Archive for the ‘School work’ Category
Drone Mapping & Modeling in Pelawatte 101
3D model of the OSC created on DroneDeploy based on data from the April 6th flight (approximately 81 images).
For the last year or so it has been my goal to use drones to better study areas and analyze patterns of land use and vegetation cover. I was first inspired by the work that IWMI was doing to map crops, irrigation and drainage basins using their fixed wing drone (see articles below for references). During the last two years there has been a good deal of excitement of using drones/UAVs for geospatial applications and I am entering the field relatively late. One of the notable highlights of Sri Lanka’s first GIS Users conference held in February 2018 was a presentation on the use of consumer-level drones to map small areas. A Sri Lanka Ministry of Defense Research & Development team demonstrated in real time how easy it was to program a flight path, put a drone up, collect data and then process it so that it could be used for analysis using GIS. Based on their example and the advice of IWMI’s GIS team, I have been working to use the school’s Phantom III Advanced drone to map our campus as well as the nearby Diyasaru wetlands. This post share some of the results as well as my workflow.
Poster of April 6th drone map of the OSC campus, created on ArcMap 10.5.1.
Results from the May 19th drone flights using PIX4D. This is a composite of two different flights, each with about 30-50 separate images that have been mosaiced and geo-referenced here. If you look closely you will see the OSC Class of 2019 DP Geography class on the west side of the field. Also note the missing large mahogany tree north of the pool that was regrettably cut down by the neighbors between the two flights.
A Work Flow for OSC
- Step 1 Having a drone is essential and many of the common consumer models can be programed to fly a set flight plan. We used a DJI Phantom III Advanced model that is the older of our two drones (it has already had several major accidents and gone underwater at least twice). The drone needs to be working properly and the micro SD card should be formatted before running the mapping flight. We have been doing a very short test pre-flight on the DJI app that we control the drone with.
- Step 2 You need an app to establish the flight path and program the drone to fly and take pictures at established intervals. We started with a trial version of DroneDeploy and have now loaded in a trial version of PIX4D. Unfortunately, the licensed copies of both of these software bundles are prohibitively expensive for small non-commercial programs like ours and I will have to work out a long-term solution so that students can continue the mapping that we have started. The proposed mapping area needs to be loaded into the drone using the app. For DroneDeploy I made the flight plans on a desktop computer (in the DroneDeploy website) and then imported them onto the phone app that is hooked up to the controller. There are several parameters to pre-set such as the overlap flap area, flight altitude etc. The higher the altitude, the more accurate and less distorted the stitched imagery but it is coarser (less detailed). For PIX4D I have been setting the flight area on my phone in the field.
- Step 3 At your location you can launch the drone from a cleared area. We use the school field where there is plenty of room and a clear line of sight between the controller and drone (though it is flying by GPS, apparently). When you have got the drone and controller (with a phone interface) unit set up, you are ready for the flight. On DroneDeploy you import the plan, it goes through a number of checks and then asks if you are ready to fly. With the click of a button, the drone hovers and then takes off to run its flight. You can see the images that it takes and the drone’s flight path. Our flights have been set to 75 meters height and they are supposed to be taking approximately 60-90 images for 2 hectares. Unfortunately, we have been having a lot of trouble with good flights but no images being recorded at the end. For this reason, we started using the Trial version of PIX4D and had more success.
- Step 4 After a relatively short flight (5-12 minutes for us) the drone returns and lands and it is time to check to see if the images were collected. If it has gone well, then DroneDeploy will show you a sample mosaiced thumbnail. You need to shut down the unit and then move back to the desktop computer to upload the imagery on to their website where it is mosaiced. It took two hours for them to make the mosaic on the cloud and if you have a license you will also get a 3D model and vegetation map. For PIX4D there is a process where the images are fed from the mini-SD card to the phone and then uploaded online. You can also take the card and load them on to the PIX4D desktop app. All of these steps depend on you having the software and again I am not sure what we are going to do after the trial versions are finished.
- Step 5. In the final step you should have several files to work with. DroneDeploy gives you the orthomosaic and a 3D digital surface model (DSF) as well as a 3D model that you view on the screen. They also provide a KML/KMZ which you can bring into Google Earth (see sample below). PIX4D provides a collection of files (including point clouds, DSFs and more) that can be downloaded. I was most interested in the orthomosaic since I can then pull that into ArcMap where I can use it for presentation and analysis (see above).
Conclusions
Drone mapping offers a new and dynamic way to visualize landscapes on a relatively large scale. Prices of drones have come down and the challenge is to acquire software that allows you to get your work done. Trial versions of PIX4D and DroneDeploy give you a chance to explore the possibilities and map out a few areas of interest. There are open source options that I need to explore once my trial licenses have run out. Anyone who knows my interests will realize that I am now itching to get drones into forest and mountain landscapes where they can be used to better map vegetation and land cover.
REFERENCES & FURTHER READING
Daniel, Smriti. “The Drone Buzz Over Sri Lanka.” Sci Dev Net. 19 September 2015. Web.
Lockwood, Ian. GIS Developments at OSC in 2014.” Ian Lockwood Blog. 26 November 2014. Web. (this post features views of the OSC campus via GoogleEarth and ArcGIS).
Mason, Tony. “Put Your Drone to Work. Arc News. Summer 2016. Web.
Siddiqui, Salman. “Sri Lanka’s Drone Pioneers.” ICT Update. 18 April 2016. Web.
Sri Lanka’s Central Highlands WWW Experience 2018
OSC’s annual Sri Lanka Central Highlands trip, was once again an experience of significance with many important group and individual learning highlights. This choice WWW learning experience is part of the broader secondary school Week Without Walls program that I have had the privilege of coordinating since its inception. OSC’s WWW program was first run in January 2010 as an outgrowth of the MYP outdoor education program (2003-2010) and has now matured into a key experiential learning highlight for all of the secondary school. Through a variety of grade-level and choice experiences there are several goals that define the program:
- Fulfill the OSC mission statement of developing the whole person within a safe environment.
