RARE Manual For Training Local Nature Guides

Selections from
“Interpreting for Conservation:

a Manual for Training Local Nature Guides”
In 1994, RARE developed the Nature Guide Training Program (NGTP) in collaboration with Latin American
protected area managers, tour operators, and WorldTeach volunteers. Together, they launched the first course that
year in Costa Rica, as a means through which men and women could enter careers in sustainable tourism. The
course includes three rigorous months of training, which covers conversational English, natural history, and
interpretation—skills that are necessary for careers as nature guides.
To date, RARE has implemented a total of 16 courses, training nearly 270 guides, in Costa Rica, Mexico,
Guatemala, Honduras, and South Africa. Future courses are being planned for Indonesia and Central America.
RARE has collaborated with The Nature Conservancy partners on several of these courses, including those in Parks
in Peril sites.
Results of the Course
NGTP offers men and women in threatened regions a career alternative that is both sustainable and profitable.
Graduates leave with a heightened awareness of the value of conservation, as well as the opportunity to increase
their income. On average, they earn 92% more in their monthly salaries than they had before the course. But not
only the graduates of the course benefit: the new nature guides spread their knowledge of conservation both within
their communities and through the tourists they reach.
Materials provided on this CD
The materials on this CD was collected from “Interpreting For Conservation: A Manual For Training Local Nature
Guides.” This is a comprehensive handbook for designing and running a Nature Guide Training course developed
by RARE with the support of The Nature Conservancy, The David K Hardin Generativity Trust, and The Compton
Foundation, Inc.
In this CD, you’ll find documents that are intended to introduce you to both the spirit and the format of the Nature
Guide Training course. There are sample curriculums, lesson plans, and schedules, and a detailed description of the
history and results of the course thus far. There is also a photo gallery containing pictures of course participants and
graduates.
Though it is not the full Nature Guide Training manual, this CD should give you enough information to familiarize
yourself with the program and the type of training necessary to prepare individuals to earn their livelihoods through
nature guiding.
For general information, contact: For TNC partners, contact:

James Dion, Director, Ecotourism & Andy Drumm, Director, Ecotourism
Community Development Program The Nature Conservancy
RARE Worldwide Office
1840 Wilson Boulevard, Suite 204 4245 N. Fairfax Drive
Arlington, Virginia 22201 USA Arlington, Virginia 22201 USA
Tel: 703.522.5070 Fax: 703.522.5027 Tel: 703.841.8177 Fax: 703.841.1283
jdion@rarecenter.org adrumm@tnc.org
www.rarecenter.org www.nature.org/ectourism
Please go to the next page for the table of contents.

Selections from “Interpreting for Conservation:
a Manual for Training Local Nature Guides”
TABLE OF CONTENTS
1. Nature Guide Training Program Description
Course Set-up Information

2. Student Selection
3. Sample NGTP Orientation Schedule
4. Sample Memorandum of Understanding with Partner Organizations
Curriculum
5. Overview of NGTP Course Curriculum
6. Birding Curriculum Guide
7. Characteristics of a Good Tour Guide
Sample Lesson Plans

8. Sample English Lesson Plans
9. Sample Natural History Lesson Plans
10. Sample Interpretation Lesson Plans
Course Management and Assessment

11. Sample Daily Course Schedule
12. NGTP Assessment Tools
13. Post- Course Work Plan Form for Community Stays
14. Student Tour Evaluation Form
15. Photo Gallery
© 2001 RARE Selections From Interpreting for Conservation,

Page 2
1. Nature Guide Training
Program Description
SELECTIONS FROM:
INTERPRETING FOR CONSERVATION
A MANUAL FOR TRAINING
LOCAL NATURE GUIDES
This publication was made possible through the support provided by the Office of Regional Sustainable Development, Bureau for
Latin America and the Caribbean, U.S. Agency for International Development, under the terms of Grant No. LAG-A-95-
00026-00 for the Parks in Peril program. The opinions expressed herein are those of the authors and do not necessarily
reflect the views of th U.S. International Agency for International Development
Nature Guide Training Program Description
RARE
NATURE GUIDE TRAINING PROGRAM
In 1994, RARE Center implemented the first Nature
Guide Training Program (NGTP) in Costa Rica as a
way to help rural adults participate in, and benefit
from, ecotourism. NGTP provides students with
little formal education the basic skills needed to
work as nature guides, community-based tour
operators, and other related jobs - offering them
sustainable local economic alternatives.
The conservation and community development

benefits that result directly from the NGTP include:
• The value of conservation within nearby rural

communities is increased by the creation of local
jobs dependent upon the existence of protected
areas. Guiding also represents tourism-related
employment beyond the lower-level service-
oriented jobs that have historically been offered
to local populations.
• NGTP guides are encouraged to become conservation activists, and often return to their communities to begin environmental
education programs, develop interpretive nature trails, and initiate their own local guide training programs.
• NGTP graduates are encouraged to not only guide visitors, but to educate them as well by incorporating conservation
messages into their tours - messages that are heard by thousands of international visitors each year.
• The existence of local guides increases protected areas’ ability to monitor threats to park resources and enforce site visitation
regulations.
The Nature Guide Training Program was developed through a unique collaboration with Latin American protected area managers,
local tour operators, and WorldTeach – a Harvard University-based volunteer organization. Since the first course, RARE Center
has collaborated with dozens of tour operators, NGOs, and government agencies to provide courses in Mexico's Southern Baja
Peninsula and Yucatan Peninsula, the Mexican state of Chiapas, Guatemala, and the North Coast of Honduras. RARE Center
recently initiated the first NGTP in South Africa, and future courses are anticipated in Indonesia and throughout Central America.
Methodology
The NGTP curriculum is based on a state-of-the-art training methodology in which students live and study with their teachers in
an isolated, English-only environment. During the three-month course and one-month follow-up period, students receive more
than 1,000 hours of practical experience, equal to more than a year at a U.S. university. The curriculum covers conversational
English, local natural and cultural history, interpretation, and guiding skills - as well as basic tour planning and marketing.
Curriculum and teaching materials are adapted to the specific needs of each country or region.
The program utilizes proven experiential learning techniques so that students acquire skills by actually using and developing
them, rather than by studying about them. Throughout the course, students create and lead tours, give oral presentations, design
signs, collaborate to solve problems, and carry out role-plays.
The NGTP is an intensive twelve-month program organized in three phases:
• Pre-course: Pre-course activities last approximately four months and includes selecting local partner organizations, selecting
16 students, training a supervisor for each local organization who will provide follow-up to the guides, and preparing the
team of course staff and volunteer teachers. Three course coordinators (a local program manager, a local naturalist, and a
native English-speaking training coordinator) are trained to run the course, along with a group of six volunteer English
teachers. One of the most important activities during this period is the creation of a vision for ecotourism and the role of the
guides in each protected area. All partners and supervisors participate in a three-day vision workshop led by a RARE Center
facilitator.
• Course: Staff, teachers, and students then begin the ten-week intensive course that takes place in isolated training sites
located in the protected areas where the guides will work. Both the English and natural history classes are shifted outside
© 2001 RARE Selections From Interpreting for Conservation, Page 2

Nature Guide Training Program Description
into the surrounding natural environment as much as possible. Each week, students develop and lead "practice" tours that
incorporate the interpretive techniques and natural/cultural history information taught during the previous week's lessons.
RARE Center’s approach to training the guides includes illustrating to the students that the visitors to their parks and
protected areas value their natural history stories. The language skills and basic natural and cultural history knowledge
necessary to convey those stories are then provided. Unfortunately, this is where most guide training courses end. RARE
Center’s training takes an additional step of teaching and encouraging the guides to incorporate messages of conservation
into those stories, and educate park visitors on the importance of biodiversity protection.
• Post-Course: Post-course activities begin with an initial intensive one-month follow-up phase. Guides return to their
protected areas and communities accompanied by one of the course instructors and together with their supervisors, they begin
to design tours in the area and develop workplans that include conservation activities such as creating environmental
education programs in local schools and interpretive trails development. Evaluations are made of each guide’s progress and a
final report distributed to all partner organizations. The program manager also remains in a support position for an additional
five months to help the guides promote their tours, work with collaborators, continue student assessment, and assist the
guides where needed.
Results to date
As its programs in Costa Rica, Mexico, Guatemala and Honduras have shown, this hands-on approach encourages students, who
might otherwise be hindered by self-consciousness, to become enthusiastic and active learners. Such that:
• Nearly 300 rural adults have been trained through eighteen courses.
• Graduates’ monthly salaries have increased by an average of 92%.
• Program graduates from the first 11 courses (half of these graduated within the last five years) have already generated
additional revenue of more than $1 million (not including revenue from related, non-guiding services).
• In Baja California Sur, 65% of graduates have found employment as nature guides and another 18% are working or studying
in conservation or ecotourism-related fields. Seventy percent have initiated or participated in community environmental
education programs, and many others have started other local conservation projects.
• In the Yucatan, 76% of graduates are guiding, and more than a dozen have launched ecotourism cooperatives or businesses in
their communities. The graduates have also taught environmental education to more than 500 local adults and children in the
past year alone.
• In Honduras, the majority of graduates have joined the staffs of the NGOs that manage protected areas, where they are
working as nature guides, educators, or public use coordinators.
Local Partners
In order for the program to be successful, it is essential to

form strong collaborations with local reserve staff,
NGOs, and tour operators. Local partner organizations
that sponsor one or more guides during the training are
asked to commit to employing or formally collaborating
with each guide for a minimum of one year, to ensure that
he or she receives sufficient post-course support. The
guides’ supervisors attend three to six training sessions
with NGTP program staff to learn about the program and
create work plans with the guides. Local partner
organizations may also be asked to pay an inscription fee
(10% of the total cost per participant) for each participant
in the course.

2. Student Selection
SELECTIONS FROM:
LOCAL NATURE GUIDES
Student Selection
SELECTION CRITERIA
The Nature Guide Training Program has developed a series of well-defined criteria for the selection of participants. Although only a
few of them are non-negotiable, the probability of obtaining good quality guides depends on the application of these criteria.
Basic Criteria (Non-Negotiable)

The Candidate Must:
• Be able to read, write, and communicate well in the candidate’s native language
• Be a member of a community in the buffer zone of one of the identified protected areas and/or work in one of the organizations
that manage or have projects in one of the areas
Basic Criteria (Negotiable)

The Candidate Should:
• Be between the ages of 18 and 40
• Have completed elementary school but not be a college graduate unless he/she can promise permanence (under strict criteria) in
the area for many years after the training course
• Be charismatic and have strong communication and teaching abilities (good “people skills” )
• Be courteous, an extrovert, and have an interest in learning
• Be in good health
• Have an interest in conservation and community development
• Be familiar with the area where he/she will be working
Other Non-Essential Preferred Characteristics

The Candidate Should:
• Have worked in a field related to natural resources (guide, park ranger, hunter, farmer, fisherman, etc.)
• Have a good knowledge of nature and natural processes

Student Selection
BASIC INFORMATION ABOUT THE NATURE GUIDE TRAINING COURSE IN

SOUTHEASTERN MEXICO
(Sample Document Provided to Potential Students and Potential Partner Organizations)
Course objectives:
Train individuals working as tourist guides (or those who will assume that role in the future within their communities or organizations)
in the following subjects:
• Conversational English
• Natural and Cultural History of the area
• Tourism Services
• Environmental Interpretation
• Conservation
Another objective of this course is to train people that collaborate with local organizations (community development and/or
conservationist) to play the role of “supervisors” in charge of the short- and long-term monitoring of the work the guides will be doing
in their communities and organizations.
The training will take place in three different sites in the States of Chiapas and Quintana Roo. The objective in choosing such sites is
that the students work in areas where the isolation and the distance from their daily routine activities allow them to focus their
attention and effort to assimilate and practice the skills acquired. At the same time they will become familiar with different
ecosystems, thereby increasing their knowledge of the natural history of the area. Similarly, throughout the course of the training and
on each site, the number of tourist will increase, allowing the students the opportunity to practice the skills acquired according to the
above-mentioned curricula.
Since this is a training course for bilingual guides, the students will work in an environment of “English Only”. The students will
learn the basic vocabulary related to tourism, Natural History, and conservation in order to be able to effectively communicate with
tourists.
Dates and Places
The tentative date for the training course is August 13–December 15 for a total of 10 weeks in the field and one month of monitoring.
The students will live with the teachers and coordinators in three protected areas. The program has study periods lasting 3 to 4 weeks
with a rest period of 4–5 days in between. Classes will be given from 8:15–1:00, 3:00–6:00, 8:00–9:30 in addition to other sessions
and individual study periods. Students will have to abandon completely their daily activities for the duration of the course.
The planned sites for the training are:
August 13–September 13 Site I: Blue Mountain Park Training Center

September 18–October 16 Site II: Coral Reef Reserve Center
October 19–November 3 Site III: Blue Mountain Ecological Center
November 3 Graduation Ceremony
November 15–December 15 Monitoring (WorldTeach teachers)
Schedule
Vision Workshops1 May 14–16th

Presentation of applications from selected candidates June 5th
Selection of candidates and orientation workshop2 June 19–20
Signing of agreement letters with RARE Center June 19th

Student Selection
1
In this workshop, NGTP (with the participating organization) will build the vision and the role that the guides and community
development promoters will have in their communities and organizations.
2
In the selection and orientation workshop, NGTP will give a clear explanation of the course and its rules, describe the necessary
items for the course, collect basic data to form the baseline of each selected student, and assign tasks to be completed before the
beginning of the course.
Selection of the Candidates
The pre-selection of candidates will be done by the sponsoring organizations. A committee of collaborators and RARE Center will
coordinate the final selection. This committee will review the applications, interview the candidates and select the final participants.

