D.E.E.P.

Case Study THE MAGNIFICENT SEVEN 1

Secundaria Babeque

School Portrait

Colegio Secundaria Babeque is a unique school in its origin. It was founded in 1977 by a group of

parents who were looking for a high school which offered an integral type education curriculum. They

established a foundation, Fundación Pedagógica Dominicana, which funded the founding of the

school and still manages the school. For the last 40 years, the vision and mission of the school

remains unchanged and continues to uphold the values which served as its foundation.

The main guiding pillars of the school are: learn to know, learn to be, learn to do and learn to live

together. Its purpose is to foster the development of individuals capable of solving problems, who are

autonomous and who work for and on behalf of human wellbeing and who uphold principles of dignity

and solidarity. To date, Fundacion Pedagogica Dominicana is owned by the parents and through a

yearly elected Board of Directors run not only the school but a Cultural Center that fosters arts

(theater, plastics, cinema, music, etc) in the country.

The school is in the National District of Santo Domingo. It a metropolitan non-religious school and

has a population of around 600 students. It composed of 4 main buildings which house an

auditorium, a library, a bookstore, a cafeteria, a roof garden, art studio, art gallery, four science labs,

a dance study, an art studio, a music room, a computer lab, classrooms and offices. The school has

3 courts and several areas for student relaxation. We sponsor a public school and they use our

school grounds to teach their 6th graders. They benefit not only from the use of the space but also

interact with Babeque students and receive class from some of our teachers.
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The school is accredited by the

International Baccalaureate (2016),

EcoSchools, Prepa-Intec, Microsoft,

National Speech and Debate Association,

Certiport and Alliance Francaise.

The school curriculum focuses on

development of seven competencies, one

of which is environmental and health

competencies. The school focuses education of skills and abilities instead of just the traditional

knowledge base education.

Babeque works with La Yuca (a poor community) close to the school grounds with different programs.

Regarding environment conservation: Mirada Verde helped them develop waste management

awareness and maintain a cleaner environment with frequent cleaning events which involve our

students and their community members.

As part of their Biology IB class, Babeque was motivated to create alliances with other schools and

establish the Dominican Environmental Education Program (D.E.E.P) As such; it has conducted

several different types of environmental monitoring of wetland ecosystems and a river in the cities of

Santo Domingo, San Cristobal and Peravia.

The school wants to use initiatives like EcoSchools and

DEEP to foster student awareness of human role in society

and take an active role in protecting and conserving our

biodiversity and in problem solving of current environmental

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issues and finding creative alternatives that allow the DR to become sustainable.

EcoSchools works to help teenagers change for sustainability engaging them in action oriented and

socially responsible learning activities. They foster the formation of environmentally conscious people

who carry these new behavioral patterns throughout their lives. They work through an elective class

called Mirada Verde and follow a seven step change process that empowers them to take action and

make the school and their community more ecofriendly.

Key issues related to Coastal Community Resiliency and how this could relate curriculum

Our curriculum is competency oriented. The school has seven competencies: cognition (divided into

4 components: sistematic thinking, critical thinking, creative thinking and scientific research),

communication (with 5 components: listening, speaking, reading, writing and use of TICs), ethics

(Moral and ethics), civic (with 4 components: history, cultural identity, citizenship and administration),

personal/affective (with 2 components: self esteem, social interaction), aesthetic (Components:

aesthetic appreciation and artistic production) and the seventh one being health and environment.

This last one includes 3 components: body awareness, health and ecological. As such, it is ingraned

in each grade level and through all subjects taught that students:

a.) Learn to recognize themselves as having interdependece with other living things and their

environment.

b.) Develop principles of environmental responsibility

c.) Learn to value and promote the rational use of natural resources for sustainable development.

These are all indicators found in our school curriculum and as such teachers must make sure to

develop their lesson plans during the year to guarantee that these are target learning objectives. One

way the school accomplishes this is through a variety of interdisciplinary projects, community work
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(there is an office with two individuals in charge of providing a wide variety of opportunities to

volunteer in different activities throughout the year) and as part of daily class activities. True to form,

most of the in-class lessons regarding this indicators fall into the science category but the

administration is adamant and provides any support necesary so that all teachers can achieve this

competency across the board.

We are currently participating actively with the Ministry of Environment in their cleanning of beaches,

but the biggest impact regarding coastal resiliency is accomplish through the work of juniors through

DEEP projects. Our main goal this school year is to add to what has been going on in the past two

years (beach and mangroove forest assessment) and incorporate Public Schools into our activities.

We are hoping to start BioBlitz with La Yuca public school 6th grade class next semester.

