Osa Interactive Education Center Calendar of Events

Osa Interactive Education Center offers classes several times a month. Contact us to sign up or for more information! osainteractivegardens@gmail.com

January 2020
Every Thursday 10:00-11:30 AM: Science! and Horses! Grades 4-6 C9.000/class. **Details on the course are listed below the calendar.

Saturday, January 18, 9:00 AM-12:00 PM: The big 10: part 1- Identify and learn the uses of the 10 most diverse plant families of the Osa Peninsula. 3 parts. Help to prepare samples for the Osa Peninsula Herbarium. C10.000. Instructor Reinaldo Aguilar. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

February 2020
Every Thursday 10:00-11:30 AM: Science! and Horses! Grades 4-6 C9.000/class

Saturday, February 1, 9:00 AM-12:00 PM: The big 10: part 2 Identify and learn the uses of the 10 most diverse plant families of the Osa Peninsula. 3 parts. Help to prepare samples for the Osa Peninsula Herbarium. C10.000. Instructor Reinaldo Aguilar. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

Saturday, February 15, 9:00 AM-12:00 PM: Creative Botanical Charcoal art class with Catherine.

March 2020
Every Thursday 10:00-11:30 AM: Science! and Horses! Grades 4-6 C9.000/class

Saturday, March 7, 9:00 AM-12:00 PM: The big 10: part 3. Identify and learn the uses of the 10 most diverse plant families of the Osa Peninsula. 3 parts. Help to prepare samples for the Osa Peninsula Herbarium. C10.000. Instructor Reinaldo Aguilar. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

April 2020
Saturday, April 4 Carrera de Semana Santa 5K Run

Saturday, April 25, 9:00 AM-12:00 PM: Creative Botanical Charcoal art class with Catherine.

May 2020
Saturday, TBA, 9:00 AM-12:00 PM Advanced birding of the Osa Peninsula. Covering the most diverse and difficult to ID bird families with Rayner Araya. C10.000. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

Saturday, TBA, 9:00 AM-12:00 PM Advanced identification of reptiles and amphibians of Osa. Caecilians, frogs, anoles, and snakes with Rayner Araya. C10.000. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

June 2020
Saturday and Sunday, TBA, 9:00 AM-12:00 PM Scientific drawing and environmental design planning with Poncho Francisco. C20.000. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

July 2020
Saturday, TBA, 9:00 AM-12:00 PM Plant Uses- Medicines, Fibers, and Tints with Reinaldo Aguilar C10.000. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

August 2020
Saturday, TBA, 9:00 AM-12:00 PM Native Plants of Osa for Ornamental Gardening and Landscaping with Reinaldo Aguilar C10.000. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

September 2020
Saturday, TBA, 9:00 AM-12:00 PM Scientific Drawing C10.000. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

October 2020
Saturday, TBA, 9:00 AM-12:00 PM Ecotourism and group management training with Carlos Ortiz, C10.000. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

November 2020
Saturday, TBA, 9:00 AM-12:00 PM: Environmental building and permaculture garden design. Free to students of Academia Biología de Osa who have completed Osa Naturalist Levels 1 and 2.

December 2020
Saturday, TBA, 9:00 AM-12:00 PM

**Science!….and horses!

Two of my favorite things. Osa Interactive is offering unique, experience-based science classes for homeschool students grades 4-6, Thursdays from 10:00 AM-11:30 AM.

20-30-minute lecture series: From atoms to organisms- structures and process; intro to evolution of life and classification (10 lessons)

30-40-minutes experiment: Learn and practice the scientific method. Measure, record, analyze data, and make conclusions. Examples include tree growth measures, seed germination, and butterfly lab. Students learn to draw and interpret graphs and basic statistics.

All followed by

30-minutes of horsemanship: Learn basic horse care and maintenance, including handling, ground work, and riding (not every class will include riding, but may run longer than 30 min on days it does, depending on number of students)

About the classes: Classes meet Next Generation Science Standards covering plant and animal classification, adaptation through evolution, intro to genetics, heritability, and natural selection, origins and discussions of life, photosynthesis and converting food to energy…mixed in with some basics of plant and bird ID that we use for our subjects of discussion. NGSS plans and dates found below.

About the instructor: Colleen Spurlock lives with her family in Puerto Jimenez where they own and run Osa Interactive Gardens Education Center. She has a Masters and PhD degrees from the University of California-Davis in Horticulture and Agronomy with projects in field crop breeding and genetics, and tree breeding and genetics, respectively.

Colleen is also an experienced equestrian. She was a student and apprentice to Eleanor Robinson of Pembrook Farm in Eldora, New Jersey, winning several South Jersey year-end championships and champion of USEF A and AA rated shows in Children’s Hunter. She began teaching at 16 and trained several students to winning seasons, all of which are still riding and have a passion for horses today. She rode for the University of Kentucky Equestrian Team who were NCAA champions in those years, employee of the Kentucky Horse Park Parade of Breeds, USET Olympian night watch crew, technician at Rood and Riddle Equine Hospital, Keeneland Thoroughbred yearling training and sales, University of California-Davis certified instructor, and currently a student of Leanor Ortiz of La Finca Centro de Equestre in La Guacima, San Jose. Colleen has been a horse owner and trainer for many years and continues to learn about care and best practices for the tropics. She is eager to bring her skills and knowledge for the next generation of riders her in Osa.

About the location: Osa Interactive Gardens Education Center is a private reserve and conservation project in Puerto Jimenez. Osa Interactive has an outdoor classroom with fans and screen for presentations, a butterfly protect and release program, native plant collection and botanical garden, and permaculture food and medicinal garden.

Lesson plans by week:

Thursday, January 9, 2020: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment is limited to macroscopic structures within plant and animal systems.

Thursday, January 16, 2020: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Emphasis is on systems of information transfer. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function. (Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Assessment does not include mechanisms for the transmission of this information)

Thursday, January 23, 2020:Support an argument that plants get the materials they need for growth chiefly from air and water. Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.

Thursday, January 30, 2020: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.

Thursday, February 6, 2020: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.

Thursday, February 13, 2020: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.

Thursday, February 20, 2020: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.

Thursday, February 27, 2020: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.

Thursday, March 5, 2020: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Emphasis is on tracing movement of matter and flow of energy. Assessment does not include the biochemical mechanisms of photosynthesis.

Thursday, March 12, 2020: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. Assessment does not include details of the chemical reactions for photosynthesis or respiration.

Thursday, March 19, 2020: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.

Thursday, March 26, 2020: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.