- Expose students to our host country Sri Lanka’s culture and environment.
- Enable opportunities for service learning and outdoor education.
- Use Interdisciplinary Units (IDUs) to support and strengthen existing secondary curriculum (including the DP CAS program) for the benefit of student learning.
Cloud forest at Horton Plains National Park
The five-day excursion into Sri Lanka’s high elevation interior exemplified some of the best outcomes of field-based learning beyond the normal confines of a classroom. The learning focus was on using photo documentation to better understand the ecology and landscape of Sri Lanka’s mountainous interior. This year we had a smaller sized group-10 students and three of us adults to guide them. I was supported by Kamila Sahideen and Desline Attanayake who both played key roles in organization and participating in all of our activities. We also had two veteran drivers from Yamuna Travels who got us to our different destinations safely. The students were enthusiastic and cooperative as we took on new challenges every day. Accommodation for the first three nights was on the cozy-rustic side of things, but on the last night the group was treated to very comfortable rooms in Nuwara Eliya’s St. Andrew’s Jetwing hotel.
The five-day excursion into Sri Lanka’s high elevation interior exemplified some of the best outcomes of field-based learning. The learning focus was on using photo documentation to better understand the ecology and landscape of Sri Lanka’s mountainous interior. All of the students had some sort of DSLR or point and shoot camera where they could learn basic controls and composition as we had different encounters. This year we had a smaller sized group-10 students and three of us adults to guide them. I was supported by Kamila Sahideen and Desline Attanayake who both played key roles in organization and participating in all of our activities. We also had two veteran drivers from Yamuna Travels who got us to our different destinations safely. The students were enthusiastic and cooperative as we took on new challenges every day. Accommodation for the first three nights was on the cozy-rustic side of things, but on the last night the group was treated to very comfortable rooms in Nuwara Eliya’s St. Andrew’s Jetwing hotel.
Weather in the Central Highlands is always hard to predict but this year we were blessed with classic, crisp winter conditions. There had been frost earlier in the month but by the time that we got to the high reaches of Mahaeliya bungalow in Horton Plains it was at least 10-15 degrees C° above freezing. The highlight of the time in Horton Plains was climbing the 2nd and 3rd highest mountains in Sri Lanka. Kirigalpotta (2,388 m) was the focus of a seven-hour round trip hike on Wednesday and Totupola Kanda (2,360m) was a short walk that we did on Thursday morning. For good measure we visited Sri Lanka’s highest peak Pidurutalagala (albeit by van, as walking is not allowed) on the final morning of the experience.
Grasshopper (Orthoptera sp.?) love fest near Lanka Ella Falls on Day 2 of the Highlands experience.
Rhino Horned Lizard (Ceratophora_stoddartii) at Horton Plains National Park on Day 3, views from the same image file.
Encounters with biodiversity were integral to the Highlands experience. On the first day as we hiked along the Belihuloya stream we had sighting of several eagles (Black, Crested Hawk and Serpent). In Horton Plains we appreciated cloud forest flora and endemic lizards (Rhino horned and). On our final afternoon we visited Victoria Park to observe Pied Thrushes and other rare birds. That evening before dinner Ishanda Senevirathna took us on the amazing frog tour behind St. Andrew’s. The students were extra enthusiastic and we were able to see all of the six highlighted endemic species. This has become a real highlight of the highlands WWW experience, something that has been written up in Ishanda’s newly published book The Peeping Frogs of Nuwara Eliya.
2018 Highlands group on Totupola Kanda (2,360m) with view to Ambawella, Pidurutalagala and the north behind them.
The Horton Plains area as seen with a Planet Dove 3m multi-spectral satellite. Imagery acquired soon after our visit and then processed by the author to emphasize vegetation and land use patterns.
PAST WWW TRIPS
- WWW 2013 Sinharaja
- WWW 2014 Dry Zone
- WWW 2015 Sri Lanka Highlands
- WWW 2016 Sri Lanka Highlands
- WWW 2017 Sri Lanka Highlands
EXEMPLARY STUDENT CAS REFLECTIONS (HIGHLANDS)
FURTHER READING & REFERENCES
Critical Ecosystem Partnership Fund (CEPF). Western Ghats and Sri Lanka Biodiversity Hotspot. May 2007. Web.
De Silva, Anslem and Kanisha Ukuwela. A Naturalist’s Guide to the Reptiles of Sri Lanka. Colombo: Vijitha Yapa Publications, 2017. Print.
De Silva, Anslem. The Diversity of Horton Plains National Park. Colombo: Vijitha Yapa Publications, 2007. Print.
Pethiyagoda, Rohan. Horton Plains: Sri Lanka’s Cloud Forest National Park. Colombo: WHT, 2013. Print.
Rodrigo, Malaka. “Lanka’s central highlands win heritage battle”. The Sunday Times. 8 August 2010. Web.
Senevirathna, Ishanda. The Peeping Frogs of Nuwara Eliya. Colombo: Jetwings, 2018. Print.
Somaweera, Ruchira & Nilusha. Lizards of Sri Lanka: A Colour Guide With Field Keys. Frankfurt: Edition Chimaira 2009. Print.
Werner, Wolfgang. Sri Lanka’s Magnificent Cloud Forests. Colombo: Wildlife Heritage Trust, 2001. Print.
GIS Developments at OSC in 2017
GIS as a tool for teaching and learning in the DP Geography program (the field, Survey Department and in a final Geography EE map).