Dominican Environmental Education Program (D.E.E.P.) is an initiative of seven (7) private schools of

Santo Domingo. It was founded in August 2015 with the sponsorship of Counterpart International and

the guidance and supervision of Hiram College in Ohio, U.S.A through its Learning Streams

International program.

Overview

On 2013 we were hired to work for Secundaria Babeque as a science teacher. Since the beginning

of our work at Babeque we were told that the near future held a dramatic change for the school. We

found ourselves working to become an International Accredited High School. On 2014 we began

preparing for the accreditation by International Baccalaureate, a Swedish accreditation. As part of

my new responsibilities as an IB Biology teacher I was responsible for having the entire junior class

involved in an interdisciplinary research project. This group project must be a collaborative venture

where emphasis is on interdisciplinary cooperation. It must illustrate the international nature of

science and the increasing cooperation required to address global issues involving science and
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technology. The three aims of the project are to develop and apply 21st century communication skills

in the study of science, become critically aware, as global citizens, of the ethical implications of

science and technology, and to develop an understanding of the relationships between scientific

disciplines and their influence on other areas of knowledge. (International Baccalaureate Diploma

Program guide 2016) When on spring 2015 we participated on a virtual conference with Learning

Streams International (then called Igniting Streams for Learning Science) we understood that they

gave us the perfect stepping stone for our Group Research Project.

It was later that year, between August and September 2015 that Dominican Environmental Education

Program (D.E.E.P.) was founded by seven different schools in Santo Domingo.

Vision Foster Dominican teens awareness of environmental issues around the world that impact

DR so that they are empowered to take an active role in promoting programs that echo positively with

stakeholders in their communities that can cascade into positive public policies aimed at protecting

ecosystems in the island.

Mission Motivate students to learn science by engaging in scientific research in their communities

while at the same time empowering them to take an active role as vital stakeholders in preparing the

DR to face the many impacts of climate change.

General Objectives

1. Foster ecological awareness regarding human role in ecosystems.

2. Evaluate different aspects that determine health of wetlands.

3. Find creative and innovative ways to reduce human impact in some of these factors.

4. Develop S.T.E.M.s through real life situations.

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 Year 1 School Year 2015-2016

For the first year all schools worked together on the same project, in the same location in the city.

Schools performed a six month research on biotic and abiotic factor changes in costal ecosystems.

Schools collected data from October 2015 up until March 2016 every week (Fridays or Saturdays)

collecting samples and analyzing several metrics (water temperature, tidal change, water pH, nitrates,

phosphates, turbidity, depths, coliform count) as well as collecting data on the overall appearance of

the site (Guibia beach in Santo Domingo).

On April 2016, representatives from each school worked together to analyze the data and prepare a

presentation of our research.

On Saturday April 16 we gathered at Carol Morgan School, together with our Counterpart sponsors

and Hiram mentors to present our findings to several Non-profit Dominican organizations that work to

preserve our costal ecosystems.

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Each school had a reason for coming together for this project, as we have explained, Babeque´s

participation is twofold: complying with IB requirements for science and meeting one of the most

important components of Babeque´s curriculum: developing environmental awareness. Our school

had 99 students participate in 20 different learning communities (LC) who collected data between the

months of October and December. We selected Guibia beach because for our first year it was easier

to convince parents to work close to home and this particular beach had been neglected for many

decades and just recently had been rescued by City Hall and was supposedly being kept in good

condition. Unfortunately, from our research we found that it was greatly contaminated with fecal

coliform and a large and varied array of solid waste (foam, plastic, fabric, etc.).

For our first experience with this type of approach to teaching we felt extremely positive with our

overall results. As an institution we are now more enthusiastic about investigating and conducting

research outside of our classrooms while at the same time, making science about engagement with

the community. Our school has always done research and investigations but with D.E.E.P. we took a

step further and involved other schools. From our D.E.E.P learning communities we already have

two students who decided to change their majors to study environmental issues, one of them in a

local college another one in U.S.A. Many of our students became more aware of our role in the
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preservation and conservation of our environment. (https://www.youtube.com/watch?v=Jgtkk0-

tBQM&t=4s)

 Year 2 School Year 2016-2017

School year 2016-2017 was led by a different science teacher and we have no information available

regarding that year´s work.

 Year 3 School Year 2017-2018

Our approach for this school year was determined by

student/teacher involvement and participation in Learning

Stream International Summer Program which took place in

July 2017.

