Stop Disasters Game

Luka Ilic Experiential Learning, Science and Math, Technology No Comments

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

Brandon Stewart English and Humanities, Experiential Learning No Comments

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

Katie Clay Experiential Learning, Science and Math No Comments

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!).

Vikings and Videogames

Brandon Stewart English and Humanities, Experiential Learning

The Grade 12 Adventures in World History class traveled through time to take on the roles of Advisors, Seers, Seafarers, and Warlords to the Norse King, Harald Hadrata. Using the video game Civilization VI as an experiential medium, students helped expand the Norse trade networks, explore the western seas, settle new lands, and conquer Scotland and northern England. Through the game’s complex mechanics students learned about the Vikings as more than raiders, but also as traders, farmers, shipbuilders, poets, artisans, and clothmakers.

The ultimate goal of the game was exploring as far west as Vinland, and establishing the first European settlement in what would later become Newfoundland. Students dispelled myths about horned helmets, and learned of the notable contributions of key figures like Harald Finehair, Egil Skallagrimson, Eric the Red, and Harald Hadrata.

While most videogames can sometimes be a dubious learning tool, Civilization VI includes detailed historical information about the buildings, units, scientific discoveries, and cultural developments relevant to the period of study. Through their roles as Advisors, Seers, Seafarers, and Warlords, each group had a set of goals to work towards regarding trade, religious development, military conquest, pillaging resources, and scientific advancement. Each turn gave groups a variety of options to choose from, with many opportunities for student groups to find cooperation, conflict, and compromise. In the end, the students successfully developed trade routes to Denmark and Sweden, conquered the Scottish city of Dun Breatann, raided the Northumbrian capital of Eoferwic by land, pillaged the coasts of Wessex and Frankia, explored Iceland and Greenland, and sent a Eric the Red to explore and settle Vinland. The victorious cheers of the Viking students echoed over the waves.

Academy of Anacondas

MJ Duggan English and Humanities, Experiential Learning, Science and Math No Comments

Is there an everyday challenge that you experience and think to yourself “AGH, I wish someone would create a…to fix this”? For the last few months the middle schoolers have entered a Dragons Den competition (we’ve renamed it the Academy of Anaconda’s). Their task has been to think about these everyday problems and create a service or product that solves the problem. Eventually these students will be pitching their business to a panel of the Academy’s finest business Anacondas. The students have gone through many steps along the way. One of the first steps that the students went through was thinking about what makes a good business and what makes a good pitch. As a class we analyzed various pitches and businesses presented on Dragon’s Den and we had guest lecturers come to speak with the class about the challenges and triumphs of developing a business.

These guest lecturers included a founder of a Kombucha company and an Art Production company based out of Toronto. Once we had a better understanding of what makes a good business plan and pitch, the students were off to the races. They figured out what their business was going to be, who their niche audience was, and created models of their product or plans of their service. Throughout the process students have given and received a lot of feedback about their business. They have supported one anothers projects as well as received feedback from experts in their respective fields. You can see their mini-pitch along with some of the feedback they received here. We look forward to continuing to fine tune these business plans, developing websites for their businesses and ultimately preparing for the big day where students pitch their ideas to a panel of Anaconda’s.

– Dayna and MJ