3. Sample NGTP Orientation Schedule
SELECTIONS FROM:
LOCAL NATURE GUIDES
NGTP Orientation Schedule
NGTP ORIENTATION SCHEDULE, WEEKS 1 - 2
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Teachers Arrive! 9-1:00 University
Daily Routine-NHC
2:30-7:00 Office 2:30-7:00University 2:30-7:00University 2:30-7:00University Teacher 3P’s Demos
Begin preparing NH Ice Breaker Activity Lemon Exchange Intro to Daily Daily Routine-TC and discussion
Binder for Course Favorite Things A Clear Image Routine: warm-up, Staff teaching Demo 11 Assumptions
Staff Roles Intro to Mapping a word of day, Intro to TEFL Learning Styles
Begin preparing Orientation folders People, 15 Question cultural moment, Intro to 3 P’s Why Immersion?
SMART Objectives Health Insurance Survival Skills II Mapping, 15 Q’s. Who are the
for morning bird Medical Kits 6 month overview Host family checks learners? FREE
walks in course Expectations and responsibilities Teacher minilessons
Intro to RARE, WT SMART objectives FREE
Begin preparing Intro to NGTP Culture Shock
Objectives and
plans for NH HW: Prepare 10
lessons, month 1 of minute mini lesson HW: Learning HW: Prepare 3 P’s
course Styles Test lesson in pairs
Prepare Intro to Prepare SMART Prepare NH SMART Prepare NH lessons 8:00 Office 9-1 School
Birding for vols. Objectives for Objectives and for volunteers Daily Routine – T5
birding sessions lessons for vols. Travel to Story Telling
with volunteers Orientation Site Intro NH Stories
(local community in Intro. Interpretation
protected area) Model Tour
3:30-7:30University 2:30-7:30University 2:30-7:30University 2:30-7:30University FREE
Daily Routine- Daily Routine – T2 Daily Routine - T3 Daily Routine – T4
Teacher 1 Intro to MBTI Teacher Demos Team teaching dems
Feedback Cooperative MBTI presentation 3-6 Tour with Park
Student-Centered learning and coop. Lesson Planning 5:00 Guest speaker: Staff
Approach Structures Staff Team Tourism in the HW: Think of a
Non-verbal The Parable Teaching Demo Region story to share
Communication HW: prepare team
HW: Prepare coop. teaching demo using
Structures demo lesson plan format

NGTP ORIENTATION SCHEDULE, WEEKS 3-4

6:30-8:00 Birding 6:30-8:00 Birding 9:00-1:00 School 9-1 School 9-1 School
Daily Routine – T2 Daily Routine – T3 Daily Routine-T4
FREE 9:30-1:00 School 9:30-1:00 School Bird of the Day-TC Bird of Day- NHC Review Practicum
NH Class NH Class Curriculum Design Bad Teacher Demo schedule
SMART objectives Teacher observation Review Teacher
3:00-7:00 School for Practicum Classroom Observation
Daily Routine – TC Schedule practicum Management Revisit Who are the
Intro to NH 3:00-7:00 School 3:00-7:00 Overview of manual learners? FREE
Intro Guides’ Guide Daily Routine-NHC Daily Routine – T1 lesson plans Jazz Chants
Intro to Birding ESP Demo Outrageous Demos Stress management
Stereotypes 1 and 2 3-6 Practicum Prep
7:00 Intro to Staff Outrageous Intro Bird of Day
Practicum, post Teaching Demo Routines 3:00-7:00 School 6-8 PRACTICUM 3-6 Practicum Prep
signs in community Outrageous Demo 3
Staff Assessment 8-9 Feedback 6-8 PRACTICUM
HW: prepare HW: Read Demo
outrageous teaching Pedagogy manual 8-9 Feedback
demos in pairs chapter
9-1 School 9-1 School Begin preparing Continue planning 9-1 School Prepare NH pre and
Daily Routine – T5 Daily Routine – TC first NH assessment NH lessons for Daily Routine – T2 post test for course
Using Props Intro Interpretation station reviews for teachers Bird of Day – TC and for teachers
Materials Intro curriculum course, with PC Error Correction
(EFNG, cassette) Tour guide checklist 10:30 guest Sheltered Approach
Intro course binders Prepare NH classes speakers from Read shelt.approach
for vol. teachers reserve
FREE
3-4 Preferences 3-4 trouble shooting 3-4 revisit feedback 3-4 The Machine
4-6 Practicum prep 4-6 Practicum prep 4-6 Practicum prep 4-6 Practicum prep 4-6 practicum prep 4-6 practicum prep
6-8 PRACTICUM 6-8 PRACTICUM 6-8 PRACTICUM 6-8 PRACTICUM 6-8 PRACTICUM 6-8 PRACTICUM
8-9 Feedback 8-9 Feedback 8-9 Feedback 8-9 Feedback 8-9 Feedback 8-9 Feedback

NGTP ORIENTATION SCHEDULE, WEEKS 5-6

6:30-8:00 Birding 6:30-8:00 Birding 6:30-8:00 Birding 7:00 meet
FREE 9:30-12 NH class 9:30-1 Teachers 9:30-1 NH class

Teachers take NH plan and run
pretest assessment demo RETURN TO
FREE FREE for NH and English CITY…
12-1 Who are the 3-7
3-7 School students?
Daily Routine – T4 Intro to students and Catch up day
Evaluate Practicum collaborators 3-7
What’s Your Beef? Daily Routine – TC
Grievance airing 3-7 School Intro to night classes
Model tour Daily Routine – T5 One-on-one 7:00 PARTY!! FREE
More on assessment Model tours Conversation groups
of English, NH, Int. evaluate using tour Tutoring Good-bye
guide checklist Songs, skits community…
Teaching with NHC
HW: Prepare model HW: continue to
tours HW: plan class with plan with NHC
NHC, 1 at a time
Continue planning 7:00 Office
course lessons, Course Prep Course Prep
FREE preparing materials, Travel to Course
assessment stations, Site I !!
props, etc 3-7 Office FREE
Intro life on site COURSE
Complete NH Course rules Relax, sleep, shop, BEGINS!!
binder Communication email, phone calls… 5:00 dinner and beer
3-7 Office lines Role Plays
Confirm Guest Continue preparing, English only Program rules
Speakers planning with NHC enforcement Site preparation
Letters to self

NHC ORIENTATION TRAINING AND WORK SCHEDULE

NOTE: The Natural History Coordinator should participate in all activities and sessions that appear on this schedule. Training sessions for
the volunteer teachers that do not apply to the NHC have been left off this schedule.
Regular, black letters indicate all sessions and activities in which the NHC participates, including homework. The NHC will participate in all
training sessions that relate to teaching and evaluation, along with the volunteer teachers. The NHC will participate in the practicum teaching with
the other teachers. The NHC should help prepare and teach English and NH classes with the teachers during the practicum.
Black letters in italics indicate all sessions and activities that are prepared and led by the NHC. This includes natural history classes which the NHC
will teach to the volunteer teachers, and course preparation. If a time is not scheduled for an activity, this indicates that the NHC is working alone,
and not with the teachers at that time.
Blue letters indicate sessions that will be prepared and run by the TC. The NHC should participate in all of these sessions that appear on this
schedule. In some cases, the NHC may be helping the TC to prepare and lead sessions.
Pink letters indicate sessions that will be prepared and run by the PC. The NHC should participate in all of these sessions that appear on this
schedule. In some cases, the NHC may be helping the PC to prepare and lead sessions.

4. Sample Memorandum of
Understanding with Partner
Organizations
SELECTIONS FROM:
LOCAL NATURE GUIDES
Sample Memorandum of Understanding with Partner Organizations
SAMPLE MEMORANDUM OF UNDERSTANDING WITH PARTNER

ORGANIZATIONS
MEMORANDUM OF UNDERSTANDING
BETWEEN RARE CENTER FOR TROPICAL CONSERVATION AND
THE LOS QUETZALES BIOSPHERE RESERVE
NATURE GUIDE TRAINING COURSE
The Los Quetzales Biosphere Reserve is interested in sponsoring the training of one guide in the upcoming Nature Guide Training
Course in Southeastern Mexico and agrees to comply with the following clauses for the duration of one year after the conclusion of
RARE Center’s Training Course:
This collaboration agreement has the following goals:
I. One interpretative trail developed and guided by a graduate from the Course
II. Development of three different interpretative tours within the Reserve, guided by a graduate from the RARE Training Course
a) Payment of an enrollment fee of US$600 for each student accepted into the training course, effective no later than the last
week of July 2000
b) Cover traveling expenses of the students from their communities to the meeting points established by RARE Center.
c) Cover traveling expenses to send a supervisor to the five Supervisor Training Sessions offered by RARE Center.
d) Develop an interpretative trail within the Reserve after the Course and with the trained guide and his supervisor
e) Seek funds to build, interpret, and place signs on the trail
f) Visit the interpretative trail developed by Toucan Biosphere Reserve
g) Assign one employee from the Reserve to work 30% of the time in the development of the trail for one full year
h) The Supervisor will monitor the Guide during one year and will work together in the development of three interpretative
tours and the interpretative trail
RARE Center for Tropical Conservation, for its part, through its Ecotourism and Community Development Program, agrees to:
a) Hold a training course for bilingual nature guides including 10 weeks of classes
b) Cover the students’ traveling expenses from the meeting points to the training centers; provide food and lodging for the
students for the duration of the course
c) Provide the students with educational materials to be used during and after the course (English textbook, Natural History
books, and cassettes for practicing English)
d) Teach the participants a base for environmental interpretation during the 10 weeks of the Course
e) Train the supervisors in the goals of environmental interpretation during one session of the supervisor training
f) Provide material related to environmental interpretation
g) Provide a copy of the “Trails; Conservation that Makes Dollars and Sense” prepared by RARE Center

Sample Memorandum of Understanding with Partner Organizations
h) Provide examples of signs for interpretative trails
i) 1-2 visits to the site to provide technical assistance
j) Prepare a six-month work plan for the supervisors and the guides
k) Evaluate the work of the guides and the supervisors at 6 months, and again at 1 year after the course
In the understanding that both parties are interested in complying with the above clauses, and having previously agreed verbally on the
established deadlines, the parties agree to sign this letter on the 23rd of June 2000.
For Los Quetzales Biosphere Reserve, For RARE Center
Director Program Manager

5. Overview of Nature Guide Training
Program Course Curriculum
SELECTIONS FROM:
LOCAL NATURE GUIDES
Overview of Nature Guide Training Program Course Curriculum
COURSE CURRICULUM, SITE ONE

Unit / Days Grammar and Communication Natural History Interpretation and
And Conservation Guiding Skills
I. Greetings:1 1. What is your name?
My name is Jose. What is your name?
Days 1-3 Nice to meet you.
Introduce yourself and 2. Where are you from?

others
3. Subject Pronouns
Ask for and give 1. Identify 15 body parts of
personal information 4. Verb “To Be” birds
I am a student. BC Lesson 4 &5
You are a teacher.
He is a guide.
5. Possessive Adjectives
What is his/her name?
Where are they from?
My name, Your name, Her name…
6. Polite phrases/mealtime phrases (before first meal)

Please pass…, thank-you, your welcome
7. How are you? And 8 basic emotions

I am happy. I am sad. He is angry.
8. Contractions with To Be and 8 more emotions

Are you excited?
Yes, I’m excited. She’s embarrassed. He’s jealous.
No, I’m not excited. No, she’s not embarrassed.
9. Yes/No questions with short answers “To Be”

Are you happy?
Yes, I am.

No, I’m not.
10. What do you do?

I am a guide.
I am a tourist.
II. Greetings 2 and 11. What day is today? 2. Bird of the Day,
Basic Birds Days of the week Introduction
ONLY with the Verb To Be
Days 4-5 12. What is this/that?
With classroom objects 3. Identify Bird Adaptations
5 foot/leg and 5 bills
13. Describing birds with verb To Be and 15 body parts (Bird of
the Day) 4. How to use Binocs 1
Is the tail long? BC Lesson 2 Model Tour (in
Yes, the tail is long. Spanish) Day 5
No, the tail is not long.
14. When is your birthday? 1. A Good Guide

Months Speaks Loudly and
Clearly – Day 5
15. How old are you?
#’s 1-100
16. What time is it?

