Civics in Action

Jessamyn Polson Events

As the Civics and Citizenship course comes to a close, students have been reflecting on memorable moments and activities from the course.

One of the most memorable activities was an election simulation where students formed political parties, wrote platforms, and ran campaigns. Along the way, students learned every part of the electoral process, from identifying their own political beliefs to marking a ballot correctly. As one student reflected, “It’s important for me to learn how to vote because I am 15 now, and in a few years, I’ll have the responsibility to vote.” Through this project, students also practiced communication skills like deliberating effectively, collaborating within their parties, and graciously accepting election results.

Another course highlight was our visit to the Legislative Assembly of Ontario, where we met Kristyn Wong-Tam, MPP for Toronto Centre. (Fun fact: Kristyn Wong-Tam was instrumental in the creation of our beloved Dr. Lillian McGregor Park across the street!) A memorable part of our field trip was sitting in the gallery while the House was in session, watching MPPs conduct their official business. Inspired by what they saw, students brought some of the issues discussed on the floor back to class for our own debates. Everyone, including teachers, had to hand in their phones for the duration of the field trip, and an unexpected lesson was that students realized they could go without their phones for an entire hour and a half!

As the Civics and Citizenship course comes to a close, students have been reflecting on memorable moments and activities from the course.
Students with Kristyn Wong-Tam

Finally, students practiced making their voices heard by providing feedback on the municipal budget and creating petitions about issues they care about. One student shared, “Making my petition was so fun and heartwarming. Getting teachers’ and family members’ support for harm reduction policies made me feel so validated and like I was doing good for my province.” Students enjoyed the chance to engage in civic action and practiced the art of perspective-taking and relating to one another with understanding.

Exploring Ecosystems through Experiential Learning

Jessamyn Polson Experiential Learning, Science and Math

It is my privilege to be teaching a grade 12 geography class called Living in a Sustainable World (CGR4E/M) this semester, and we have had a busy month! Here is a recap of what and how we have been learning about Species and Spaces, and exploring the challenges and wonders of ecosystems, conservation, and the impact humans have on the environment.

We started by building water filters to explore the UN’s Sustainable Development Goal 6: Clean Water and Sanitation. Students learned about an ancient water purification system from the Nile Region called a Kilga, built gravity based water filtration systems, and connected their learning to the Elevated Wetlands Sculptures by Noah Harding that contribute to the restoration of the Don River ecosystem. By testing their designs, they gained a firsthand look at the challenges of accessing clean water and the innovative solutions needed to ensure water quality for all.

Next, students explored the biotic and abiotic factors that influence ecosystems by hatching brine shrimp. They monitored salinity, water clarity, hatching rates, and temperature, collecting valuable data to understand how environmental conditions affect living organisms. We then moved on to creating self-sustaining terrariums. Students built mini ecosystems with drainage layers, moss, plants, and small invertebrates like pill bugs and springtails. These terrariums provided a tangible way to observe the balance and interconnectedness required to maintain healthy environments.

A highlight of the unit has been a visit from a Scientist at Large, from the Ministry of the Environment and Climate Change Canada. Wildlife biologist Jennifer Thompson visited us in person and spoke about species at risk and the importance of indicator and umbrella species in monitoring ecosystem health.

To bring all these concepts together, our students created a collaborative map highlighting endangered species and ecosystem conservation efforts, emphasizing Indigenous stewardship. This project not only taught students about biodiversity and conservation but also highlighted the people who are on the frontlines of ecosystem defense and conservation globally: Indigenous people.

There were hiccups and challenges along the way (RIP our first brine shrimp hatchlings) but through these activities we collectively developed critical thinking and problem-solving skills while learning to become responsible stewards of our planet.