November 15th marked GIS Day, a time set aside to recognize the important role of Geographical Information Systems (GIS) in our lives. With a theme of GIS as the “science of where” it seems like a good time to look at ways in which we are using GIS as a tool for teaching and learning at OSC. Ten years ago, I put in the first proposals to adopt a GIS program at OSC as a part of our MYP and DP Geography courses. Since then the school’s small program has grown steadily while there have also been enormous leaps in the technology. This post reviews the newer applications and data sources that I am using as a tool for geospatial teaching and learning in the OSC environment.
Curricular Links in the International Baccalaureate DP
As far as I know, there are no explicit requirements that GIS skills be taught in any IB course. There are references made to GIS in the revised DP Geography, First Examinations May 2019 syllabus though they are not required (unfortunately, from my perspective). On page 19 it says “it is recognized that the ability to use GIS as a tool is a valuable geographic skill that goes beyond many of those listed below. Where GIS is accessible and practical, its use is encouraged.” Of course, there are many geographic skills listed in the guide that can be taught using a GIS platform. The Environmental Systems & Societies, First Examinations 2017 syllabus in the Investigating Ecosystems (2.5) section mentions GIS as a tool to use when tracking land use change (see p. 38).
At OSC I take time to teach several basic GIS lessons in DP Geography that allows students to use it as a tool for case studies and work on the internal assessment. In the past, I have worked with MYP students to introduce them to skills and methods for using our ArcGIS software. This year we are once again introducing GIS skills for MY 5 so that they can map spatial patterns from their Galle socio-economic survey work.
Mobile Data Collection & Tracking
The advent of wide spread use of smartphones and improved 4G cellphone networks has opened up opportunities to use mobile data gathering apps on phones. There are a variety of options including open source apps (Open Data Kit, etc.). I am using ESRI’s Survey123 which comes with our ArcGIS site license. For the first time this year we recorded all of the DP Geography Sinharaja field surveys on Survey123. The class set up a common survey with questions about gender, housing, water access, land use and other variables. Before we went to the field we trialed a simpler version in Colombo. In the field, every student had a phone but we also backed it up with paper copies. At times, there was no cell phone access. We were able to upload the data later when we had cell phone connectivity (this worked quite well although photographs attached to the survey slowed down the uploads considerably). It was a much better way to tabulate the data (there were more than 70 individual respondents in total) and the class could map the data points since each had a spatial reference.
At the same time, I have been experimenting with using phone apps to track and record hikes and trails that we walk on CAS experiences. Strava, a fitness oriented app, offers an excellent way to record tracks. I am exporting GPX trails and then putting them onto Google my maps and sharing them with participants. I’ve taught students how to use them as a way to record key paths on their CAS blogs (see Maha’s Off the Grid post or my Mannar account for an example of this). We are currently using Google My Maps for this and layering the GPX trails onto a map that we make public. I would like to use an Openstreetmap for the base layer but this requires a WordPress plugin and $$$.
Hardware & Online Software
In terms of hardware we are operating a basic system with a server/desktop and then four lab desktops (each with decent specs-16 GB RAM, fast processors, graphics cards, large (2tb) drives and wide HD monitors. Geography students have access to ArcGIS Online on their laptops (both OSC and Windows platforms). When it comes to working with imagery I find it easier to use the desktops where I have spatial data stored for specific class assignments.
There are a variety of software options for using GIS as an educational tool. The most widely used open source GIS software package must surely be QGIS. It has an OSX version and the interface is quite similar to ArcGIS. At the school we continue to use the industry-standard, proprietary ArcGIS group of applications and have maintained an advanced license for over the last eight years through GIS Solutions here in Colombo. I am able to get technical advice from IWMI’s GIS lab when there are new operations or application that we want to put to test. I have also developed relationships with other major GIS users who are working on environmental issues in Sri Lanka.
Openstreet Map Contributions
In the last two years we have been using Openstreet Maps and have made minor contributions in our neighborhood and areas of interest. I value the idea of an open platform wiki space where users can contribute spatial knowledge. It is also an excellent source for downloading shapefiles of houses, building, roads, and other features in our Sri Lankan study areas. This data is often more update to shapefiles that are commercially available. We have had students download OSM data and then use the shape files to design studies of land use in the Colombo CBD (see attached image).
Recent OSC Student GIS work
Support from Local Contacts
OSC’s GIS initiatives continue to enjoy support for several key Colombo-based players. The International Water Management Institute’s (IWMI) GIS lab has been our main resource. They provide us with technical guidance and share public data that can be used for student learning. Their Water Data Portal is an important source of publically available spatial data.
Dr. Ajith Gunawadena at the Central Environment Authority’s Research and Development (GIS) unit has become a good friend. He has helped me understand the ways in which the CEA and other government agencies are using GIS to tackle a range of national challenges. He helped guide the production of district level spatial databases (resource profiles).
I have developed good relations at the Sri Lankan Forest Department. Their GIS unit is working on updating the forestry map of Sri Lanka (last completed in 2010) and I have had a chance to see how they are using remoted sensed imagery to inventory different types of forest cover. The best way to access their basic forest data is on the FAO-sponsored REDD+ National Forest Monitory System portal. At the invitation of Anura Sathurasinghe, several of our DP2 students and I participated in the recently held 27th Asia Pacific Forestry Commission meetings here in Colombo.
Colombo is now growing rapidly and this has given students an opportunity to study process of urbanization and urban environments first hand. The port city project, still controversial but speeding ahead, is moving at a rapid pace. While the Urban Development Authority used to be the key agency for getting urban data, the Western Region Megapolis Planning Project now seems to be the main agency with data and information about Colombo’s urban projects. Master plans are available on their website for download.