III. What bird is it? 17. Where is + prepositions 5. How to use Binocs 2
to locate birds and objects BC Lesson 3
Days 6-7
18. Human Body parts 6. Why Birds are Important to
This is my leg. That is your head. my Community? 2. A Good Guide Uses
That is her foot. Non-Verbal
7. Identify 10 most common Communication
19. Review Lesson of Grammar Learned birds at site using binocs Day 7
ASSESSMENT STATION REVIEW – Day 7

IV. Does the bird have 20. What do you have? 8. Identify and name 15 TOURS 1
a long tail? With fruits and vegetables. common animals in site In English using first
I have a banana and an onion. ecosystem(s). Day 8 two characteristics of a
Days 8-9 21. Do you have? + Family good guide, simple 5
How many sisters do you have? 9. Why Birding? In English minute tours
Do you have children? Day 9

22. Plurals BC Lesson 1

Using families, fruits and veggies, classroom objects
23. Possessive Adjectives + Clothing 10. Bird of the Day with the
Jose has a blue shirt. His shirt is blue. verb To Have. Day 9
24. How much does it cost? How many do you want? Does the bird have a black
Buying things at a store. throat?
25. How much + demonstratives Yes, it has a black throat.
this, that, these, those, that one, this one No, it doesn’t have a black
throat.
V. What do you do 26. Simple Present Tense 11. Natural Resources,
every day? Organic and Inorganic Day 10
27. Why…Because (reinforce in NH lesson) Why are leaves organic?
Days 10-11 Why are you in the course? Because I want to work with tourists.
Why do Pelicans have webbed feet?
28. Adverbs of Frequency

How often do you…? Always, usually, often, sometimes, rarely,
never
12. Characteristics of Living 3. A Good Guide Acts
29. Adjectives Beings – Day 11 Professionally – Day
old/young, tall/short, wide/narrow, etc. 11
Lessons I-III
30. Verbs of Daily Habit
What do you do every day?
VI. Is the bird flying? 31. Animal Daily Habits 13. Diversity of Living Beings
Review of present tense and daily habits. Journal entry from point of – Day 12
Days 12-14 view of animal or bird. How are organisms organized?
Scientific names
32. Present Progressive I
What are you doing?
I am studying. The bird is flying. 14. Ecosystems: Populations,
They are listening to music. Communities, Ecosystems,
Biosphere – Day 13 4. A Good Guide

33. What is the bird doing? Differentiate and identify in the Prepares in Advance –
BC Lesson 13 region. Day 13
34. Present Progressive II

Are you studying English right now? 15 Using a Bird Book–Day 14
Yes, I am studying English right now. BC Lesson 8
No, I’m not studying English right now.
16. Adaptations of Bird Bills
35. Time Expressions with To Be and Feet – Day 14
at, in, on, around, until, before, after, early, late BC Lessons 6&7
36. To Want vs. To Need

I need something to drink. I want to drink a Coca Cola. NH ASSESSMENT
VII. There are many 37. Determiners 17. How do organisms adapt? TOURS 2
different habitats in an all, nearly all, most, many, a lot of, a few, some, not many Day 15 Using 4 characteristics
ecosystem. Natural selection of a good guide
38. There is/There are Speciation And NH topics to date
Days 15-16 Using habitats, ecosystems, etc. (birding, ecosystems,
18. How do organisms adapt? life)
Day 16
Adaptation
Evolution
ASSESSMENT STATION REVIEW – Day 16

VIII. What are we going 39. Future with Going To I 19 and 20. Common 5. A Good Guide
to see on the tour? What are we going to see on the tour? Interactive Patterns –Days 17 Provides necessary
We are going to see flamingos and many other birds. and 18 information to
Days 17-18 niche visitors-Day 17
40. Future with Going To II habitat (create a habitat) We are going to walk
Are we going to see monkeys on the tour? food web on a trail.
Yes, we are. No we aren’t. We are going to see
many medicinal plants.
Tour rules
CHECKPOINT ONE
Living Beings and Ecosystems
IX. What does it smell 41. Sensory Tour 22. Food Chains 6. A Good Guide

like? What does it taste/smell/feel/sound like? Involves the Audience

Using the senses to
Day 19 42. What does it look like? experience the tour
How big, how small, how tall, how long…
What color is her hair? What color is its fur?
Day 20 Field Trip Field Trip TOURS 3

X. Can we take pictures 43. Modal Verbs 23. Species Interactions
during the tour? can, could, should, would
providing necessary information to tourists
Day 21 You can take pictures during the tour.
You should stay on the path while we walk.
NH ASSESSMENT
44. Tour Rules
providing necessary information to tourists
XI. For the birds 45. What is the weather like? 24. Distribution and 7. A Good Guide Uses
Abundance – Day 22 Objects on every tour
Days 22-23 46. Review: Present Tense, Present Progressive, Future
Indicative 25. Recognizing Common
Families of Birds – Day 23
BC Lesson 9
26. Begin Common Birds at

Course Site List - Day 23
BC Lesson 12
ASSESSMENT STATION REVIEW – DAY 23 27. Using Bird Checklists,

Names and Classifications
Day 23 Night Class
BC Lessons 10 & 14
XI. Teaching children CHECKPOINT TWO 28. Endangered Species 8. A Good Guide
about food chains Food Chains and Species Interactions Knows the Audience
Researches audience
Day 24 before the tour
Asks tourists questions
about the tour and about
themselves
Day 25 OPEN OPEN OPEN
XII. What birds did you 47. What did you do yesterday? 29. Bird Adaptations to

see on the tour Regular –Ed and Irregular Verbs Flight-Day 26 9. A Good Guide Has
yesterday? 48. Did you give a tour last week? a Message for Every
Yes, I did. Presentation -Day 27
Days 26-29 No, I didn’t 30. Bird Migration–Day 27
49. Irregular Verbs in the Past Tense BC Lesson 19 (night session)
50. Verb To Be in the Past
51. How was the Tour?
52. Past Tense Practice and Production 31. Bird Reproduction–Day 28
BC Lesson 20
32. Bird Communication –
Day 28
BC Lessons 21-24
33. Decomposers: Fungi and

Microbes-Day 29
XIII. 53. Count and Non-Count Nouns NH ASSESSMENT TOURS 4
Day 30 54. Possessive Pronouns

mine, yours, his, hers 34. NH Review of Month
XIV. 55. BIG REVIEW - Jeopardy
Day 31 ASSESSMENT STATION REVIEW

COURSE CURRICULUM, MONTH TWO

Day 32 56. Review: What did you do during the 35. Introduce the Birding Contest Review Characteristics of a
break? BC Lesson 15 Good Guide 1-9
57. What are you wearing? CHECKPOINT THREE 10. A Good Guide Prepares
Fashion show/striptease Birds – migration and reproduction Structure for a Presentation
XV. What were you 58. Past Progressive Continue working on

doing when it began to Where were you when it started to rain? Characteristics #9 & #10
rain?
59. Past Progressive II
Days 33-34 Yesterday I was walking in the jungle when
suddenly I heard a noise…
60. Clauses with Before, While, During, After
61. Key Guiding Phrases

Did you ever wonder?
XVI. 62. Creating a Relevant Conservation Message 11. A Good Guide Suggests a
Relevant Conservation Action
– Days 35-37
Days 35-36 at least 3 different
63. Ordinal Numbers lessons/practice
Dates, ordering events
64. Modals
Can I help you? Can, might, may
XVII. Have you ever 65. Present Perfect

seen a mangrove before? Have you ever visited Mexico before?
12. A Good Guide Uses

Days 37-39 66. Present Perfect vs. Past Tense Interesting Language – Day 38
Present Perfect for indefinite time in past
Past Tense for specific event in past
NH ASSESSMENT
67. Describing Location of Birds in Trees
BC Lesson 16 TOURS 5
Describing the locations of plants and animals Day 39
ASSESSMENT STATION REVIEW

XVIII. What will you do Revisit Classes as Needed According to
when the course is over? Assessment Results 13. A Good Guide is a Good
Birder – Day 40
Days 40-42 68. Future Tense with Will
How will you help your community after the
course?
I’ll teach people in my community. 14. A Good Guide Manages
the Group – Days 41-42
69. Future Tense – Won’t
I won’t throw trash on the ground
70. Going To vs. Will
Day 43 RED CROSS FIRST AID WORKSHOP RED CROSS FIRST AID 15. A Good Guide Uses Basic
WORKSHOP First Aid
Day 44 OPEN OPEN OPEN
XIX. This is the best, CHECKPOINT FOUR 16. A Good Guide Handles
most exciting tour in the Design according to recent NH topics Difficult Questions
region.
71. If…Then Statements
Days 45-47 If we continue to develop the beach, then the
turtles will have no place to test.
72. Comparisons with Adjectives

A Jaguar is bigger than a Pecari.
Maria is shorter than Jose. NH ASSESSMENT
73. Superlatives
Describe yourself – I am the craziest person in my

family.
TOURS 6
74. Superlatives and Comparisons
Create a chart of 20 common adjectives:
Big – Bigger - Biggest
XX. How can I improve 75. Asking for Direct Feedback 17. A Good Guide Carries
the tour? Asking and answering questions in past tense Appropriate Equipment
What did you learn on the tour?
Days 48-50 What would you recommend for future tours?
CHECKPOINT FIVE
Succession
76. To Be – Present and Past Tense with

Personality Traits
77. Revisit Count vs. Non-Count Nouns

How much water? How many tourists?
78. Using Adverbs of Quantity

Day 51 FIELD TRIP FIELD TRIP TOURS 7
XXI. ASSESSMENT STATION REVIEW 18. A Good Guide Evaluates
The Presentation
Days 52-55
79. So, Too, Either, Neither
I like spicy food. So do I. Me too.
I don’t like fish. Neither do I. I don’t either.
80. Adverbs BC Lesson 29 – NIGHT SESSION

Sloths move slowly. Jose talks loudly.
81. Messages with Tell vs. Ask

XXII. 82. “Used To” past tense 19. A Good Guide Uses Basic
Design Principles
Days 56-57 83. Conjunctions
84. Past Perfect I NH ASSESSMENT

85. Past Perfect II
Day 58 ASSESSMENT STATION REVIEW

Day 59 Giant Review for Each English Level Based on TOURS 8

Results of Assessment

COURSE CURRICULUM, SITE THREE

Day 60 Review: What did you do during the break? Model Tour at Site
BEGIN TO PREPARE TOURS Brainstorm ideas for Tours

Day 61 86. Designing Visitor Surveys 20. A Good Guide Follows up
with the Visitors
Continue preparing and practicing tours
Review MOST IMPORTANT

PARTS OF A TOUR:
1. Relevant
Conservation Message
2. Tourists Involved in
the Tour
3. Structure
TOURS BEING LED BY

STUDENTS FOR REAL
TOURISTS
Day 62 87. Conditional
What would you do if you found $1000 dollars?
I would…I might…. I could….
Students continue to lead real
88. I wish… tours for tourists
Days 63-69 Revisit and Review Topics as Needed by Students Continue to Lead
Individuals NH ASSESSMENT Tours
Day 70 Final English Rating - OPI NH POST TEST Final Interpretation Rating –
Tour Guide Checklist

6. Birding Curriculum Guide
SELECTIONS FROM:
LOCAL NATURE GUIDES
Birding Curriculum Guide
SECTION I: INTRODUCTION TO BIRD WATCHING
1. Why Should We Watch Birds?

2. The Target Situation
Sample: A Day On the Trail With A Birding Guide
SECTION II: CHARACTERISTICS OF A BIRDING GUIDE
Form: Characteristics of a Good Birding Guide
SECTION III: THE BIRDING CURRICULUM
1. Basic Bird Watching Skills

a. Lesson Plans
2. Appreciation of Birds and Habitat
a. Lesson Plans
3. Becoming a Birding Guide
a. Lesson Plans
Special thanks to Frances Wood and Bill Graves, the lead authors in creating this birding
curriculum guide.
Without their dedication, expertise, experience, and enthusiasm for bird watching, this
curriculum would not have been developed.

