Students in the YMCA Academy middle school recently completed a mechanical system design project as part of their most recent unit in the school’s Science Technology Engineering Arts and Math (STEAM) program. During this project, students shared and extended each others’ ideas as they applied knowledge of simple machines to build complex mechanical systems. Along the way, they developed practical understanding of fluid properties that could be used to improve their designs through inquiry-based use of hydraulic and pneumatic systems. Instead of battle bots, students participating in online-only learning engineered their own mousetrap-powered cars, developing the same understanding and skills while completing these devices. In the end, each student engineered a unique machine, their own complex system designed for friendly competition.
Intersectionality in Gender Studies
There are lots of topics and concepts to cover in Gender Studies. One of the earliest, and most important, concepts we covered was “Intersectionality”. “Intersectionality” is a framework used to help understand the many intertwined, complex identities that make up an individual. It also provides insight into how these identities may open individuals up to certain levels of privilege or discrimination. This privilege or discrmination can occur on an individual level and/or at a more institutional, systemic level.
One of the first activities our Gender Studies class did was called “Identity Signs”. Using a Google Jamboard, there were 7 questions that required students to reflect on where they stand and have stood in reference to privilege, discrimination and their multiple intersecting identities. When the questions were asked, some students immediately knew where they were dragging their post-it note! While others took their time and thought for a minute about it. It was really interesting to see where students moved and there are even some questions where many students shared the same feelings. Students were invited to share their “choice” if they wanted to, which some did, but no one was forced to. This kind of activity can be vulnerable and open students up to reflections and feelings that may not come up on a regular basis. All students participated and were incredibly honest, patient and kind towards their peers.
We have used the framework of intersectionality to better help us analyze events in class. Most recently, we have used the framework to discuss the shootings in Atlanta, where 8 people were murdered and 6 of them were Asian women. We also applied the framework to try to understand why there are thousands of Missing and Murdered Indigenous Women and Children in Canada. Intersectionality will come up in class again and again and the hope is that this framework will help students analyze events, especially where race and gender are involved, long after the class is done!
Stop Disasters Game
It’s no secret that natural disasters have a huge impact on people’s livelihoods and the surrounding environment. Although millions of people are affected every year, we can reduce the human, physical and financial cost of disasters by understanding the risks of applying the best methods of prevention and mitigation.
In our unit on natural disasters, students played a game that tasked them with managing the impacts of a natural disaster of their choice. They played realistic disaster scenarios and their role was to plan and construct a safer environment for their town in order to minimize the damage of the natural disaster.
Students needed to know how the natural disaster formed and the risks it posed in order to prepare for what was to come. They started out with a set budget and had to determine where to spend it. It’s not hard to spend money, but it is difficult choosing which areas to protect, where to place your defences and how to save as many lives as possible.
With multiple playthroughs, students gained a better understanding of the logistics and factors involved in preparing for such terrible events. They began to realize that they didn’t have an infinite amount of money, they had to carefully consider all options, and they often had to make very difficult decisions. Overall, it was an engaging experience that forced students to think about the consequences their actions carry and how the decisions they make directly involve the people they are trying to save.
Edo Period Japan: Political Intrigue Role Play
Welcome to Edo City, Japan during the 1580s. After centuries of civil war, the lands are united under the military control of the Shogun, Tokugawa Ieyasu. The Edo period is an age of high art, purity of tradition, strict cultural stratification, and rigid codes of behaviour. The Imperial court is a place of spies, plots, lies, and hidden dangers. This is the world that the Adventures in World History Class has become immersed in.
The role play game takes place during the historical setting of the Early Edo Period, with key figures from history ranging from Tokugawa Ieyasu, Hattori Honso, Takeda Shingen, Araki Murashige, and Ando Morinari. Even though the setting is historically accurate, the plot of the game, and some fantastical and magical elements are fictional. The students have taken on the roles of Samurai, Yamabushi Mystics, Doshin Law Enforcers, Matagi Hunters, and Ninja; making up a rag-tag team of investigators tasked with uncovering an assassination plot targeting the Emperor.
Throughout the role-play game students are confronted with challenging social situations, difficult power dynamics, complicated castles, beautiful landscapes, dangerous combat, and legendary creatures straight from Edo period literature.
Through conflicting goals, and situations requiring cooperation, the students use their imaginations to navigate this complicated world. Knowledge of Edo period castle features, courtly etiquette, period-specific legends, and cultural understandings from the period are key to the success of the team in uncovering who is behind the plot.
At-Home Science Projects
The grade 9 science class has been busy so far this octomester! In our first unit we learned about the steps of the scientific method and how we actually use these steps to conduct scientific experiments in our daily lives (i.e. Why isn’t my toaster working?). We practiced designing experiments, making sure that only one variable was changed so that it would be a fair test.
For our chemistry unit we learned about physical and chemical properties. We examined different foods in our kitchen, using our senses to describe them and completed density and viscosity tests. Students also conducted their own solubility experiments. When discussing chemical properties we explained reactivity with the classic vinegar and baking soda demo and tested the acidity of various household products using red cabbage as a pH indicator.
To bring these units together, students had to design an experiment to test products at home. They came up with a testable question, described the properties of the products involved, went through all of the steps of the scientific method and shared their results with the class. We had a wide range of questions, including “Which glue dries faster?”, “Which chip is the spiciest?”, and “Which car will go farther?”.
Students enjoyed completing their experiments at home, but are happy to now be back in school every other day where we can do more engaging activities together (but still 6ft apart!).