SL Survey Department Developments
The Sri Lankan Survey Department continues to be a remarkable government agency that supports geographic teaching and learning in the country. I have always appreciated their open view to public access to maps and spatial data. At the GIS Day 2017 event several of their team members spoke about developments at the SLSD. Sarath Jayatilaka and N. Wijeyanayake, traced the historical development of mapping at the department. Mr. Sivanantharajah bought the audience up to date with new developments in remote sensing including the use of lidar to generate highly accurate elevation models. The Survey Department is at work on a National Spatial Data Infrastructure (NSDI) platform but this is expected to be another six months or a year before it is unveiled to the public. Meanwhile some of their maps and data can be viewed on an interactive portal and their land information system. What would be nice is if Sri Lanka’s larger neighbors would be willing to learn from the island nation’s open approach to making spatial data and maps available to the public to improve overall geographic knowledge and understanding!
Accessing Population, Development, Environmental, Energy & Poverty Data
When addressing core concepts of the Geography and ES&S syllabi there are now an amazing variety of map-based data portals to access up-to-date statistical data.
- I have been using the Washington DC-based Population Reference Bureau data tables to study and analyze population patterns for nearly 20 years in my teaching and they now are accompanied by interactive map portal.
- World Resources is sponsoring a useful Data portal on deforestation called the Global Forest Watch. Their data is built on a Google Earth Engine
- World Bank data, a leading source of data on economic development and poverty, can be found on their data portal. DP1 students made an important discovery when they accessed the Interactive Bangladesh Map. We were able to download the GIS-ready data and then view and manipulate it in an ArcGIS environment. I understand that they will be doing similar sites for country and global data.
- For data on the Himalayan region ICMOD maintains the Mountain Geoportal.
- The Sri Lanka Census & Statistics department has always been a good source of data. They now have an interactive geoportal to access some of this data. It is layered on an Openstreet base map.
PAST GIS BLOG POSTS
- GIS Developments at OSC in 2015 January 2015.
- GIS Developments at OSC in 2014 November 2014
- Using Remote Sensing Imagery for Teaching & Learning in the IB August 2013
- GIS Developments at OSC in 2012 December 2012
- GIS Developments at OSC in 2011 January 2012
- The Home & the World: GIS Developments at OSC in 2010 November 2010
- Using GIS in the OSC Geography Curriculum March 2010
REFERENCES FOR GIS TEACHING & LEARNING (2017 Update)
Bolstad, Paul. GIS Fundamentals: A First Text on Geographic Information Systems, Fifth Edition. Acton, MA,Xanedu, 2016. Print. Web Resource Link, (GIS lessons).
Brown, Clint and Christian Harder Eds. The ArcGIS Imagery Book: New View. New Vision. Redlands, CA: ESRI Press. 2016. Print (Web version).
ESRI. Advancing STEM Education with GIS. Redlands, CA. 2012. Web.
ESRI. K-12 Education portal. Web.
Harder, Christian and Clint Brown, Eds. The ArcGIS Book, 2nd Edition. Redlands, CA: ESRI Press. 2017. Web. PDF.
Jensen, John R. Introductory Digital Image Processing: A Remote Sensing Perspective, 4th Edition. Glenview, IL: Pearson GIS, 2016. Print.
Keranen, Kathyrn & Lyn Malone. Instructional Guide for the ArcGIS Book. Redlands, CA: ESRI Press, 2016. Print (Web version).
Kimerling, A. Jon. et al. Map Use, Eighth Edition. Redlands, ESRI Press, 2016. Print. Web Link. Review by Daniel G. Cole.
O’ Connor, Peter. GIS for A-level geography. Geographical Association/ESRI, 2008. Print.
Sri Lanka’s Central Highlands WWW Experience 2017
Afternoon composite view of Sri Pada from Horton Plains National Park.
Last week during the surprising, but welcome, return of monsoon conditions OSC’s secondary school set out across our island home to experience Sri Lanka as part of the annual Week Without Walls program. Students and teachers spent the week learning in unconventional classrooms that emphasized Sri Lankan culture, history and ecology as well as service and outdoor education. I had the privilege of leading a modest-sized group of MYP5/DP1 travelers on a circuitous tour of the Central Highlands. The learning focus of this “microtrip” was on photo documentation to better understand the ecology and landscape of Sri Lanka’s mountainous interior.
Montane forest canopy at @ 1,300 meters near to Belihuloya.
Pied Thrush (Geokichla wardii) a rare winter visitor to Sri Lanka. Photographed at Nuwara Eliya’s Victoria Park feeding on a tree () that is also found in the Western Ghats.
This is the third year that I have led the Highlands WWW experience. Once again we had a group of enthusiastic students who didn’t’ mind getting up early or living in somewhat primitive conditions while we were on the adventure. We spent the first night in tents at Belhihuloya followed by two nights in a basic dormitory on the Horton Plains plateau. Our final night was spent in comfort in Nuwara Eliya where students and teachers were able to clean up, use their phones, eat well and then participate in several frog and bird outings. A wet snap caused by a low-pressure system in the Bay of Bengal gave us rain (and precious little sunlight) on almost every day. We were able to do almost all the walks but were not able to hike to Kirigalpotta because of wet and windy conditions. I used the extra time to go deeper into the ecology of HPNP and teach photographic skills to the group. All the students brought functioning cameras and they were able to experiment with composition, lighting and photographing lizards, birds and moving water. Joshua, an MYP5 student, got several impressive night shots during a rare clearing of the night skies above Mahaeliya bungalow in HPNP.