SECTION I: INTRODUCTION
1. Why Should We Watch Birds?
What is the fastest growing form of outdoor recreation in North America? The answer, hands down, is bird watching. There is a
movement going on comprised of millions of people who are finding a great deal of satisfaction in simply looking at, counting, and
studying the "little brown birds" out there. Most of these people say that the quality of their lives has improved as a result. Some
have even found a source of income because of birding. What is it about birding that people find attractive? Are there economic
opportunities involved? What kind of an impact is this movement having upon the environment?
Economic considerations
There are many financial opportunities available to people well-positioned to serve this industry. Travel and tourism generates an
estimated 11% of worldwide revenue from all commercial sources. It is big business, and bird watching is a major part of it. In the
United States the number of people taking part in this form of recreation was estimated by the Sporting Goods Association to be 54
million in 1994. This represents a 157% increase from 1982-83. The number of scheduled and marketed birding festivals in North
America grew from 5 to 120 between 1985 and 1998. Retail sales, wages, visitor fees, and taxes from birding generated an estimated
$30 billion in revenues in the United States in 1998. Tourism related to wildlife viewing has been growing at an annual rate of
between 10-30%, whereas tourism overall has been growing at the much more modest rate of 4% per year according to the World
Tourism Organization.
Tropical climates are particularly attractive to birders because the species found there are highly diverse, abundant, and exotic. Many
birders belong to affluent and aging populations wanting to escape the cold winter climates in North America and Europe.
Combining these two factors suggests that birding is a real growth industry, with great economic opportunity. In fact, people native
to tropical locales who have secured reputations as knowledgeable birding guides are much in demand and can earn incomes far in
excess of their contemporaries. At the same time, they are doing something they enjoy.
What interests birders?
At its most elemental level, bird watching is simply paying close attention to the natural world. It is particularly appealing to people
who love being outdoors. A typical reaction of a fledgling birder is frustration over all the good birding possibilities missed before
they started paying attention.
Birding can be combined with other outdoor activities, such as camping and hiking, or it can be the primary pursuit. In either case it
can be pursued almost anywhere. From New York's Central Park to the loneliest Pacific atoll, birds have adapted to all of earth's
environments except the extreme polar caps. A birder is literally never bored because just outside there is something to see. With
over 10,000 bird species in the world, a birder always has something new to learn or discover.
Birds have long had a particular appeal to members of the human race. Perhaps, this is related to our awe and envy over the ability of
birds to soar above the treetops whenever they choose. Principals of flight, which made possible the first airplanes, were derived
from the observation of birds. The extraordinary beauty of birds and the infinite varieties of their plumage are there to be enjoyed by
all who care to look. What other animal, aside from humans, changes dress with the seasons - reserving its most spectacular finery for
courtship? Even their eggs and nests have a beauty and a delicacy that stand out in nature. Birds are nature's musicians and their
singing enriches all our lives. Some birders take delight in recognizing different species by their songs and calls in addition to their
appearance.
Bird watching is more than identifying bird species. Bird adaptations and behavior are subjects of great interest and much research
remains to be done. Some species are known to fly non-stop up to 12,000 miles to migrate. Others are genetically programmed to
navigate to specific locations they have never seen - halfway around the world! Many of us are familiar with the courage displayed
by birds who feign injury in themselves in order to lure supposed predators away from their young.
Birds are essential to humans and other living things
Much of life on earth is dependent upon birds in one way or another. Some of the specific ways that birds benefit humans and/or
other living things include:

• They play a major role in disbursal of seeds.

• They help control insect populations.
• They pollinate flowers.
• They are a source of food.
• Their feathers are used in pillows, clothing and mattresses.
• They provide guano for fertilizer.
• They were the models used in designing the first airplanes.
• They are indicators of contamination.
Birders are a strong force for conservation
Bird watching is at the heart of the ecotourism movement. Attracting bird watchers demands preservation of natural ecosystems.
Money spent by birding tourists can provide an economic justification for not cutting down a forest or draining a wetlands. At the
same time birders almost invariably are appreciative of natural environments and are supporters of protecting the same. It is as natural
as book lovers appreciating libraries. Birders are potent political and economic allies in campaigns to preserve natural habitats. For
these reasons promoting bird watching in a particular area and promoting conservation of that area are highly complimentary
objectives.
2. The Target Situation
The following is an account of a recent birding experience with one of the graduates of the Nature Guide Training Program. It is
intended to present a model of an “ideal” birding guide, and the expertise he or she can bring to improve a visitor’s birding
experience.

A Day On the Trail With A Birding Guide
"Oh-my-goodness!" I exclaimed under my breath. Not more than 4 meters away hopping around an old pile of
rotting brush were two Yucatan Wrens, a very rare and elusive bird endemic to the coastal dunes of the
northern Yucatan Peninsula of Mexico. Part of my thrill came from knowing that this heavily streaked,
unmistakable bird did not exist anywhere else in the world except this fragment of land, often less than a mile
in width, which borders the Gulf of Mexico. Just 45 minutes earlier I had seen another bird for the first time in
my life, a Mexican Shear tail (with its dramatically curved beak and forked tail). This member of the
hummingbird family is also endemic to, or found only in, the same narrow strip of coastal dunes. Our birding
guide, Jorge, seemed to know the exact brush pile and tree to find these memorable birds.
We first met Jorge when we arrived at the docks of Ria Lagartos a small fishing town in the Ria Lagartos
Biosphere Reserve. A friend living in Merida had told us Jorge was a graduate of the RARE Center Nature
Guide Training Course and the best birding guide in Rio Lagartos. We were not disappointed. Before taking
us to his boat, Jorge greeted us warmly. In more than adequate English he checked to see if we were ready to
go and told us a little about his guiding experience. He gave us a preview of the tour he had in mind and some
of the birds we were apt to see. Finally, he asked if we had any special requests and I mentioned that I'd been
trying for years to see a Tiger Heron. All Jorge said in reply was: "That's difficult but I'll work on it."
Jorge proceeded to unveil for us the wonders of the Ria Lagartos estuary with its Flamingos, Spoon-billed Ibis,
Wood Storks, and many other aquatic birds. At every turn in the channel, he slowed to point out a bird hidden
in the mangroves or to share an insight or anecdote about avian behavior, ecology of the area, or a similar
subject. It was obvious that he had a deep love for this special place and was concerned about its preservation.
Several times Jorge was able to attract a bird out of the deep mangrove thickets for our viewing by skillful
mimicking of the bird's call. Even though his knowledge of the birds of the Ria was impressive, I was grateful
for his restraint in not identifying every new species the moment it came into view. He allowed us the
satisfaction of puzzling out the bird's identity on our own. He intervened only if we were on the wrong track,
or asked for help, or he saw a bird that we would have otherwise missed. For example, we were grateful and
duly impressed when he pointed out a Gull-billed Tern among a flock of Sandwich Terns flying by. This was
an extremely unusual sighting that we would have otherwise missed.
On our trip back, Jorge pulled the boat into a "gap" in the mangroves that only he could have spotted. He
explained that he didn't normally take guests into this place and needed our help in holding branches back and
otherwise clearing a passageway for the boat. Finally, after about 50 meters of slow going we opened up into
clearing that Jorge explained was a fresh-water spring feeding the estuary. With a smile on his face, he pointed
to a large nest in a tree bordering the spring. There in plain, unobstructed view was my magnificent Tiger
Heron. To our delight the nest also contained two little white fluff-balls, Tiger Heron chicks.
Back in the town of Rio Lagartos Jorge inquired about our plans for the afternoon. I told him we were going
to do some birding on our own on the coastal dunes bordering the estuary. To our surprise and delight he
asked if we minded if he came along, not as a paid guide, but simply as a fellow bird watcher because he
enjoyed going birding.

Obviously, Jorge is more than your average Nature Guide. He is a nature guide who specializes in bird watching. He has extended
his skills of bird watching to be qualified to take tourists who are themselves good bird watchers for a bird-focused tour. More and
more tourists consider themselves bird watchers and are looking for qualified birding guides, so encourage your students to consider
this additional "feather in their cap."
Birding Skills for Nature Guides
The goal of this curriculum is to assist the teacher to develop basic bird watching skills for all nature guides and to provide an
opportunity for students who are willing and able to extend their basic skills to become guides who also specialize in bird-watching
tours, such as our friend Jorge.
The following are specific characteristics needed for a nature guide who includes bird watching as part of a general tour:
1. Is to identify common local birds by their English names.

2. Knows usual places to find common birds tourists are frequently interested in viewing.
3. Is able to provide information about the habits and behavior of common local birds including their habitat preferences;
whether they are migrants or residents.
4. Practices good birding ethics.
5. Is skillful in spotting birds and in directing others to the bird's location.
6. Never stops learning about birds.

SECTION II: CHARACTERISTICS OF A BIRDING GUIDE

These additional characteristics are needed for a nature guide who specializes in bird watching:
CHARACTERISTICS OF A GOOD BIRDING GUIDE
A GOOD BIRDING GUIDE:
1. Keeps the group to a maximum of 12 people
2. Knows the audience (skill level and interests) and prepares tour to meet the specific needs and interests of the group
a. asks questions to determine birding interests of group
b. asks what specific species the tourists want to see
3. Encourages the group to be quiet and to avoid bright color clothes
4. Minimizes disruption of nesting activity and flocks

a. stays away from nesting areas
b. does not cause birds to fly
5. Prepares many different tour stop presentations in advance, and is able to speak without preparation about any birds or
circumstances that occur during the tour
a. can speak about common birds seen
b. can contribute interesting information on migration
c. knows endemic species
d. can explain relationship of birds and habitat
e. observes and points out bird behaviors
f. can describe bird adaptations
g. can describe reproduction patterns
h. knows bird plumages including male/female and summer/winter differences
6. Is able to identify birds by sight and by song

a. knows all birds by sight
b. knows many birds by song
7. Knows where to find local birds
8. Pays special attention to rare and endemic species, but does not ignore common species
9. Assists all tourists in locating and identifying birds

a. knows techniques to describe location of birds
b. allows the group to identify the bird
c. identifies the bird if the group can’t
10. Is able to use bird books quickly and correctly

a. can quickly locate photos of birds in bird books
b. can locate information about range, migration, plumage in the bird books

SECTION III: THE BIRDING CURRICULUM

Here begins the actual process of teaching bird watching skills. The curriculum is divided into three levels:
1) Basic bird watching skills

2) Appreciation of birds and their habitat
3) Skills needed for the birding guide
It is hoped that all students receive the lessons in the first two sections: 1) basic bird watching skills and 2) appreciation of birds and
their habit. These skills will prepare the students to include bird watching as a part of their nature tours. The third section is designed
for students (such as Jorge) who show an interest and ability to learn further skills which will prepare them to be guides with a
specialty in bird watching.
The lessons are designed to be taught progressively - skills learned in earlier lessons are necessary for activities in later lessons. The
progression is designed to parallel the increasing understanding of English that the students are receiving in their English classes. It is
assumed that the students are also being taught natural history classes on the understanding of habitats and the importance of
conservation. These two subjects are a necessary part of developing bird watching skills, but are not a part of this curriculum.
It is hoped that the format of this curriculum will be the most helpful and adaptable approach to teaching bird watching within the
Nature Guide Training Course in many different settings and with different levels of students. The lessons can be used as is or as a
framework for teachers to modify to fit the needs and interests of their students. Some lessons are best taught in the field. Other
lessons may be naturally folded into an English, natural history, or conservation lesson. It is hoped that this flexibility will allow bird
watching to be an integral part of the RARE Nature Guide training program, rather than set aside as a tangential project.
This curriculum guide includes the titles of the individual lessons to be taught, organized according to the order in which they should
be taught. The actual lesson plans can be found in the Natural History Lessons document. Birding is just one aspect of the overall
natural history curriculum for guide training. Because of its importance in guiding and conservation, extra time and preparation
should be dedicated to it. Tools for preparing and evaluating bird watching tours and the “Characteristics of a Good Birding Guide”
can be found in the “Teaching Interpretation and Tourism Services” chapter of this manual.
It must be emphasized that time in the field looking for and identifying birds is a necessary element of any bird watching program.
Regular morning bird walks and a general enthusiasm for bird watching by the instructors are required to ensure the success of this
program. A section near the end of this curriculum includes suggestions for activities to bring variety and interest to the morning bird
walk and to help fold birding skills into the other parts of the RARE Center curriculum.

1. BASIC BIRD WATCHING SKILLS
The one main objective of this entire curriculum is to help the students establish a personal connection to birds. This may take several
forms - perhaps as one aspect of relating to nature, perhaps as an appreciation of the beauty and fascination of birds, or as a road to
developing a reason for conserving habitat. Some students may need to transfer a former desire to hunt and kill birds to the challenge
of identifying and listing birds, and the joy of observing living birds. All of the following lessons focus on this one overriding theme
- establishing a relationship between the students and the wonderful world of birds - and it is hoped that the teachers keep the main
theme in mind as they proceed through the lessons.
From the first days of the course students can begin looking carefully at birds to begin to make a personal connection to birds and to
learn to identify the distinguishing characteristics of different bird species. Hopefully, each student will have a pair of binoculars for
morning bird walks and for informal bird watching at other times during the day. Bird books and checklists are other necessary
resources. Slides of common birds and tapes of bird songs are helpful teaching tools.
This level includes 14 separate lessons. Each lesson begins with at least one SWBAT (Students Will Be Able To) designed to give a
basic understanding of bird watching skills. Refer to the Natural History Lessons section of this manual to review the actual lesson
plans.

BASIC BIRD WATCHING SKILLS – Lesson Plans
Lesson 1 Why bird watching? (In Spanish during day 1 or 2 of course.)

Objectives: SWBAT understand the significance of bird watching within the tourist industry.
SWBAT state three reasons that birders come to the region.
Lesson 2 How to use binoculars, Part 1

Objectives: SWBAT make use of and take care of binoculars and scopes effectively and responsibly.
Lesson 3 How to use binoculars, Part 2

Objectives: SWBAT use binoculars to find moving or hidden objects.
Lesson 4 Parts of the bird – Part 1

Objective: SWBAT name the parts of a bird to assist in identification of birds.
Lesson 5 Parts of the bird –Part 2:

Objective: SWBAT name the parts of a bird to assist in identification of birds. Introduce the students to additional
parts of a bird: rump, crest, eye line, throat, shoulder, wing bar, ear patch.
Begin morning bird walks in small groups
Now that the students are familiar with how to use binoculars and the parts of the birds you can begin
regular morning bird walks. These informal small groups should model how the guides will take tourists
birding in the future. Talking should be kept to a minimum. Leaders should help all students locate the
birds and begin teaching the correct English names of the birds.
Also, these bird walks should reinforce the previous lessons. When a bird is located ask the students to
describe the bird.
Lesson 6 Adaptations of bird beaks

Objectives: SWBAT use descriptive words for beak shapes and understand how the adaptations relate to feeding
habits.
Lesson 7 Adaptations of bird’s feet

Objectives: SWBAT use descriptive words for feet shapes and understand the adaptations and how they relate to
feeding habits.
Lesson 8 Using a bird book

Objectives: SWBAT use bird books to help identify birds and learn information about the birds in their area.

