In the fourth act, students applied their knowledge and findings to spatialize actions and design strategies within ejidos or towns. The objective was to design water harvesting and conservation systems and explore the potential of green and circular economies as alternative options. The proposals addressed various aspects such as enhancing forests, rivers, and regenerative agriculture; optimizing the water cycle; or promoting the Plains as a pulque destination valley such as Napa or Guadalupe, for high-altitude marathons, or hiking and canoeing. Actions were spatialized along timebased ecological transects or “Critical Zone transects” cut through a selected settlement with its upper, middle, lower slopes, and lakes. These served to visualize the interconnectedness of actions over time (fig.14). Afterwards, they envisioned the resulting alternative improved scenarios that will happen with their intervention. The pedagogical goal was to emphasize the importance of the cascade effects of such actions for the circularity of water and wealth and consequently for the equitable resilience of the Apan Plains. Also, to show the performative potential of the interventions to serve as production and recreation, as well as the need of 7 to 20 to 50 years’ timeframes. + Preserve Cultural Patrimony + Engage with Natural Cycles Ejidos UuroC:irdrna.< + Support Local Economy t Agroforestry FarmingCoof>,,.,,,. m,J;,-/p,..,.,, �'"'""' """"'�'" 7 Fig.14. Critical Zone Transect. Credit: Maria Vollas 1;,,,0>,ri<-ts hm,i<1<,,010m<0nI � d,;p;mg.,,;.,n m •;;:� u,i,,.n ,.t1i