From a biodiversity spotting point of view we did well. This year we saw and photographed both the Rhino Horned Lizard (Ceratophora stoddartii) and Pygmy (Cophotis ceylanica) in HPNP. While in Nuwara Eliya we did the wonderful frog walk with Ishanda Senevirathna. Aside from some of the usual endemic species we spotted the Nest Frog (Pseudophillauts femoralis) that we had not seen last year. Bird-wise the whole group got to see the rare winter visiting Pied Thrush (Geokichla wardii) in Nuwara Eliya’s Vitoria Park. At HPNP we saw the Dull Blue Flycatcher (Eumyias sordida), SL Whiteeye (Zosterops ceylonensis), SL Wood Pigeon (Columba torringtoniae), plenty of Yellow Eared Bulbuls (Pycnonotus penicillatus) and several other species. On a damp, misty hike up Totupola Kanda (Sri Lanka’s 3rd highest peak at 2,360 m), we came across at least three different piles of leopard scat and observed scratch marks on tree bark!
One of the new developments this year was to use a drone to better view some of the areas that we were visiting. There were rules against using it in HPNP but we were able to do an excellent series of flights over forest near Lanka Ella falls. The Phantom 3 recorded some amazing scenes of the forest canopy with a new flush of leaves. DP1 student Anaath Jacob did the piloting while I directed the forest sequences. I am now learning how to pilot the drone and look forward to better understanding forest landscapes using this important new tool.
Up close and personal to a female sambar (Rusa unicolor) deer in Horton Plains. They have become habituated to people thanks to the propensity of visitors feeding them (against park regulations).
Endemic cloud forest lizaed species from Sri Lanka’s Central Highlands. Left (& possibly center): the Pygmy lizard (Cophotis ceylanica). Right: the Rhino Horned Lizard (Ceratophora stoddartii).
Cloud forest on Pidurutalagala (Sri Lanka’s highest peak) .
Pseudophillauts femoralis, a rare endemic shrub frog from Sri Lanka’s cloud forest. Identification courtesy of Ishanda Senevirathna of St. Andrew’s.
More diversity from the Highlands WW: Montane Hourglass Frog (Taruga eques), fungi (Phallus indusiatus) at Belihuloya and the endemic Yellow Eared Bulbul (Pycnonotus penicillatus) in Nuwara Eliya.
2017 WWW group at (Left) Baker’s falls in Horton Plains and (right) on the 2nd day on the way to Lanka Ella falls.
2017 Sri Lanka Highlands WWW group photographed at the strange telephone booth in Horton Plains National Park. Note the dry grass-a result of a severe drought and failed North East Monsoon in the months prior to our arrival.
PAST WWW TRIPS
- WWW 2013 Sinharaja
- WWW 2014 Dry Zone
- WWW 2015 Sri Lanka Highlands
- WWW 2016 Sri Lanka Highlands
FURTHER READING & REFERENCES
Critical Ecosystem Partnership Fund (CEPF). Western Ghats and Sri Lanka Biodiversity Hotspot. May 2007. Web.
De Silva, Anslem. The Diversity of Horton Plains National Park. Colombo: Vijitha Yapa Publications, 2007. Print.
Pethiyagoda, Rohan. Horton Plains: Sri Lanka’s Cloud Forest National Park. Colombo: WHT, 2013. Print.
Rodrigo, Malaka. “Lanka’s central highlands win heritage battle”. The Sunday Times. 8 August 2010. Web.
Werner, Wolfgang. Sri Lanka’s Magnificent Cloud Forests. Colombo: Wildlife Heritage Trust, 2001. Print.
Sri Pada Field Study 2016
Montane Hourglass frog (Taruga eques) in dying bamboo groves (@ 1,800 m) on the montane forest trail to Sri Pada. Found by DP1 students Jannuda and Aryaman.
This year’s annual DP1 science field trips went out slightly earlier than in past years-luckily with no drastic weather consequences. The DP Physics students investigated hydroelectricity near Norton Bridge and the DP Biology class did field ecology exercises on Castlereigh Lake. Meanwhile, I took the Environmental Systems & Societies (ES&S) group up to Peak Wilderness for a study of biodiversity and human impact. It was a relatively small group (eight students), supported by Rebecca Morse our new language acquisition teacher. Together we enjoyed three days of learning, basic accommodation and the traditional hike up to the summit of Sri Pada (Adam’s Peak).
Once again we focused on four broad themes related to the Environmental Systems & Societies syllabus.
- Theme 1: Land Use Variation (anthropocentric vs. natural ecosystems, plantation agriculture etc.)
- Theme 2: Forest & Vegetation Types (lowland, montane tropical forests, cloud forests)
- Theme 3: Vertical Zonation
- Theme 4: Biodiversity in a ‘Biodiversity Hotspot’
This year’s group proved to be particularly good at finding frogs and I also encountered several notable bird species that are highlighted in the pictures in this post. The Peak Wilderness area, now designated as a World Heritage Site, is rich in amphibian diversity with new species being described in recent years (see links below). The design of our day hike to the peak is such that it allows the group to stop, look and record examples of biodiversity. The Peak Wilderness area is, of course, very different than what the Colombo area hosts and much of what we see in plants, amphibians, fungi etc. needed to be properly identified with the aid of guide books. The other themes were reinforced both on the hike and the days getting to the Fishing Hut and back. The trip is not designed to be data-driven and the focus of the three short days is on observations and experiencing the guiding themes. Walking up to the peak is a rather physically demanding aspect that distinguishes the ES&S trip from the other science field studies. Most of the class was hobbling around campus on the two remaining school days of the week when we returned. This was my 18th trip, if my calculations are correct, and along with the rest of the group I returned with a sense of accomplishment, awe in the beauty of nature and concern for the way that our species is treating this sacred mountain.
Human impact in the Central Highlands (Eucalyptus plantation, pine plantation and cleared tea fields, tea estate and slopes above Maskeliya).
Frogs of different sizes and colors in montane forest on the forest trail to Sri Pada. IDs to be added shortly.
Male Kashmir Flycatcher (Ficedula subrubra), a rare winter visitor to Sri Lanka’s Central Highlands photographed in montane forest at 1,400 meters.