Morning bird walks in small groups
• Check to make sure all students are using the binoculars with ease.
• Reinforce the names for the body parts of the birds by describing the birds in detail. For example, The bird has orange wing bars.
• As a bird is sighted have the students describe the beak. For example the beak is thin. The beak is black. The beak is long.
• After Lesson 10 is taught, continue to add common bird families as they are discovered on morning bird walks.
Lesson 9 Bird of the Day

Objectives: SWBAT participate in the daily bird of the day activity in small groups
SWBAT use proper English questions and answers (complete sentences) to participate in this activity
SWBAT use bird body parts, colors, and adjectives to ask and answer questions about birds
SWBAT use bird books to help determine the bird of the day
Lesson 10 Recognizing common families of birds

Objectives: SWBAT identify common families of birds seen at course site.
Lesson 11 Using checklists and proper bird names

Objectives: SWBAT use bird checklists and understand the two-part (binomial) method of naming birds.
Morning bird walks in small groups
• Students should be encouraged to determine the family name for the birds they see and to find that family in their bird books.
• When lesson 12 is taught students should be quite motivated to learn the common birds for their bird quizzes.
• After lesson 13 is taught and the students know the vocabulary, students can describe the actions of the birds.
Lesson 12 Common birds at course site

Objectives: SWBAT identify common birds at course site by English names.
Lesson 13 Bird activities

Objectives: SWBAT describe activities of birds.
Lesson 14 Bird classification

Objectives: SWBAT understand and use vocabulary commonly employed to classify birds.

2. APPRECIATION OF BIRDS AND HABITAT
An understanding of birds can only be superficial until a student begins to relate birds to their habitats and understands why certain
birds prefer different habitats. These nine lessons should follow or parallel the study of habitats in the natural history section of the
course.
Some birds prefer a very specific habitat others are generalists and can be seen in a variety of habitats. Also, during migration,
nesting, or for winter feeding birds may change habitat.
Other ways to appreciate birds are included in this section including learning about bird reproduction, songs, and plumages.
© 2001 RARE Selections From Interpreting for Conservation, Page

12
APPRECIATION OF BIRDS AND HABITAT – Lesson Plans
Week Six
With the initiation of the Great Birding Contest, interest in the morning bird walk should increase. It is important that the teachers
take seriously the correct identification of birds so that the contest will be valid.
Continue to reinforce the vocabulary and skills taught during the lessons in the morning bird walks.
Lesson 15 The Great Birding Contest

Objectives: The birding contest can be a powerful incentive for stimulating a personal interest in birding leading to
self-teaching, and time in the field, necessary ingredients in becoming a top birding guide.
Lesson 16 Describing the location of birds

Objectives: SWBAT describe/explain in English where a bird is while bird watching.
Lesson 17 Learning habitats of local birds

Objectives: SWBAT identify and describe specific habitats of local birds as well as adaptations related to habitat
survival.
Week 7
After the Great Birding Contest it may be time to end the morning bird walks.
Lesson 18 Mini habitats of birds

Objectives: SWBAT to place birds in their mini-habitat and to recognize the relationship with feeding habits.
Lesson 19 Seasonal Differences

Objectives: SWBAT recognize the seasonal differences of bird populations in their communities as a result of
migration.
Lesson 20 How birds reproduce

Objectives: -students will have a basic understanding of bird reproduction
-SWBAT relate bird behaviors to reproduction
-SWBAT relate bird plumage to reproduction
-identify and describe the six common phases of the reproductive process in birds

13
Week Eight
At this point in the course you may begin to notice a few students who are really excited about birding. Suggest that they look to
becoming birding guides and offer voluntary bird walks. Begin to let these students take on leadership roles during the bird walks.
Lesson 21 Learning bird songs

Objectives: SWBAT recognize the songs of common birds in their communities
Lesson 22 Why birds sing

Objectives: SWBAT explain the different uses of bird vocalization.
Lesson 23 Bird feathers

Objectives: SWBAT discuss and understand structure and uses of bird feathers.
Lesson 24 Changes in plumage

Objectives: SWBAT understand the reason for changes in plumage for male, female, and juvenile and during different
seasons of the year.

14
3. BECOMING A BIRDING GUIDE
Nature guides who want to become specialists as birding guides need to develop further skills to be qualified as professional birding
guides. It is important that the students recognize the responsibility to not represent themselves as birding guides unless they truly
are. It is better to slowly build a solid reputation. Becoming very attuned to the birds in one’s “home” area, and becoming a local
expert will help them to create this solid reputation.
The main characteristic required is a desire to continue learning about birds after the course and throughout their lives. Each RARE
Center course will probably have one to three students who fit into this category. They will need to invest in binoculars, and one or
two bird books covering all the resident and migrant species.
The final five lessons are designed to be taught to the entire class but also to encourage the students with potential to become birding
guides. Another option is to teach these lessons to a few students who seem to have the potential for becoming bird guides. The five
lessons can be taught anytime during weeks nine and ten of the course. If week ten promises to be busy, lumping them into week nine
is better.

Becoming a Birding Guide – Lesson Plans
Weeks Nine and Ten
Continue bird walks, but on a volunteer basis. Only those students who want to participate need to attend. Encourage students to
conduct the walks.
Lesson 25 Knowing the birds—cold.

Objectives: SWBAT identify all common and uncommonly occurring species of birds. SWBAT understand the
practice of life-long learning.
Lesson 26 Knowing all the endemic birds of an area

Objectives: SWBAT list and identify the endemic birds in their communities
Lesson 27 Distinguishing the needs of different types of bird watchers

Objectives: SWBAT distinguish casual birders from serious bird watchers and understand the needs of each.
Lesson 28 Structuring a great bird walk

Objectives: SWBAT structure a bird walk including good birding areas, easy terrain, several tour stops.
Lesson 29 Following the bird watcher’s Code of Ethics

Objectives: SWBAT understand and practice the bird watchers Code of Ethics as published by the American Birding
Association and adopted by most birding organizations.


7. Characteristics of a Good
Tour Guide
SELECTIONS FROM:
LOCAL NATURE GUIDES
Characteristics of a Good Tour Guide
TWENTY CHARICTARISTICS OF A GOOD GUIDE

A GOOD GUIDE:
1. Speaks Loudly and Clearly
2. Uses Non-Verbal Communication

a) Smiles
b) Makes eye contact
c) Uses body language
3. Acts Professionally
a) Is punctual
b) Greets tourists
c) Is courteous and attentive
d) Dresses well
4. Prepares in Advance
a) Completes a site inventory
b) Researches
c) Practices
5. Provides Necessary Information for Tourists

a) Informs visitors of the location, time, and length of tour
b) Informs visitors what they will need to bring and wear
c) Informs visitors of park rules and special considerations
6. Is a Good Naturalist
a) Uses binoculars
b) Uses field guides
c) Can identify examples of all common species in the region
d) Takes advantage of teachable moments
e) Knows the difference between a bird tour and a thematic tour
*Refer to “Bird Watching Guide Characteristics”
7. Knows the Audience

a) Learns about visitors between stops
b) Uses visitor and universally relevant information to make examples more personal
8. Helps the Tourists Learn by Themselves (Asks Questions)

a) Asks questions
b) Engages tourists in “Guided Discovery” (asks questions and gives hints to help tourists figure things out on their own)
9. Has a “Message” for Every Tour

a) Simple full-sentence “message”
b) Message is original
10. Prepares a Structure for Every Tour

a) Uses an introduction, stops, and a conclusion
b) Writes an outline
c) Stops exhibit attractive natural resources/appropriate examples of message
11. Has a POW at the Beginning of Every Tour
12. Makes the Tour Dynamic

a) Uses games, activities, or demonstrations

Characteristics of a Good Tour Guide
b) Uses sense activities besides vision

c) Uses natural objects or other props
13. Uses Interesting Language

a) Uses interesting language
b) Relays natural history stories appropriate to the message
14. Manages the Group

a) Makes sure everyone can see and hear well
b) Assures visitors safe passage
c) Handles unexpected situations
d) Chooses comfortable locations for stops
15. Knows First-Aid and Carries Appropriate Equipment

a) Assembles and carries a First-aid kit
b) Attends to the injured
c) Carries appropriate comfort equipment
16. Relays Accurate Information and Handles Difficult Questions

a) Relays only accurate information
b) Is honest (“I don’t know”)
c) Writes down visitor questions and follows up with answers (contact info)
d) Is able to act as a nature detective, suggesting possible answers
17. Suggests a Relevant Conservation Action

a) Illustrates environmental and conservation problems
b) Suggests an action that tourists can undertake to help protect the area
c) Helps visitors to care for the site during their visit
18. Makes Smooth Transitions Between Stops

a) Asks questions or provides an activity to maintain tourist interest between stops
b) Talks to tourists between stops
19. Evaluates the Tour

a) Asks questions at the end—conducts a “check for learning”
b) Does a self-evaluation
c) Distributes and collects a tourist survey
20. Continues to Learn and Improve the Tour

8. Sample English Lesson
Plans
SELECTIONS FROM:
LOCAL NATURE GUIDES
Sample English Lesson Plans
DISCUSSING FUTURE EVENTS AND POSSIBILITIES

Future Tense with Will
Objectives: By the end of this lesson, students will be able to:

-ask and answer questions using the future tense
-discuss future events and possibilities with “will”
-discuss the future of their communities/parks/reserves
Time: 2 hours
Presentation 1: Teacher tells a story about what she will do when she
returns to the United States. Then she asks the students some questions about the story and about what they
will do when they return to their communities. Use a calendar to show that events will take place in the
future.
Teacher then presents the basic sentence structure:
I will + verb (action), You will visit....
Practice: Together the class and teacher create 6 sentences about the future
of [community] by brainstorming, “what will [community] be like in 10 years?”
Use the community where the course is currently taking place.
Presentation 2: If students are getting this quickly, you can now introduce the contractions: I will = I’ll, You will = you’ll,
He will = he’ll, etc.
Production 1: Each student answers the question, “What will your town be like in 10 years?” They each write at least 15
sentences. Then they present their responses to the class and discuss. They are encouraged to think about
this in terms of conservation and tourism.
Presentation 2: Teacher asks questions with will and solicits responses. Teacher has students repeat the questions, now
that they know how to provide the responses.
Production 2: Student interviews using questions similar to the following:

What will you do when you return to your town? Where will you go after the course? How will you share
what you have learned at the course with your community?

Sample English Lesson Plans
DISCUSSING FUTURE EVENTS AND POSSIBILITIES II

Future with Will Not
Objective: By the end of the lesson, students will be able to:

-ask and answer negative questions using the future tense
-discuss future events and possibilities with “will”
Time: 2 hours
Review: Yesterday’s class: Positive statements and questions with will
Presentation: Teacher asks, “Will you throw trash in the water ever again?” Students think and formulate responses. Let
them see if they can apply what they know of English to come up with a correct response. Discuss
responses, correct, explain. Practice more sentences with “will not” then present will not = won’t. Practice
pronunciation of “won’t” and its placement within a sentence.
Practice: Students are asked 5 questions by the teacher and they must respond using the negative. (Make up 5
sentences that you know they will respond to in the negative.)
Production: Students prepare and give a ten minute segment of a tour of their
What will be seen on the tour?
Will we see manatees on the tour?
What will we need to bring on the tour?
When will the tour be over?
Comments: It really helps to parallel the sentence structure to similar patterns

that they already know:
Will you visit me in July? Yes, I will.

Will you throw trash in the street? No, I won’t.
Are the wings black? Yes the wings are black.

Is the tail long? No, the tail is not long.
Is there a lot of pollution? Yes, there is.
*Parallel: questions begin with the verb, the action, and the response does not. They have already learned
the pattern, bring it back to them for will. Long answer, short answer: Will you? Yes, I will. Do you
have? Yes, I do.

9. Sample Natural History
Lesson Plans
SELECTIONS FROM:
LOCAL NATURE GUIDES
Sample Natural History Lesson Plans
NATURAL RESOURCES ORGANIC AND INORGANIC

NOTE: This lesson is designed to be one of the first natural history lessons taught. It is basic and uses simple
language and examples so it may easily be taught in English.

