If desired, stay on the boat with students who have not passed the swim test or do not wish to snorkel OUTSIDE VENDORS •  Have all equipment available, including life vests, drinking water and a first aid kit. •  Conduct transportation and maintain primary responsibility for decisionmaking while at sea •  Explain plants, wildlife, and marine life •  Supervise students in the water and respond in the case of an emergency

recommendations •  Be aware that the activity takes place in cold water. Even though we are close to land, it may still be dangerous. Pay attention to your surroundings and follow instructions from Envoys Staff and local tourist guides. •  Wear enough sun block. Wear a swimsuit, a t- shirt and slippers or tennis shoes that may get wet. Do not take any item that could get lost in the water. •  Be careful of your trash.

Experiential Activity: Small Group Interviews With Santa Cruz Residents DESCRIPTION Following communicative skill-building exercises and the creation of surveys/interview questions, the students are divided into teams to interview different residents in the town. To the greatest extent possible, students will be pushed to use their own Spanish skills to engage in this work. Interviews will be conducted with fishermen, tour guides, business owners, hoteliers, and others that the students meet.

OUTCOMES

•  Students understand economic systems for communities in the Galapagos Islands •  Students understand the social and environmental impacts from development. •  Students become aware of ethnicity, cultural identity and religious beliefs as part of people’s daily lives.

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Envoys Staff are responsible for explaining how the activity works, as well as maintaining safety. •  Keep the group together and respond to emergency calls. •  Lead interviews with community and participants •  Close the activity with students TEACHERS •  Pay attention to the instructions from Envoys Staff and local guides. •  Accompany students while interviewing local inhabitants. •  Help community members provide students with information

recommendations •  Ask for permission before taking pictures; Remember we are guests.

Experiential Activity: Organic Coffee Farm DESCRIPTION We travel by private bus to a family-run farm creating sugarcane and coffee. The farmers take us on a tour of the farm, explaining their traditional ways of creating each product. Students engage in crushing sugarcane and roasting coffee, and learn about how difficult it is to maintain high standards for organic food in the Island environment. We close with a discussion of global product chains, and the potential costs and benefits for small farmers in each of these. OUTCOMES •  Students have a better understanding of how products that they are familiar with are actually grown and processed •  Students make connections between the family farm and how food is made around the world

ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Introduce the farmers and monitor students while they are on the activities •  Translate when necessary for the students/farmers •  Assist students to link the family farm with the systems thinking framework TEACHERS •  Introduce the farmers and monitor students while they are on the activities •  Translate when necessary for the students/farmers •  Assist students to link the family farm with the systems thinking framework OUTSIDE VENDORS •  Introduce the farmers and monitor students while they are on the activities •  Translate when necessary for the students/farmers •  Assist students to link the family farm with the systems thinking framework recommendations •  Check student’s medical history forms carefully for allergies •  Use insect repellent and conduct tick checks after the visit

Experiential Activity: HIKE TO SIERRA NEGRA DESCRIPTION

We hike to the top of Sierra Negra, approximately 3 hours up and 2 hours return. The entry to the hike will be covered in mist, but the fog should burn off by the time we return. The hike offers a once-in-a-lifetime landscape of black lava fields, volcanic cones, and breathtaking views of the Pacific Ocean. Students are able to experience “field lessons” from Envoys staff and local guides on the unique geology of the islands. Each student carries his/ her own lunch. OUTCOMES

•  Students understand the potential impact that human beings may have on the island ecosystem. •  Students are aware that the environment should be individually and collectively protected. •  Students gain a greater sense of competency by completing a physical feat in a foreign context •  Students have greater appreciation for the beauty of natural landscape 56