Four (4) juniors and I participated in an intense two-week

institute that shaped what has been going on this school

year. Class 2019 began working during the month of August researching water ecosystems in

Dominican Republic. From that

research and by discussing possible

locations close to Santo Domingo the

group decided on working in a

community in Peravia province where

some of Babeque employs live. We

chose a river ecosystem in Nizao,

Peravia. We selected Nizao River

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because of the great importance of the river not only to Peravia Province but to other provinces like

San Jose de Ocoa, San Cristobal and Santo Domingo. Nearly 40% of the population in DR gets their

drinking water from this river.

Our Project title: Evaluating Nizao River Ecosystem by Analyzing Biotic and Abiotic Factors

throughout the Months of September and December 2017

(A) Chronogram

Phase 1: Planning (August)

Students conducted research on aquatic ecosystems in general, their classification and how human

impact is affecting each one. They then conducted research on aquatic ecosystems found in DR.

They also did research on those close to Santo Domingo and selected the one where they would be

interested in doing research this year. Students combined their suggestions and develop a single

protocol for assessing the chosen ecosystem.

Phase 2: Data collection (September 2017-January 2018)

Each Friday/Saturday, different learning communities (LCs) visited the site to collect data on the

different metrics.

Members of each LC needed to collect information on their metric as well as observations of the

sampling site and record them on their journals.

Phase 3: Analysis of Data collected. (December 2017-January 2018)

LCs worked on elaborating graphs that help them analyze the condition of the river during the months

of data collection.
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They worked in groups to deduce possible reasons for the changes observed in the metrics, looking

into their anecdotal notes on their observations of weather changes, human activity, and other

possible aspects that might be responsible.

Phase 4: Conclusion (January 2018)

Students worked on finalizing their investigation and present their findings to other LCs. Finally, all

groups came together to join conclusions and give an overall assessment of the Nizao river

ecosystem.

Phase 5: Result presentation Students came together to present their findings in different venues:

a.) Cultural and Science Fair at Babeque on March 2018.

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b.) DEEP day on April 7, 2018.

(B) Overview.

Nizao River is one of the major rivers in DR. It originates in Cordillera Central, major mountain range

of the island and where most of DR rivers are originated. It is the sixth largest river in the island

(118km) and of great economic importance since it has three hydroelectric dams (Jiguey, Aguacate

and Valdesia), provides drinking water to Santo Domingo, the capital of Dominican Republic and it

also provides irrigation for major crops in three other provinces (San Cristobal, San Jose de Ocoa

and Peravia). (Reference: http://www.acqweather.com/hidrologica.htm)

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(C)Purpose

The purpose of this investigation was to assess the overall state of the river in the area closest to

Juan Baron community, a small part of Peravia Province just a few kilometers from where the river

meets the Caribbean Sea. As part of D.E.E.P., Babeque was interested in evaluating the health of a

river which affects the health of nearly 40% of the country´s population and assess the anthropologic

impact on the river. For many years different portions of society complained against the abusive

extraction of sand and gravel for construction, the excessive contamination from run off and human

waste disposal as well as poor management of the dams. In hopes of raising awareness our class

decided to conduct this investigation.

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(D)Objective

The main objectives were to collect information on the biotic and abiotic factors that determine the

health of the habitat and to evaluate the possible reasons for alterations found in these factors.

(E)Methodology

1.) Establishing learning communities.

Students were divided into 24 learning communities, working each with one of six volunteer near pear

mentors (NPMs). Three of the seniors who participated in the Summer Institute, an alumnus from the

first D.E.E.P. class, two science teachers and a biology major from UASD worked as our NPMs.

Each learning community worked on six (6) different metrics. The 6 metrics were:

Pebble count: Consisted on walking in a zigzag way randomly picking up pebbles in a stream and

measuring them by size category.

Citizen Quality of Habitat Evaluation Index (CQHEI): consisted on analyzing physical

characteristics of the river for later evaluation of the disturbance and land use practices.

Stream Flow: consisted on examining the volume of water moving past a cross-section of the river to

determine if the ecosystem in good condition to sustain life.

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Water Quality: consisted in analyzing the physical and chemical characteristics of the water in the

ecosystem.

Inventory of macroinvertebrates: consisted in measuring the river’s condition based on the quantity

and quality of the macroinvertebrates according to their ability to tolerate pollution.

Inventory of vegetation: consisted in counting the plants around the river to later identify the

quantity and species; classifying them as native, endemic and/or invasive species.
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2. Data collection was conducted every Friday afternoon from late in September until January 12,

2018. A bus would leave with six (6) different LCs and their corresponding NPMs at 3:00pm,

collecting data for each metric at least in five different sites in the selected area of the river.