-identify and describe what a natural resource is
-tell the difference between organic and inorganic
Materials: some different materials from the kitchen to illustrate natural and non-natural resources as well as organic and
inorganic.
Time: 3 hours
Presentation: Doña Irma is a cook. She uses several resources to cook in the kitchen. Ask students for examples. Write examples
on the board in two columns: natural and non-natural. Explain the difference as you go. Then, tell the students that
today you are going to discuss “natural resources”. Explain to students that:
-everything we use is a resource
-everything we take from nature is a natural resource
All animals (including humans) and plants use natural resources.
Erase the non-natural resources from the board. Now explain that all natural resources are either organic or
inorganic:
-organic is everything from a plant or an animal, alive or dead
-inorganic is everything that never has life
Create two new columns on the board: Organic and Inorganic. Place the top three items on your list of natural
resources into the appropriate column with the students help.
Practice: Have students work with a partner who is already sitting next to them. Ask them to classify the rest of the items on
the list of natural resources from the kitchen as either organic or inorganic. Give them 10-15 minutes to finish, and
then go through the list with the entire class, answering or explaining any items that are difficult.
Practice: Numbered Heads Together: Separate class into three groups, and then give examples of resources and ask groups to
decide if they are organic or inorganic. Each group discusses and then the assigned person from each group must
answer by WRITING on a piece of paper. Then each group holds up answer and says it. Give a point to each group
for each correct answer. First group to 10 points wins.
Presentation: Birds use natural resources to eat, drink, and to build their nests. Birds build nests with natural resources – things
they find in nature. They use both organic and inorganic materials. You can take students outside and show
examples of nests if possible. Look at the materials used in each nest and discuss whether they are organic or
inorganic.
Production: Students, individually, build their own nests. They may use organic, and/or inorganic materials. They are birds, so
they must use only natural resources. Give them 30 minutes to look around outside and create their own nests.
Wrap-Up: Students present their nests to the class and describe the materials they used. Teacher creates a list of materials on
the board and class discusses.

FORMATION OF CORAL REEFS

Coral Reefs I

-describe, in basic terms, the process by which a coral reef is
formed.
-identify the kingdom to which coral belongs
-describe and explain three conditions necessary for the formation of
coral reefs.
-distinguish and describe the two different kinds of coral.
-differentiate between the three types of coral reef.
-identify ten common types of coral in English
New Vocab: coral polyp, calcium carbonate, hard coral, soft coral, fungus coral, finger coral, staghorn coral, lettuce-leaf coral,
rose coral, brain coral, bushy soft coral, deadman’s fingers, seafan, black coral, fire coral
Materials: 7 sets of flashcards, 11 each with pictures of the different types of corals on one side and the names in English on
the other side.
Hand-out “Life Cycle of a Coral Polyp” which has a diagram of the life cycle
Time: 4-6 hours
Introduction: NH teacher explains today’s objectives and that the next three days are dedicated to coral reefs
Presentation: I. Life Cycle of a Coral Polyp, explaining how a reef is formed, pass out diagram and go over with students. Be
sure to solicit as much information from students as possible so that this is not pure lecture.
1. Solicit student information
2. Coral Reefs form very slowly - thousands of years
3. Grow an average of 1-2 cm. per year
II. Two types of Coral

1. Does anyone know, want to guess?
2. Can anyone give examples of different corals?
3. Hard Coral and Soft Coral - Hard coral builds reefs
4. Quickly explain lifecycle of soft coral, be sure to tell them that the previous
example on handout was hard coral
5. Differences between soft and hard coral
III. Three Necessary Conditions for Reef Formation

1. Clarity: Sunlight, explain algae inside coral polyp
Algae uses sunlight for energy coral polyp for nutrients - Symbiosis
2. Temperature: corals die if water colder than 20C, 70F
3. Depth: hard corals don’t grow deeper than 60-70m
Why? no sunlight, pressure, temperature
IV. Three types of Reef - students open binder to page 14
1. Barrier: What do you know about barrier reefs?
First largest in Australia
Second largest, Mexico to Honduras
Far from shore
Depth 60m - between reef and shore
2. Fringing: Who can explain fringing reef?
Smaller
Closer to shore
Depth 20m between reef and shore

3. Atoll: Again, solicit student info.

Around islands
Smaller/isolated
Examples: Chinchorro, Alacranes
Practice: I. Solicit reasons why coral reefs are important to them and their communities (fishing, lobster, tourists, beautiful,
etc.) Put their responses on the white board.
II. Practice Pronunciation of 11 common corals (whole group)
III. Flashcards, in pairs have students practice learning to identify the corals using the English names. After 10-15
minutes have them switch and work with a new partner.
Production: Prepare a presentation in groups of three

Topic: How Coral Reefs are Formed.
Each pair comes up with the following product:
A. 10-15 minute presentation about the formation of coral reefs to present to all the tour guides in their community
B. Based on the conditions necessary for coral to grow and the amount of time coral needs to grow, students
prepare a message for their presentation – why it is important to be careful not to kill the coral (anchors, fishing,
standing, etc.)
C. 5 reasons why it’s important to protect the coral.
D. At least 3 props to use during the presentation.
Students give their presentations. If you need to save time, split them into two groups with 1-2 teachers hearing the
presentations of each of the two groups. You should have 2-3 groups of 3 students presenting in each of the two
final presentation groups.
Wrap-Up: Ask the students who prepared the best presentation to give it once again for the whole group. Then discuss what
elements made it so good and how students can improve for next time. (Be sure to point out something that each
group did well, also so that they don’t get discouraged.)

CORAL REEFS AS HABITAT

Coral Reefs II
-identify at least 5 different groups of organisms that are commonly found on reefs.
-explain why different fishes have different mouth shapes and provide at least 3 examples of mouth shapes.
-explain 3 reasons why bright colors are useful for fishes that live on reefs and give one example for each reason.
-recognize that reef organisms are highly adapted to life on the reef. They are highly specialized.
-explain that coral reefs provide shelter for many organisms.
Materials: 20 - 25 illustrations of reef organisms, 4 illustrations of coral reef habitat, 4 illustrations of potential food sources
for fishes that live on a reef
Time: 4-6 hours
Presentation: Coral reefs have many kinds of organisms (biodiversity).

A. Bony fishes, cartilagenous fishes, echinoderms, reptiles, mollusks, crustaceans, mammals, jellyfish,
worms, sponges.
B. Different species have different shapes for their mouths, bodies and fins.
C. Different species have different colors on their bodies.
Practice 1: I. Probe Students:

1. What are some kinds of organisms you would expect to see on a reef? What do you see on the reef
when you are fishing, snorkeling, diving?
2. What colors are common for reef fish to be?
3. Do all reef fish have the same mouth shapes?
II. Stations:
A. You live here: You live on the reef (provide a diagram of a pink and yellow
coral reef). Barracuda and sharks want to eat you. Draw a picture/explain what colors you want
to be.
B. You live here: As in station A, but this time, you want to find a mate. You want
for potential mates to see you. What color would you like to be?
C. You live here. As in station A, but this time, you are heavily armed with
spines and you are poisonous to eat. What color would you like to be?
D. You live here. As in station A, but this time the colors are given. Sharks
and barracuda hunt to eat you, and you want to hide in the coral, where they can’t fit. What
shape would you like to be?
E. You want to eat this food (show an illustration), but it has sharp spines for
protection. What kind of mouth do you want to have? What kind of teeth would you like
to have?
F. You want to eat this food (show an illustration), but it has a tough shell.
What kind of mouth would you like to have? What kind of teeth would you like to have?
G. You would like to eat coral polyps, but they can hide in their tiny holes in the
rock. What kind of mouth do you want to have? What kind of teeth would you like to have?
H. Here are flashcards of different reef inhabitants. Put each card into its
appropriate group. (Have labels for cartilaginous fish, bony fish, echinoderms, worms, jellyfish,
reptiles, mammals, mollusks, crustaceans, and sponges) (Also have 20 - 25 index cards with
illustrations of a variety of reef dwellers on them. Have at least
one representative from each group listed)
Practice 2: III. Examples of reef animals / Review of objectives
Teacher solicits a real example from students, including a natural history story, for each of the stations (different
groups of reef organisms – different adaptations for survival in the reef).

Production: I. Reef species presentation:
4 teams are assigned a species to review. They must try to explain why its mouth is shaped as it is (i.e.: what it
eats), why it is colored the way it is, what group it is in and how it finds shelter. They prepare a 5 minute
presentation and then each team presents to the class.
Comments: There is a lot of new material in this lesson. Be sure to plan a review and / or more practice for the next day.
Perhaps English teachers can incorporate this new material into their English lessons for more practice.
Cards for stations:

I. You live here on the coral reef. Barracuda and sharks want to eat you.
II. Draw a picture/explain what colors you want to be.
III. You live here on the coral reef. You want to find a mate.
You want potential mates to see you. What color would you like to be?
IV. You live here on the coral reef. You have lots of spines for protection.
What color would you like to be?
V. You live here on the coral reef. You are colored like this -----------
Sharks and barracuda hunt to eat you. You want to hide in the coral.
What shape would you like to be?
VI. You want to eat this food, but it has sharp spines for protection.
What kind of mouth do you want to have?
What kind of teeth would you like to have?
VII. You want to eat this food, but it has a tough shell.
What kind of mouth would you like to have?
VIII. You would like to eat coral polyps, but they can hide in their tiny holes in the rock.
What kind of mouth do you want to have?
IX. Here are several different reef inhabitants:
Put each card into its appropriate group.
Cartilaginous Fish Bony Fish Echinoderms Worms
Jellyfish Reptiles Mammals Mollusks
Crustaceans Sponges

10. Sample Interpretation
Lesson Plans
SELECTIONS FROM:
LOCAL NATURE GUIDES
Sample Interpretation Lesson Plans
GUIDE CHARACTERISTICS: PROVIDES NECESSARY INFORMATION FOR

VISITORS
(for use in conjunction with the English lesson of “want vs. need”)

- provide information to visitors about what they will need to have on the tour.
- distinguish between the wants and needs of their visitors.
- inform visitors of the location, time, length, park rules, and other considerations of their tour.
Time: 1.5 - 2 hours or 3 to 4 (see Review)
Material: note cards
Review: Want vs. Need (If not all of the students have been taught “want vs. need,” then the first half of this lesson should be
used to do so. In that case, this lesson will take 3 to 4 hours. The class can be taught as a whole group, even if it is a
review for some students.)
Presentation: Two skits – Good Guide vs. Bad Guide
Good Guide: informs visitors of reasonable items they will need for the tour, informs of tour location and time
(where/when to meet), length and park rules
Bad Guide: doesn’t inform of items they will need (only ridiculous things), and doesn’t inform of length and rules
Practice 1: Break into groups of 3 students, divided by similar areas. Brainstorm ideas of things visitors would need and want
in their areas. Circulate and make sure that students are distinguishing and discussing the difference between
wants and needs. Needs should be limited to a few basic items.
Practice 2: Go over importance of tour length and park rules. In groups of 4, brainstorm possible park rules.
Practice 3: In pairs, practice giving whole introduction for potential tours in the guides’ communities, incorporating all
characteristics they have learned about introductions.
Production: Each student creates the introduction that they will give for their next upcoming tour. This introduction is then put
on note cards and they are given time to practice, practice, practice!

GUIDE CHARACTERISTIC #11: USES INTERESTING LANGUAGE

Part II – Natural History Stories I

- recognize the basic components of a natural history story
-tell at least two new natural history stories in their own words
Materials: Teacher is prepared to tell 3 Natural History stories. Teacher should not read these stories. To
get ideas, listen to Natural History stories on tapes from Yucatan Peninsula courses, there are
also ideas in the Natural History reader.
Time: 3 hours
Presentation: Teacher models three natural history stories for the class as if they were tourists on a tour.
Teacher is careful to ask many questions, use jokes and metaphorical language, and to encourage
audience participation.
Practice: After the teacher tells each story, several students are asked to immediately tell the story. The
purpose is for them to listen to the main points, and then be able to retell the story in their own
words, personalizing it.
Teacher explains that these stories should not be memorized word for word, but told slightly
differently each time. It is only important to get the facts straight so that you are giving the
tourist correct information. Main components of good stories are discussed.
Production 1: In small groups, each led by a teacher, students practice retelling the stories told by the teacher.
Production 2: Students are given approximately 30 minutes to prepare a NH story of their own. They should
prepare a story that they will be able to use on their tours after the course. They are encouraged
to look up all information in the resource books to be sure that they are giving accurate and true
information to their tourists. If the story involves a legend, local belief, etc. then they should tell
this at the beginning. After they have had a chance to prepare their stories, they are given
another 20 minutes to work with a partner and tell their stories (in English of course!) several
times to each other for practice. Finally, the students are divided into 2 or 3 groups, and each
student tells their story to their group. The other students and teachers act as tourists.
Comments: The students have many stories but it will take time for them to realize they do have them. Often
students think that Natural History stories need to be long legends or fables. It is important to
reinforce that Natural History stories are simply interesting facts from nature told in descriptive
and interesting language. Slowly over the course the stories begin to come out from each
student.

GUIDE CHARACTERISTIC#11: USES INTERESTING LANGUAGE

Part II – Natural History Stories II

-interpret specific Natural History stories in small groups
-present their Natural History stories to class in a creative way
Materials: 1 prepared NH story for teachers to act out using props, costumes, etc.
3 NH stories for groups, one per group. These stories are cut into sentence strips.
Many different materials for students to utilize for their presentations
Time: 2 hours
Presentation: Teachers present a NH story to the class. They act it out, using props, costumes, etc. It is often
useful to have one of the teachers as the narrator. Make it fun! Act it out a couple of times.
After the presentation have the students attempt to retell the story and then go over the meaning
with the group.
Practice: In 3 groups, students are assigned three different stories. Together, they assemble the story from
the sentence strips, and comprehend it. They then create a presentation for the class, they act out
the story using illustration, a narrator, costumes, etc. If desired, have students create some sort
of quiz to test their classmate’s comprehension and more importantly their own ability to teach
the story to the class.
Production: Each group presents their story to the class and then gives quiz, if desired.
Comments: NH stories play a very important role in tours given by students. This lesson is good extra
practice and reminds the students of the potential dynamism of NH stories.