ROLES AND RESPONSIBILITIES

ENVOYS STAFF •  Conduct hiking safety preparation checklist •  Ensure students adhere to Leave No Trace principles while hiking •  Carry medical kit and respond to emergencies TEACHERS •  Carry own necessary supplies, including water •  In coordination with Envoys staff, preserve discipline and group organization. •  Accompany students during the walk and activities OUTSIDE VENDORS •  Lunch and water for the students •  Transportation to and from the trailhead •  Explanation of wildlife along the trek recommendations

•  Use insect repellent before and conduct tick checks after the trek •  Ensure all participants wear comfortable clothes and sturdy footwear

Experiential Activity: Tintas Islands Tour DESCRIPTION

We walk to the local docks, where we are met by our small boats and taken to the Tintas Island. During the hourlong hike on the island, we encounter many marine iguanas. Our local guides explain the various efforts made to ensure the safety of wildlife on the island. We then travel by boat to the bay, where we have the opportunity to snorkel and observe the marine life, including a colony of sea turtles. Envoys staff and local guides are responsible for the students while in the water. We then return by boat to the docks OUTCOMES

•  Students understand the potential impact that human beings may have on the island ecosystem. •  Students are aware that the environment should be individually and collectively protected. •  Students better understand the unique wildlife and marine life in the Galapagos area •  Students have increased feelings of competency and willingness to explore 58

Experiential Activity: Wall of Tears DESCRIPTION We get a taste of the history and culture of Isabela at the Wall of Tears which was erected by convicts in the first half of this century when the area served as a jail. Many prisoners died during the construction work, giving the structure its infamous name. We hike along the road to the Wall, where our local guides explain the history of the site. We close with a discussion of the need for limitations placed on punishments. OUTCOMES •  Students increase their empathy skills by taking the perspective of the convicts who built the Wall •  Students develop a more nuanced understanding of the competing pressures placed on prison guards ROLES AND RESPONSIBILITIES ENVOYS STAFF •  Conduct hiking safety preparation checklist •  Ensure students adhere to Leave No Trace principles while hiking •  Carry medical kit and respond to emergencies TEACHERS •  Carry own necessary supplies, including water •  In coordination with Envoys staff, preserve discipline and group organization. OUTSIDE VENDORS •  Transportation to and from the trailhead •  Explanation of history of the Wall of Tears

Logistics

ACCOMMODATION & FACILITIES During the Galapagos Program, lodging will be in three different places. We will be staying at the Hotel Macaw in Guayaquil, at the Hotel Verde Azul in Puerto Ayora, and at the Hotel Isabela in Puerto Vilamil. A general orientation about the facilities offered by each site can be found below. HOTEL

Macaw

Verde Azul

Isabela

TYPE OF ROOMS

Double Rooms

Triple/Double Rooms

FACILITIES Single Beds

Hammocks Large Dining room

Breakfast Buffet

Pool access Bathrooms inside the room

Hot showers

TRANSPORTATION GUAYAQUIL Transfers Private 16-seater van(s) City Tour Private 32-seater bus with bathroom

GUAYAQUIL TO BALTRA TAME Flight 2 hours Ecuador’s National Carrier

SANTA CRUZ Transfers Private 16-seater van(s) Private taxi cabs (to dock on last day) Plazas Islands Trip Private 32-seater bus with bathroom. We may have to share this bus with other tourists on the way to the Plazas Islands boat dock, but they will not be on our boat. Private tour boat with enclosed dining area and upper-deck seating. Boat holds 20 people plus captain and 3 crew

TRANSPORTATION SANTA CRUZ TO ISABELA

ISABELA

Private speedboat with enclosed seating. Boat holds 24 people plus captain and 2 crew. 2-3 hours

Transfers Private 16-seater van(s) Private Pickup Trucks (Seating 5 with seatbelts) Tintas Islands Trip Outboard-motor ferry boat. Boat holds 12 people plus captain.

ISABELA TO BALTRA TAME Flight 15 minutes Ecuador’s National Carrier

BALTRA TO GUAYAQUIL TAME Flight 2 hours Ecuador’s National Carrier