(F)RESULTS

1. Pebble Count:

As it can be seen in this graph, there were a variety of pebble sizes in the Nizao River, ranging from

fine gravel to small boulders. The graph shows the percentages of each pebble each day of data

collection. The most constant pebble size was very coarse gravel, since very similar percentages of

this pebble size were found every day of sampling.

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2. CQHEI:

CQHEI is a qualitative assessment of habitat quality which is translated to a number value. 70-100

points represent an Exceptional Warm Water habitat; whereas 0-49 points represent Modified Warm

Water Habitats and 50-69 points represent Warm Water Habitats. According to the graph on page 11,

the best results were from Nov. 10 -- 65 points, qualifying as a Warm Water Habitat, while the worst

results were on Sept. 29 with a score of 46 points, meaning it was a Modified Warm Water Habitat

that day. This last classification applies to habitats that have suffered functional and structural

deficiencies, but are capable of supporting a warm biological community. Higher values coincided

with heavy rainfall the week prior to data collection.

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3. STREAMFLOW:

Based on streamflow results, it may be said that the river has a large range of flow variations and that

the river flow tendency for decreased flow. We noticed that the average stream flow for the Nizao

River --14.32556 ft3/s was dramatically lower than the natural, recommended one (843.314241 cubic

feet per second). This means that almost no living beings can inhabit this river.

4. WATER QUALITY:

Dissolved Oxygen was by far the worst metric in

water quality. Optimal results are between 84.6 to

118.9 %SAT, but Nizao scores were between poor

and fair, consistent under 55%SAT. This means

that little to no species of animals and plants can

live in this river.

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Dissolved Nitrates: As expected from

previous research there was low dissolved

nitrate in the river, excellent scores are at

0-2 mg/L and during sampling results were

always under 5mg/L.

pH: For pH optimal results are found between 7.2 to 7.7 intervals, anything above or below is either

acidic or basic/alkaline for lotic environments. If you take a look at the graph on the next page you

can see that most of the results obtained were between Good, Average, and Fair.

TDS: In total dissolved solids, the higher the value, the higher the contamination level. Our results

allow for a good to average score, always staying under 300 mg/L. Thus, for the most part, small solid

particle contamination was ok.

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Turbidity: Turbidity is the cloudiness of water because of particles in it. The higher it is, the less clear

water is, and it usually means a poorer environment for photosynthetic organisms to thrive, thus less

available oxygen. For the most part Nizao river scores were excellent, except for two days.

Temperature Change: Optimal temperature change is of 0.5 degrees Celsius change. Results from

data collection remained excellent or good throughout.

5. INVENTORY OF MACROINVERTEBRATES:

Counting and classifying macroinvertebrates

allows for determination of contamination. A

number score indicates level of contamination.

After analyzing and comparing the Pollution

Tolerance Index of the Macroinvertebrates found in

the river, it may be said that Nizao river had

mostly a fair level of pollution (11-16 points). If you compare these results with Dissolved Oxygen

results you see that when the score was high for contamination, oxygen was low (EX. Nov 10 and Oct

20).
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6. INVENTORY OF VEGETATION:

After analyzing both sampling areas (at the river bank and far from the river bank) you can see that

close to the river bank there was an increase of the invasive high pH resistant species (Cyperus and

Ludwiga) and the native species slowly disappeared (Bloodroot and Lattice) but far from the river

bank the dominant species were native ones (Jatropha). Some invasive species disappeared in this

sampling area --Cyperus and Ludwiga-- while others endured (Astragalus sp.). Unfortunately the

dominant species in both sampling areas were the invasive plants, most commonly known as tropical

undergrowth.

(G) Conclusion.

After analyzing the data obtained from all the

different metrics we observed relationships

between them. Water quality and inventory of

macroinvertebrates were closely correlated, and

dissolved oxygen levels and PTI levels showed

a strong correlation. Similar correlation was

found between water quality and inventory of

vegetation where pH levels were consistent with

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native plant disappearance by the river bank. In the different visits irregular and mostly decreasing

quality of the ecosystem could be ascertained.

We took into consideration that these had been months rich in heavy rain and with two hurricane

events. This increase in precipitation was noticeable in the two days were turbidity increased and

with the fluctuation of plant species, as well as with other water quality values. In general, most of the

metrics showed our environment to be between average and fair, when compared to standard and

overall indexes. (https://www.youtube.com/watch?v=vwbXSVnFImw)

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However, these results must be evaluated together with qualitative data collected from observing the

surrounding area of the river. As you may observe in the aerial pictures the river is surrounded by

informal vendors and it is visited weekly by a large number of native residents (evidence of solid trash

is visible in both riparian zones and inside the water) who bathe in the river and wash their cars in its

waters. Moreover, we saw evidence every week of gravel and sand extraction from different sites

around our sampling zone. These facts, together with the variety of cows and goats which we saw

bathing and drinking from the river should be factored in as anthropological impact on the river. And

we cannot forget that the river flow is drastically affected by the dams placed along the river´s path.
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Some difficulties found during the investigation process were the inexperience of the students

collecting each metric, the lack of sufficient materials to collect samples in more areas in the short

amount of time spent data collecting which prevented each group from repeating the procedure as

much as they should have, the opening of Las Marias reservoir on October 20 which cut short one of

our sampling days. These factors could have affected the precision of our results.