Biodiversity photographed near the Fishing Hut (1.400m): From Left to Right: Indian Blue Robin (Luscinia brunnea),the common but endemicToque Macaque (Macaca sinica) and the endemic Sri Lanka Scaly Thrush (Zoothera imbricata).
Plastic waste collected but then left (and partly burnt) on the forest trail to Sri Pada. The growing amounts of non- biodegradable waste on the sacred slopes is an eyesore that is hard to ignore. The situation has encouraged new moves to “ban plastics” this pilgrimage season (see links below). Starting with a “pack it in, pack it out” approach would be one sensible idea. We collected the waste pictured here and brought it back to Colombo.
OSC’s class of 2018 at the Kitulgala Resthouse shortly before we went three separate directions in pursuit of different science goals.
On the way to the summit: Class of 2018 ES&S class (+ Julius) at Laxapana Falls (left) and on the trail to Sri Pada (right).
Climbing the steep stairs to Sri Pada with clear views and no rain. The elderly woman from nearby Maskeliya, seen to the left here, said she had been up 250 times!! There was little reason to doubt her… the students stopped complaining after we talked to her.
Starting back down to the Fishing Hut from the Sri Pada summit temple. The patch of tea near the hut is in the distance far below. The hut area is off to the mid-right of the frame but the clearing is visible in the forest canopy. It took us about four to five hours to get up and about three to get back down. Our purpose was to go slow and see as much as possible…
“The (Hatton) Way to Adam’s Peak”: a map mural from Wathsala Inn. Our trail to the peak came out of the forest on the middle left of the map.
PAST SRI PADA STUDIES
- OSC Class of 2010 (Sri Pada 2008trip)
- OSC Class of 2011 (Sri Pada 2009trip)
- OSC Class of 2012 (Sri Pada 2010trip)
- OSC Class of 2013 (Sri Pada 2011trip)
- OSC Class of 2014 (Sri Pada 2012trip)
- OSC Class of 2015 (Sri Pada 2013 trip)
- OSC Class of 2016 (Sri Pada 2014 trip)
- OSC Class of 2017 (Sri Pada 2015 trip)
FURTHER READING & REFERENCES
Critical Ecosystem Partnership Fund (CEPF). Western Ghats and Sri Lanka Biodiversity Hotspot. May 2007. Web.
Pethiyagoda, Rohan. Horton Plains: Sri Lanka’s Cloud Forest National Park. Colombo: WHT, 2013. Print.
Rodrigo, Malaka. “Eight new shrub frogs discovered from the Peak Wilderness.” Sunday Times. 2013. Web.
Rodrigo, Malaka. “Lanka’s central highlands win heritage battle”. The Sunday Times. 8 August 2010. Web.
“Taking polythene and plastic water bottles to sacred Sri Pada Mountain banned during season.” Colombo Page. 13 December 2016. Web.
Werner, Wolfgang. Sri Lanka’s Magnificent Cloud Forests. Colombo: Wildlife Heritage Trust, 2001. Print.
Sinharaja 2016 Geography IA Field Study
As usual, Sinharaja offered many superb sightings of endemic rainforest creatures: Serendib Scops Owl (Otus thilohoffmanni) in the Sinharaja core zone, flanked by two different frogs photographed near Martin’s Lodge.
Towards the end of the school year and before the South West monsoon set in OSC’s DP1 Geography class took its annual IA field study to Sinharaja rainforest. This was the 11th OSC field study at Sinharaja (the 2015 trip was our 10 year anniversary) and, like past visits, it offered an unparalleled opportunity for the students to engage in field work inside and along the edges of a protected Sri Lankan rainforest.
Keeping in mind the protected area and the impressive forest area that Sinharaja hosts, my students focused on investigating questions relating to human communities on the park boundaries. Using questionnaires and 1:1 interviews with residents they explored cropping, land use, water resources and tea patterns in the study area. There were strong spatial elements in the study that were later incorporated into their reports using GIS. This year we used relatively new 1:10,000 digital vector data from the Sri Lanka Survey Department as well as the most current population and housing data from the Sri Lanka Department of Census and Statistics.
Once again we stayed at Martin’s Wijeysinghe’s Jungle Lodge. Martin provided one of our first interviews, which helped set the stage for many more fruitful conversations. The Sinharaja Forest Department guides played a critical role in translating and being a bridge between our group and the local community. In many cases they took us to visit neighbors as well as their own families. We estimate that we were able to interview roughly 60% of the households in the Kudawa area. On our first full day of field work we were in the Kudaa village area and had a traditional lunch with Martin’s daughter’s family. On the second day we explored eastwards up a little used road to the family that has Sri Lanka spurfowl (Galloperdix bicalcarata) visitors every morning. We only heard the bird but the students conducted several memorable interviews that morning. Our group of students was supported by Kamilla who joined us as a female chaperone and frog locater par excellence.
The field work was balanced with down time spent soaking tired feet in the nearby stream and climbing Moulawella on the final day. On our way out we had the good fortune to see a rare Serendib Scops Owl (Otus thilohoffmanni) in a fern thicket. By that time the students had been inundated with views of rare birds, frogs, snakes but I hope that one day they’ll look back and realize what a special final sighting this was!
Interviewing Martin’s Wijeysinghe as part of the Geography IA study.
Snapshots from the field work in and around Sinharaja’s north western Kudawa entrance. The poster, now out of print, decorates the common area at Martin’s lodge.
Students broke into two different groups so that we could maximize the interviews and responses that we collected. I had the opportunity to spend time with both groups as we covered different areas near Kudawa village. One of the memorable interview and conversations that we had was with a family that grew tea, cinnamon and various fruit in their home garden. We were welcomed into their home and were able to observe the process of cinnamon bark stripping. Just before we left they offered a freshly cut pineapple from their garden.
Miscellaneous snapshots from the Sinharaja rainforest area.