Part II– Natural History Stories III

- distinguish between facts and stories
- distinguish between 3 categories of NH Stories
- create their own stories from each of the 3 categories.
Time: 3 hours
Presentation: Story telling session with 3 teachers. Each tells a story of a different type: true anecdote, legend, and
narrative description.
After teachers have told their stories, teachers discuss with students that these are all natural history
stories (also simply stories) and that there are many different types of stories that are appropriate for tours.
See if the students can identify any differences between the 3 stories they just heard.
Do a general explanation in Spanish of stories and how they can be about anything. A story is simply a
way of describing something that makes information more easily understood. Stories require the use of
the imagination, not the brain, so they hold people’s attention better.
Practice: Identifying Stories: Present examples of stories and non-stories without saying whether they are stories or
not. Have students say whether each example is a story. This is especially necessary for narrative
descriptions that are most closely related to dry facts. Get non-stories from field guides and such.
Practice: Creating stories within different categories: In 3 groups, students visit 3 different stations each led by
one teacher. At each station students practice a different type of story. Teacher may give more examples
of that type and make sure that students understand the technique. Each student must write a story of that
type. Then all students in the group share their stories and help each other improve.
Production: After the entire rotation is finished, each group assigns one type of story to each of the members, based on
which was strongest for each student. All students then present their stories (one each) for the whole
class. The other groups guess which type of story it was. The end result will be many examples of the
different types of stories: 16 stories total!
Comments: This may be a lot of stories and take a lot of time. You may revise and not have so many stories
presented at the end. But remember that a strong repertoire of NH stories is a great tool for the guides.


Part III- Natural History Stories IV

-recognize the basic components of a natural history story
-tell at least two new natural history stories in their own words
Materials: Teachers are prepared to tell 3 NH stories (don’t need them on paper)
Time: 2 hours, 30 minutes
Review: Bird slides (teacher chooses slides of birds that will be used for
natural history stories.)
Presentation: Teacher models three natural history stories for the class as if they were tourists on a tour.
Teacher is careful to ask many questions, use jokes and metaphorical language, and to encourage
audience participation.
Practice: After each story is told by teacher, several students are asked to immediately tell the story. The
purpose is for them to listen to the main points, and then be able to retell the story in their own
words, personalizing it. Teacher explains that these stories should not be memorized word for
word, but told slightly differently each time. It is only important to get the facts straight so that
you are giving the tourist correct information.
Main components of good stories are discussed.
Production: In small groups, each led by a teacher, students practice retelling the stories told
by the teacher.
Students are encouraged to share other stories that they know. Each student must share at least
one story.

11. Sample Daily Course
Schedule
SELECTIONS FROM:
LOCAL NATURE GUIDES
Sample Daily Course Schedules
SAMPLE DAILY COURSE SCHEDULE

6:00 AM Morning Birding Walks*
7:00 AM Breakfast
7:45 AM–12:15 PM Morning Class
12:15 PM–2:15 PM Lunch and Free Time (lunch served around 12:15 PM)
2:15 PM–5:15 PM Afternoon Class
5:15 PM–6:45 PM Dinner and Free Time
6:45 PM–8:45 PM Evening Class
10:00 PM Lights Out in Dorms–Quiet Time**
6:15 AM–7:15 AM Morning Birding Walks *

7:15 AM Breakfast
1:00 PM–3:00 PM Lunch and Free Time (lunch served around
2 PM)
*Morning Birding Walks – Students will be divided into three groups. One of these three groups will go on the birding walk each day.
Thus, each student will go once every three days. On days that their group is not scheduled for the birding walk students may sleep
late or have free time before breakfast.
**Lights Out – Quiet Time is enforced so that those students who are ready to sleep may do so without being disturbed by other
students. It is important to encourage both students and teachers to get a good night’s sleep so that they are ready to concentrate
during the day. Students and teachers who are not ready to sleep at 10 PM are encouraged to partake in a quiet activity such as:
listening to music with headphones, studying quietly, reading, writing letters home, lesson planning, etc.

11. Sample Daily Course
Schedule
SELECTIONS FROM:
LOCAL NATURE GUIDES
Sample Daily Course Schedules
SAMPLE DAILY COURSE SCHEDULE

6:00 AM Morning Birding Walks*
7:00 AM Breakfast
12:15 PM–2:15 PM Lunch and Free Time (lunch served around 12:15 PM)
6:15 AM–7:15 AM Morning Birding Walks *

7:15 AM Breakfast
1:00 PM–3:00 PM Lunch and Free Time (lunch served around
2 PM)
*Morning Birding Walks – Students will be divided into three groups. One of these three groups will go on the birding walk each day.
Thus, each student will go once every three days. On days that their group is not scheduled for the birding walk students may sleep
late or have free time before breakfast.
**Lights Out – Quiet Time is enforced so that those students who are ready to sleep may do so without being disturbed by other
students. It is important to encourage both students and teachers to get a good night’s sleep so that they are ready to concentrate
during the day. Students and teachers who are not ready to sleep at 10 PM are encouraged to partake in a quiet activity such as:
listening to music with headphones, studying quietly, reading, writing letters home, lesson planning, etc.

12. NGTP Assessment Tools
SELECTIONS FROM:
LOCAL NATURE GUIDES
NGTP Assessment Tools
ASSESSMENT TOOLS
In order to standardize and objectify assessment of students’ English, interpretive, and natural history skills,
teachers use the following forms.
1. ENGLISH ASSESSMENT TOOL – OPI RATING SCALE:
ACTFL PROFICIENCY GUIDELINES -- SPEAKING
NGTP PROGRAM GOAL, CONVERSATIONAL ENGLISH LEVEL:
6. INTERMEDIATE HIGH
Intermediate-High speakers are able to converse with ease and confidence when dealing with most routine tasks and social situations
of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange
of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may
be evident.
Intermediate-High speakers handle the tasks pertaining to the Advanced level, but they are unable to sustain performance at that level
over a variety of topics. With some consistency, speakers at the Intermediate High level narrate and describe in major time frames
using connected discourse of paragraph length. However, their performance of these Advanced-level tasks will exhibit one or more
features of breakdown, such as the failure to maintain the narration or description semantically or syntactically in the appropriate
major time frame, the disintegration of connected discourse, the misuse of cohesive devices, a reduction in breadth and
appropriateness of vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation.
Intermediate-High speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although the
dominant language is still evident (e.g. use of code-switching, false cognates, literal translations, etc.), and gaps in communication
may occur.
OPI Scale
Novice Low 1 Intermediate High 6
Novice Mid 2 Advanced Low 7
Novice High 3 Advanced Mid 8
Intermediate Low 4 Advanced High 9
Intermediate Mid 5 Superior 10

SUMMARY HIGHLIGHTS
ACTFL Proficiency Guidelines – Speaking
SUPERIOR ADVANCED INTERMEDIATE NOVICE
Superior-level Advanced-level Intermediate-level Novice-level speakers

speakers are speakers are speakers are are characterized by
characterized by the characterized by the characterized by the the ability to:
ability to: ability to: ability to:
• respond to simple
• participate fully and • participate actively in • participate in simple, questions on the most
effectively in conversations in most direct conversations on common features of
conversations in informal and some generally predictable daily life
formal and informal formal settings on topics related to daily
settings on topics topics of personal and activities and personal • convey minimal
related to practical public interest environment meaning to interlocutors
needs and areas of experienced with dealing
professional and/or • narrate and describe • create with the language with foreigners by using
scholarly interests in major time frames and communicate personal isolated words, lists of
with good control of meaning to sympathetic words, memorized
• provide a structured aspect interlocutors by phrases and some
argument to explain combining language personalized
and defend opinions • deal effectively with elements in discrete recombinations of words
and develop effective unanticipated sentences and strings of and phrases
hypotheses within complications through a sentences
extended discourse variety of • satisfy a very limited
communicative devices • obtain and give number of immediate
• discuss topics information by asking and needs
concretely and • sustain answering questions
abstractly communication by
using, with suitable • sustain and bring to a
• deal with a acccuracy and close a number of basic,
linguistically confidence, connected uncom plicated
unfamiliar situations discourse of paragraph communicative
length and substance exchanges, often in a
• maintain a high reactive mode © ACTFL, Inc., 1999
degree of linguistic • satisfy the demands of SUMMARY
accuracy work and/or school • satisfy simple personal HIGHLIGHTS ACTFL
situations needs and social demands PROFICIENCY
• satisfy the linguistic to survive in the target GUIDELINES—
demands of language culture SPEAKING (REVISED
professional and/or 1999
scholarly life

2. ENVIRONMENTAL INTERPRETATION ASSESSMENT TOOL:
Tour Guide Checklist

Guide: _______________________ Evaluator: ___________________ Site: ________________
Date: ____________ Start Time: __________Stop Time: _______Percentage Score: ______%
Characteristic 1: Speaks Loudly and Clearly Points

1. Did the guide speak loudly? [1]
Yes [ 0 ] No
2. Did the guide speak clearly? [1]
Yes [ 0 ] No
Characteristic 2: Uses Non-verbal Communication

3. Did the guide smile? [1]
Yes [ 0 ] No
4. …make eye contact? [1]
Yes [0]
No
5. …use effective body language? [1]
Yes [ 0 ] No
Characteristic 3: Acts Professionally

6. Did the guide show courtesy? [1]
Yes [ 0 ] No
7. …begin and end on time? [1]
Yes [ 0 ] No
8. …greet tourists (individually for small groups)? [1]
Yes [ 0 ] No
9. …dress professionally? [1]
Yes [0]
No
Characteristic 4: Prepares in Advance

10. Guide showed which level of knowledge? [ 4 ] High [ 3 ] Good [ 2 ] Moderate [ 1 ]
Poor [ 0 ] None
11. Did guide appear to have practiced tour (spontaneous, no notes)? [ 2 ] Yes [1]
Somewhat [ 0 ] No

Characteristic 5: Provides Necessary Information for Tourists

12. Were tourists adequately informed before tour about length, time, and location? [1]
Yes [ 0 ] No
13. …adequately informed before tour about what they needed? [ 2 ] Yes [1]
Some [ 0 ] No
14. …adequately informed before tour about park rules and special considerations? [1]
Yes [ 0 ] No
Characteristic 6: Uses the Senses

15. Did the guide use sense activities besides just seeing? [ 3 ] Good [1]
Weak [ 0 ] No
Characteristic 7: Knows the Audience

16. Did guide learn about visitors between stops? [ 2 ] Yes [ 1 ]
Somewhat [ 0 ] No
17. …use visitor info to make examples more personal? [ 2 ] Yes [ 1 ]
Somewhat [ 0 ] No
Characteristic 8: Helps the Tourists Learn By Themselves (Asks Questions)

18. Did guide ask questions instead of simply relaying information? [ 3 ] Excellent [ 2 ] Good [ 1 ] Weak [ 0 ] No
19. …do ‘guided discovery’ (help tourists figure things out on their own)? [ 2 ] Yes
[ 0 ] No
Characteristic 9: Has a Message

20. Did guide introduce a message? [2]
Yes [ 0 ] No
21. Message was…? [ 4 ] Original [ 3 ] Good [ 2 ] Borderline [ 1 ] Just a topic [ 0 ] Not
even a topic
Message: ______________________________________________________________________________
Characteristic 10: Has a POW at the beginning of the tour

22. POW was…? [ 3 ] Provocative [ 2 ] Interesting [ 1 ] Weak, attempted [
0 ] Absent

POW: _______________________________________________________________________________
Notes:
Characteristic 11: Prepares a Structure

23. Was there a clear structure to the tour? [ 2 ] Yes [ 1 ] Somewhat [
0 ] No
24. Was there a conclusion? [ 2 ] Strong [ 1 ] Weak [ 0
] None
25. Did the guide reiterate the message at the end of the tour? [
2 ] Yes [ 0 ] No
26. Did stops exhibit attractive natural resources/appropriate examples of message?
[ 3 ] Very well chosen [ 2 ] Appropriate [ 1 ] Weakly supportive [ 0
] Irrelevant
Characteristic 12: Manages the Group

27. Did guide assure that everyone could see and hear well? [1]
Yes [ 0 ] No
28. …assure visitors’ safe passage? [1]
Yes [ 0 ] No
29. …handle unexpected situations? [ 1 ] Yes [
0 ] No [ ] NA
30. Were stops in comfortable locations? [ 2 ] All [1]
Some [ 0 ] None
Characteristic 13: Makes the Tour Dynamic

31. Did guide use games, activities, and/or demonstrations? [ 3 ] Excellent [ 2 ] Good [1]
Weak [ 0 ] No
32. Did guide use natural objects and other props? [ 3 ] Yes [ 1 ]
Insufficient [ 0 ] No
Characteristic 14: Uses Interesting Language