If the school plans to continue repeating this type of research, we recommend that students practice

in school the proper procedure for collecting each metric. Also, we suggest more time in the

collection area, so that each group can dedicate the required time to take more samples.

http://www.youtube.com/watch?v=0LbZI_mC_Qc

LEGACY PROYECT

In the Summer on 2017, 4 juniors participated in the Summer Program hosted by Learning Streams.

As part of their experience they worked on three different locations: Chincoteague, Virginia,

Washington D.C. and at Hiram College, Ohio. They worked with an undergraduate near-peer mentor

in learning communities and learned how to collaborate with one another as they investigated ways to

solve the issues associated with resiliency of coastal communities by examining natural and human

resources of coasts. Their work included the use of technology for problem solving, and the latest on

assessing and addressing coastal conservation issues. Dominican students and their teachers
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interacted with American local citizens, scientists, college professors and American and Pakistani

high school students and their teachers. At the end of the Institute these students were challenged to

continue a Legacy Project in their home community. They became near peer mentors for the new

D.E.E.P. community at Babeque and worked on a research project with Punta Cana Foundation.

(www.youtube.com/watch?v=U7Mf-EfNpHE&t=89s)
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COLLABORATING WITH PARTNERS

 CIBIMA

One of the new benefits of working with Counterpart and Hiram has

been the partnerships with other institutions that work to preserve and

conserve our environment. Already, each school is working with

CIBIMA students, who collaborate as NPMs. We are extremely lucky

to have Christopher Esquea who is a Biology student from UASD who

works with Babeque as a Near Peer Mentor from CIBIMA. Next year,

he will probably join D.E.E.P. in a new role, as the new biology

teacher for Community for Learning. We look forward to working with

him as a fellow teacher.

 Punta Cana Foundation

On March 2018, Secundaria Babeque joined Punta

Cana Foundation beach monitoring and mangrove

restauration projects. We had 14 student

volunteers and two teachers participating on that

initiative. For three days students and teachers

worked hand-in-hand with foundation staff

monitoring their mangrove forest restauration

initiative at one of Punta Cana´s beach sites.

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The group also worked for two whole days monitoring beaches (Playa Serena, Playa Blanca and

Ojos Indígenas) for a variety of metrics: temperature, wind speed, current velocity, salinity, turbidity,

pH, pollution and biotic factor inventory (algae, plants and animals). At the end of every sampling

students completed a digital data bank of their findings.

(http://www.youtube.com/watch?v=PK26LnFOlKs)
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D.E.E.P. DAY 2018

On Saturday April 7 all learning communities form the different schools which are part of D.E.E.P.

came together once again at Carol Morgan School to present each other’s research projects and

share the work done by each school with our partners from CIBIMA, CEBSE, Grupo Punta Cana

Foundation, Nature Conservancy and ANMAR, together with our mentors from Learning Streams and

our sponsor, Social Sector Accelerator. The event took place all morning and students had the

opportunity to rotate between the different presentations prepared by schools and partners held in

different classrooms around campus. At the beginning of the activity our keynote speaker, Sonya

Wisdom, spoke about LSI´s Summer Institute which takes place every Summer. She encouraged

students and teachers to participate and take advantage of this cultural and learning experience.

Special guests and teachers commented on the event and how all those involved displayed

enthusiasm and interest in all the activities. (www.youtube.com/watch?v=OaeO2jSbeVI)

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Learning Streams International

In July, Grace Baez (Chemistry teacher and NPM for this school year) will participate in ISL Summer

Institute with four juniors. They will work together with students from Pakistan and USA to assess a

wide variety of different ecosystems (coastal, wetlands, etc.) and conduct a variety of activities related

to coastal resiliency and many more different impacts of global warming. These students will then

come back and become near peer mentors for School Year 2018-2019.

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República Dominicana.

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from http://idard.org.do/wp-content/uploads/2017/10/LISTADO-DE-ESPECIES-

EX%C3%93TICAS-INVASORAS-EN-REP%C3%9ABLICA-DOMINICANA.pdf