View looking north-west from Moulawella peak. On the final day we do a hike up to this point to give the class an appreciation for the Sinharaja area and the effort that has been made to protect its spectacular rainforests.
Sinharaja’s guides play a key role in any visitor’s experience in the rainforest. They are knowledgeable, hard working and patient with their clients. OSC enjoys a warm relationship with their team and we have enjoyed getting to know more about the rainforest and their communities through the guides. I was able to take this picture of most of them on one of our first days before people had arrived at the Kudawa ticket entrance.
OSC’s Class of 2017 DP Geography students with Martin Wijeysinghe, their teacher (the author) and Kamilla.
Past Blog Posts on Sinharaja
OSC’s field study site in Sinharaja: a map created with ARCGIS 10.4 and recently released 1:10,000 data from the Sri Lankan Survey Department.
SELECTED REFERENCES
Abeywickrama. Asanga, Sinharaja Rainforest Sri Lanka. Web. 2009.
DeZoysa, Neela and Rhyana Raheem. Sinharaja: A Rainforest in Sri Lanka. Colombo: March for Conservation, 1990. Print.
Gunatilleke, C.V.S, et al. Ecology of Sinharaja Rain Forest and the Forest Dynamics Plot in Sri Lanka’s Natural World Heritage Site.Colombo: WHT Publications, 2004. Print.
Harrison, John. A Field Guide to the Birds of Sri Lanka. UK: Oxford University Press, 1999. Print.
Kotagama, Sarath W and Eben Goodale. “The composition and spatial organization of mixed-species flocks in a Sri Lankan rainforest.” Forktail. 2004. Print.
Lockwood, Ian. “Into the Wet: Field Notes From Sri Lanka’s Wet Zone.” Sanctuary Asia. August/September 2007. 3-11. Print. PDF.
Lockwood, Ian. “Montane Biodiversity in the Land of Serendipity.” Sanctuary Asia. July 2010. Print.
Sri Lanka Survey Department. Sheets 80_x & 81_x (1:10,000). Colombo: 2015. Maps & Spatial Data.
Warakagoda. Deepal et. al. Birds of Sri Lanka (Helm Field Guides). London: Helms Guides, 2012. Print.
Wijeyeratne, Gehan de Silva. Sri Lankan Wildlife (Bradt Guides). Bucks, England: Bradt Travel Ltd. 2007. Print.
Vigallon, S. The Sinharaja Guidebook for Eco-Tourists. Colombo: Stamford Lake Publications, 2007. Print.
Experiential Education Across the Length & Breadth of Sri Lanka: OSC’s Week Without Walls Program
Week Without Walls Exhibition Poster 2016
The Overseas School of Colombo’s annual Week Without Walls (WWW) is a high point for many of our students and teachers. With collective inputs of faculty members, some who have moved to other schools, the program continues to grow as a model of experiential education in a small school. I’ve had the privilege to be involved with the program from its inception. In addition to running one of the groups I coordinate the program and help to give it direction. We have now developed several distinct goals that guide the way it runs and continue to look for ways to improve the experiences. One of these key goals is the focus that is put on the host country (rather than on exotic foreign locations) and how the program fosters a better understanding of Sri Lanka. In recent years the focus has been on integrating units of study from classes with the different WWW learning experiences. In this post I’ll go back in time to review the origins of the program and then highlight some of the outcomes this year.
Looking Back, Looking Forward
Experiential education is an approach in teaching and learning with roots in the writing of John Dewey and other education thinkers of the 20th Century. It is defined by the Association of Experiential Education as “a process through which a learner constructs knowledge, skills and value from direct experience” (Ibid 91). Kurt Hahn was an early practitioner of experiential education in founding the Outward Bound program and motivating the IB’s Creativity Action & Service (CAS) program. David Kolb’s 1984 publication Experiential Learning: Experience as the Source of Learning and Development provided a theoretical basis that has underpinned the CAS program. His cycle or model of goal-setting, action, observation and reflection is a key part of the CAS learning process, and similar models are used in other areas of learning.
OSC’s WWW program had its roots in an ambitious outdoor education (OE) program that was integrated into the school’s Middle Year’s Program (MYP) in the mid 2000s. The OE program was envisioned by Elliot Bowyer, supported by Ray Lewis (MYP/DP teacher), Paul Buckley (Primary Principal), Laurie McLellan (Head of School) and several others in 2003-04 and implemented with the support of Borderlands Pvt. Ltd. Each of the middle school classes took a three-day experience and skills were built up to a culminating adventure in MYP5 that was used as a moderated sample in the PE classes. In its original design, the Duke of Edinburgh’s Award program was planned to be integrated alongside the PE units. This didn’t happen and we are now reconsidering it as an add on to our program. The OE ran into difficulty when there was a change in staff and the PE department lost interest in using the program to design their moderated assessments around. As it happened, other developments at school helped the OE program evolve.
An overnight trip to the summit temple on Sri Pada in January 2007 with the MYP geography students from the class of 2009 was a key event that paved the way for the WWW program as we now know it. I was leading the experience as a part of my MYP5 geography study of culture and ecosystems. There were 12 enthusiastic students from nearly as many countries. One was the daughter of an ambassador who had a security guard shadowing us discretely. We hiked up in daylight hours and spent the night in the summit temple. Oli Toore Hancock, OSC’s secondary principal was the female chaperone. Our observations of student engagement and learning sewed the seed for what would then develop into the Week Without Walls. (an account of the experience was published in IS Magazine in 2007)
At the same time OSC was supporting eight tsunami-affected community primary schools in the south of the island. Karu Gamage, the school’s legendary service coordinator for many years, was our link to these institutions and their hard working teachers. Students groups from OSC had visited the schools for short service learning trips and these experiences were woven into the initial avatars of the WWW program. Oli presented a WWW proposal to the board in March 2007 and it was approved for the 2007-08 school year.