33. Did guide use interesting language? (guided imagery, etc.) [ 3 ] Excellent [ 2 ] Good [ 1 ] Poor [
0 ] None
34. …relay natural history stories appropriate to the message? [ 3 ] Excellent [ 2 ] Some [ 1 ] Attempted
[ 0 ] No

Characteristic 15: Knows First Aid and Carries Appropriate Equipment

35. Did guide carry first aid equipment? [2]
Yes [ 0 ] No
36. Did guide carry appropriate comfort equipment? [ 2 ] Yes [ 1 ] Some [
0 ] No
Characteristic 16: Handles Difficult Questions

37. …say “I don’t know”? [ 1 ] Yes [
0 ] No [ ] NA
38. …write down questions to look up or information learned from tourists? [ 1 ] Yes [
0 ] No [ ] NA
39. Did the guide suggest possible explanations to nature’s mysteries? [ 1 ] Yes [
0 ] No [ ] NA
Characteristic 17: Suggests a Relevant Conservation Action

40. Did guide explain environmental problems and conservation issues on the tour? [3
] Yes [ 0 ] No
41. …offer suggestions relevant to general conservation issues? [ 3 ] Good [ 2 ]
Insufficient [ 0 ] Never
42. …suggest relevant/doable actions to help guide’s area? [ 3 ] >1
[2]1 [0] 0
43. …help protect site from tourists’ actions during their visit? [ 2 ] Yes [ 1 ] Sometimes [ 0 ]
Never [ ] NA
Characteristic 18: Is a Good Naturalist

44. Did guide use binoculars and field guides when necessary? [ 2 ] Yes [ 1 ] Some [ 0 ] No
[ ] NA
45. …identify common species of plants/animals in the region? [ 2 ] Yes [ 1 ] Some [ 0 ] No
[ ] NA
Characteristic 19: Makes Smooth Transitions Between Stops

46. Transitions between stops were: [ 2 ] Effective [ 1 ] Somewhat effective [ 0 ]
Ineffective/absent
47. Did guide take advantage of teachable moments? [ 1 ] Yes [0
] No [ ] NA
Characteristic 20: Evaluates the Tour

48. Did the guide do a check for learning? (19) [2]
Yes [ 0 ] No

49. …apply a tourist survey? [2]

Yes [ 0 ] No
Grand Total (84 - 95) (express final grade as percentage)[ / ]=______%

3. NATURAL HISTORY ASSESSMENT TOOL:
Evaluación de historia natural
Nombre________________________________________ Fecha________________
1.¿Cuáles son las características más importantes que diferencian a los seres vivos de las cosas?
2.¿Cuales son los dos grupos principales de cetáceos?
3.¿Por qué las hojas de las plantas son verdes?
4.Menciona 3 características del grupo de los artrópodos.
5.¿Qué es un Reptil? Menciona dos características de ellos.
6.¿Por qué las aves se agrupan en bandadas?
7.Explica cual es la función de las plumas.

8.¿Cómo se llama la bolsa que poseen los mamíferos donde crece el embrión y para qué les sirve?
9.¿Cómo funciona el sistema de ecolocación de los delfines?
10.¿Cómo se formo la Península de Baja California?
11.¿Qué es una placa tectónica?
12. Menciona tres diferentes tipos de humedales de la península.
13. ¿Que es un desierto?
14.Menciona y explica una manera en que se forman los desiertos
15.¿Cuál es la diferencia entre un parque nacional y una reserva de la biosfera?

16.¿ A que se llama no deje rastro cuando acampas?
17.¿De donde llegaron los primeros pobladores de la península?
18.¿Cuántos grupos indígenas vivían en la península cuando llegaron los españoles?
19.Menciona tres plantas medicinales del desierto
20.Describa tres adaptaciones de las plantas del desierto.

4. CONSERVATION SURVEY, DATA COLLECTION TOOL:

NOTE: The conservation survey is designed to collect data about students’ knowledge of and participation
in conservation related activities in their communities and the Reserve. This data will be compared to data
collected one year after the students have completed the NGTP.
Las siguientes preguntas son con la finalidad de conocer y saber más acerca de las diferentes actividades
que se han realizado ó que se están realizando en cada comunidad, y es por eso que te pedimos que nos las
contestes sinceramente.
NO ES NECESARIO INCLUIR TU NOMBRE.
1. ‫؟‬Podrías mencionar algunos proyectos de conservación que hayan sido realizados en tu comunidad
en los últimos 5 años, o que se estén realizando actualmente?
‫؟‬Participaste o participas en algunos de ellos? De qué manera?
2. ‫؟‬Podrías mencionar algunos proyectos de conservación que hayan sido realizados dentro de la
Reserva en los últimos 5 años, o que se estén realizando actualmente?
‫؟‬Participaste o participas en algunos de ellos? De qué manera?
3. ‫؟‬Qué haces (como manejas) la basura en tu casa?
‫؟‬Sabes a donde van los desechos de tu casa y que hacen con ellos?
4. ‫؟‬Que tanta agua consumes en tus actividades diarias?
‫؟‬Sabes de donde proviene el agua que utilizas?
5. ‫؟‬Alguna vez has tenido la necesidad de realizar alguna actividad ilegal?
‫؟‬Nos podrías decir cual(es) fue (ron)?
¡ MUCHAS GRACIAS POR TU INFORMACIÓN. !

5. INCOME SURVEY DATA COLLECTION TOOL:

NOTE: The income survey is designed to collect data about students’ various income sources, the amount
of months per year they work these various activities, and their average income from each activity. This
data will be compared with data collected one year after the students have completed the NGTP.
CUESTIONARIO DE INGRESOS: NGTP

SIAN KA’AN, 2003
Nombre: Fecha:
Por favor completa las siguientes preguntas en base a la información que recuerdas desde el 1 de mayo de
2002 hasta el 1 de mayo de 2003.
1. ¿Donde vives? ___________________________________________________________
2. ¿Cuántos años tienes viviendo en la comunidad? ________________________________
3. ¿Cuántas personas viven contigo? ____________________________________________
4. ¿Cuántas de las personas que viven contigo realizan alguna actividad económica? __________
5. ¿Cuáles de las siguientes actividades económicas realizas durante el año? Encierra en un círculo las
actividades que te dan ganancia durante el año.
Agricultura
Ganaderia
Turismo
Pesca de pescado y/o mariscos
Pesca de langosta

Cacería
Comercio
Otra ___________________
Otra ___________________
6. ¿Qué porcentaje de tu ingreso al año le pertenece a las siguientes actividades?
Agricultura ________________%
Ganaderia _________________%
Turismo __________________%
Pesca de pescado y/o mariscos _____________________%
Pesca de langosta _______________________%
Cacería _____________________%
Comercio ___________________%
Otra ___________________ _________________%
Otra ___________________ _________________%
7. ¿Cuántos meses al año, aproximadamente, trabajas cada una de las siguientes actividades?
Agricultura ____________________meses
Ganaderia _____________________ meses
Turismo ______________________ meses
Pesca de pescado y/o mariscos ________________________meses
Pesca de langosta ____________________ meses
Cacería _________________________ meses

Comercio ________________________ meses
Otra ___________________ ________________________ meses
Otra ___________________ ________________________meses
8. ¿Cuál es el promedio en pesos que ganas de cada actividad en un mes?
Agricultura ____________________ pesos al mes
Ganaderia _____________________ pesos al mes
Turismo ______________________ pesos al mes
Pesca de pescado y/o mariscos _______________________ pesos al mes
Pesca de langosta ____________________ pesos al mes
Cacería _________________________ pesos al mes
Comercio ________________________ pesos al mes
Otra ___________________ ________________________ pesos al mes
Otra ___________________ ________________________pesos al mes
Gracias por ayudarnos. La información que proveen para esta encuesta será completamente confidencial,
para uso solamente del Centro RARE. Sus nombres no serán dados con esta información.

14. Student Tour Evaluation
Form
SELECTIONS FROM:
LOCAL NATURE GUIDES
Form- Student Tour Evaluation
STUDENT TOUR EVALUATION FORM
Guide’s Name: Teacher’s Name:
Guiding/Interpretation Skills
1. Please comment on the guide’s skills and progress in each of the “Characteristics of a Good Guide” using the “Tour Guide
Checklist”. Attach the checklist to your report.
2. In which area does guide seem most knowledgeable (birds, mangroves, reefs, mammals)? In which areas does guide need the
most work?
3. Has guide received feedback from tourists?
4. Does guide use self-evaluation after a tour?
5. What does the guide feel are his/her biggest areas for growth? Does guide have a plan for this?
6. Please comment as objectively as possible on the guide’s general character (is guide honest, knowledgeable, responsible, prompt,
self-motivated, curious, enthusiastic, creative, open-minded, confident?)
English Skills:
1. Based on the evaluation methods used throughout the course, how would you rate the guide’s English at the end of Follow-up? Is
guide conversational, struggling, and improving?
2. Is guide confident and willing to speak English?

3. How much opportunity does the guide have to practice English on tours?
4. What opportunities, outside of guiding, does the guide have to practice English? Does the guide take advantage of these
opportunities?
5. What are some major obstacles at this point?
6. Overall, would you say the guide is still excited about learning and using English to improve her/her job, financial situation, etc. or
does guide seem to have lost interest?
Community Involvement:
1. Has the guide shown interest in imparting information? How? To whom?
2. What has the guide done already? What are the plans for the future?
3. Who are some important contacts in the community? Does the guide know them and make efforts to work with them?
Other:
1. Outside of those identified with counterparts, does the guide have any specific personal goals? If so, what are they?
2. Can you think of ways that RARE and counterparts can provide support for these goals?

3. In what ways has the course most affected the guide?
4. Does the guide have any recommendations for improving:
• Pre-Course Preparation?
• The Course?
• Follow-Up?

15. Photo Gallery
SELECTIONS FROM:
LOCAL NATURE GUIDES
Photo Gallery
ÅDaniel Aguilar leads a tour in El Vizcaino
ÅA tour
group
explores in
Honduras

Photo Gallery
Æ
Volunteer
Bill
Graves
teaches
soon-to-
be nature
guides
Å NGTP students
pledge to speak
only in English for
the three months
they are enrolled in
the course

Photo Gallery
Volunteer
Dana
Wucijk
leads
students in
Sian Ka’an

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Selections from

“Interpreting for Conservation:

Results of the Course

Materials provided on this CD

For general information, contact: For TNC partners, contact:

Please go to the next page for the table of contents.

1. Nature Guide Training Program Description

Course Set-up Information

Sample Lesson Plans

Course Management and Assessment

15. Photo Gallery

© 2001 RARE Selections From Interpreting for Conservation,

The conservation and community development

• The value of conservation within nearby rural

The NGTP is an intensive twelve-month program organized in three phases:

© 2001 RARE Selections From Interpreting for Conservation, Page 2

In order for the program to be successful, it is essential to

© 2001 RARE Selections From Interpreting for Conservation, Page 3

Basic Criteria (Non-Negotiable)

Basic Criteria (Negotiable)

Other Non-Essential Preferred Characteristics

© 2001 RARE Selections From Interpreting for Conservation, Page 2

BASIC INFORMATION ABOUT THE NATURE GUIDE TRAINING COURSE IN

Dates and Places

The planned sites for the training are:

August 13–September 13 Site I: Blue Mountain Park Training Center

Vision Workshops1 May 14–16th

© 2001 RARE Selections From Interpreting for Conservation, Page 3

Selection of the Candidates

© 2001 RARE Selections From Interpreting for Conservation, Page 4

NGTP ORIENTATION SCHEDULE, WEEKS 1 - 2

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

© 2001 RARE Selections From Interpreting for Conservation, Page 2

NGTP ORIENTATION SCHEDULE, WEEKS 3-4

© 2001 RARE Selections From Interpreting for Conservation, Page 3

NGTP ORIENTATION SCHEDULE, WEEKS 5-6

FREE 9:30-12 NH class 9:30-1 Teachers 9:30-1 NH class

© 2001 RARE Selections From Interpreting for Conservation, Page 4

NHC ORIENTATION TRAINING AND WORK SCHEDULE

© 2001 RARE Selections From Interpreting for Conservation, Page 5

SAMPLE MEMORANDUM OF UNDERSTANDING WITH PARTNER

NATURE GUIDE TRAINING COURSE

This collaboration agreement has the following goals:

e) Seek funds to build, interpret, and place signs on the trail

f) Visit the interpretative trail developed by Toucan Biosphere Reserve

f) Provide material related to environmental interpretation

© 2001 RARE Selections From Interpreting for Conservation, Page 2

h) Provide examples of signs for interpretative trails

i) 1-2 visits to the site to provide technical assistance

For Los Quetzales Biosphere Reserve, For RARE Center

Director Program Manager

© 2001 RARE Selections From Interpreting for Conservation, Page 3

COURSE CURRICULUM, SITE ONE

Introduce yourself and 2. Where are you from?

6. Polite phrases/mealtime phrases (before first meal)

7. How are you? And 8 basic emotions

8. Contractions with To Be and 8 more emotions

9. Yes/No questions with short answers “To Be”

© 2001 RARE Selections From Interpreting for Conservation, Page 2

No, I’m not.

10. What do you do?

14. When is your birthday? 1. A Good Guide

16. What time is it?