Evolution in Experiential Learning
As the WWW took shape we worked to establish clear goals to guide the trips as experiential learning experiences rather than visits to exotic locations. Aside from incorporating the outdoor education and service learning goals, the WWW program was designed to better expose OSC students to our host nation Sri Lanka and its varied natural and cultural treasures. The ideals of the WWW were rooted in more fully realizing the OSC mission statement, which seeks to “develop the whole person as a responsible learner, striving for personal excellence within a culturally diverse environment.” It was initially only three days and all learning experiences were single (rather than mixed) class trips. By this time Anthony Coles was the secondary principal. Laurie McLellan was still the Head of School and would soon be succeeded by Areta Williams. It was a crucial time as the conflict and violence that had engulfed the country came to an end in May 2009.
The WWW program ran parallel to the OE program for the first two years. But with OE not being used in MYP classes it was decided to integrate the learning with the WWW into a single five day-long program in 2009-10. Costs were incorporated into tuition around this time (parents had paid a subsidized fee for their children in past years). MYP 1-3 (grade 6-8) trips focused on themes of culture, history and ecology in Kandy, Galle and the Cultural Triangle. MYP 4 (grade 9) kept the full outdoor education emphasis-something that was enabled when Borderlands established a permanent camp in Kitulgala. Grade 10 combined both outdoor education at Uduwalawae with two days of service work in Hambantota. DP1 (Grade 11) did a full service trip to the tsunami-affected community schools also in Hambantota.
I found that the large class trips were difficult to manage and advocated for smaller groups where students had choice in what they did. I had seen this model work extremely well on the two “project weeks” that I planned and organized while working at MUWCI. The idea was supported by other faculty members and Eileen Niedermann, who had become OSC’s secondary principal in August 2010. In January 2013 we offered the first choice “microtrips” for the MYP5 and DP1 students. The experiences were organized around themes from the Creativity Action and Service (CAS) program. Two of the four trips emphasized physical activity, one had a strong service element and a third was arts focused. These experiences also provided unique opportunities to visit once conflict isolated locations such as Jaffna and Arugam Bay as well as known places such as Sinharaja and the Cultural Triangle.
One of the key developments during Eileen’s tenure as principal has been the development of a detailed learning continuum (scope and sequence) for experiential education at OSC. The goal of this document, is to provide a framework for experiential learning in a variety of areas at OSC. It divides the learning into three broad learning areas (Knowledge & Awareness, Skills and Attitudes) across the three IB programs. With Eileen’s leadership, OSC adopted the document in 2012-13 and we continue to use it as a guide for the learning in the WWW and other experiential learning exercises.
IDUs in WWW
This year the WWW learning experiences were grafted to the recently introduced MYP Interdisciplinary Units (IDUs). The motivation for this comes from the publication Interdisciplinary Teaching and Learning in the MYP. As stated in the guidelines MYP classes are expected to run at least one IDU a school year. Veronica Boix-Mansilla from Harvard’s Project Zero was the author of the first draft of the document. She writes in the opening paragraph:
“Quality interdisciplinary education invites students to integrate concepts, theories, methods and tools from two or more disciplines to deepen their understanding of a complex topic. In so doing, interdisciplinary instruction enlists students’ multiple capabilities (aesthetic, social, analytical) and prepares them to solve problems, create products or ask questions in ways that go beyond single disciplinary perspectives” (Boix Mansilla 1).
I had to the opportunity to work with Veronica and a group of stellar IB educators on the World Studies Extended Essay (WSEE) pilot process in 2009-11. This experience, as well as my background as an Environmental Systems teacher (one of the IB DP’s few interdisciplinary subjects) puts me squarely in the IDU cheerleading stand.
The idea being the IDU is to have two subject areas integrated into the learning goals and to address questions that can be best answered using a broad-based interdisciplinary approach. This year OSC decided to graft this requirement on to our WWW program with mixed, though mostly positive success. It works very well where the subject area teachers are also involved with the planning and implementation of their WWW. It also helps when teachers have been in Sri Lanka long enough to develop suitable learning that is closely tied to their units of study. Because we are a small school where teachers teach across grade levels this is not always possible.
There is also the issue that DP1 students mixed with MYP5 students on the WWW microtrip (choice) experiences. In my original design of learning I used the CAS umbrella and its learning outcomes to guide learning objectives. This still seems to make sense to me as the best option for them. What we tried doing this year was to fuse this with the need for MYP IDUs. To make meaningful connections between the IDU and their regular learning is still a challenge that needs to be realized.
In mid-February we hosted the culmination of the program in the annual WWW Exhibition. This is designed to be a celebration of the learning experiences that students share with the broader OSC community. I am now reviewing feedback for students and teachers as well as the finances as we get ready to start planning the 2017 WWW. One of my ideas is to rename the program to make it more reflective of our program’s unique attributes. We’ll revisit the scope and sequence and see how we can better incorporate the IDUs. I look forward to many more years of experiential learning here in Sri Lanka…
REFERENCES
Boix-Mansilla, Verónica. MYP guide to interdisciplinary teaching and learning Middle Years. Geneva: International Baccalaureate Organization, 2010. Print.
Interdisciplinary Teaching and Learning in the MYP. Geneva: International Baccalaureate Organization, Print & Web.
Itin, C. M. “Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century.” The Journal of Experiential Education,.22(2), 91-98. 1999. Web.
Kolb, David. A. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. 1984. Print. Web Link.
Lockwood, Ian. Experiential Education in Sri Lanka: OSC’s Week Without Walls Program. 2016. Web.
EXEMPLAR DP1 STUDENT REFLECTIONS FROM THE 2016 WWW
Cultural Triangle
Jaffna Narratives
Sri Lanka Highlands
