Building a Roman style Aqueduct

Megan Steciw Experiential Learning, Science and Math

In Middle School, the students collaborated to build a wetland and replica Roman style aqueduct. One student explained, “With hard work and dedication, we made something remarkable.” The students planned, constructed and adjusted the designs in order to model their cross-curricular learning between science and social studies. Together, we have been investigating the features of wetlands including the biodiversity that maintains the cycles within these diverse habitats. The Toronto Wildlife Centre most recently visited the Middle School, delivering the program Kids Go Wild and providing insight on how to protect wildlife in urban spaces including decorating windows and keeping cats indoors.

The students continue to investigate natural wild spaces in the city for inspiration including Ramsden Park. One wetland, explains a student, is more realistic with dirt, seeds, rocks and the sponges represent how the wetland acts as the absorbent for pollutants from the atmosphere. The other wetland is a model of a wetland with plasticine and plastic to represent human impacts on the environment.

For the aqueduct, the students used cardboard, hot glue, and wax paper to construct a functioning system that channels water. A student described their tremendous efforts and how they had “fun” participating in the build. The opportunity encouraged them to maintain their motivation and inspired their individual creativity.

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.

Scientific Observations in the Park

Brandon Stewart Beyond the Classroom, Experiential Learning, Science and Math No Comments

Early in the school year, the grade 10 science classes learned about quantitative and qualitative observations in the field. The groups headed out on a single-period walking excursion to Queen’s Park where they could conduct some observations in a dynamic environment. Students began by engaging their senses; feeling textures, smelling scents, observing colours, and listening to the sounds around them. Learning how terms like “lots,” “green,” “good,” and “cold,” represented judgements that could be considered qualitative was useful. Students also developed knowledge around how countable measurements of distance, weight, amount, temperature, volume, and area using standard units would be considered quantitative.

Students toured in small groups around the park, making both qualitative and quantitative observations. They were instructed to return to the whole group with three qualitative questions, and three quantitative questions that could be posed about features of the park. A group discussion was held about how that data could be gathered and verified.

Field Study

Megan Steciw Environmental Stewardship, Experiential Learning, Science and Math No Comments

Have you wondered what is the quality of our water and soil in the city? The students in Environmental Science actively performed water testing at the waterfront and soil testing in the parkette beside the YMCA! The students enjoyed collecting the samples, especially the water sample from Lake Ontario. We were surprised at the results we received for the oxygen levels at the waterfront. The results were either invalid or Lake Ontario is heavily polluted since we received a reading of 0ppm. The students factored into their results that we were testing near the shoreline where human pollution collects including microplastics and boat oil. A low amount of oxygen suggests that the water ecosystem is unhealthy. The students have also been engaging in possible solutions by investigating local and global environments. The students observed that there is “too much construction” in our city.

At the lakefront, the students also investigated the levels of nitrogen, phosphorous and potassium in the soil collected from the parkette. The students can be seen in the photographs performing chemical analysis of the soil samples. “We got good results,” said an environmentalist in training! The students were fascinated by the unique opportunity to engage in a field study in their local community! One student expressed:

“We could not have picked a better day. It was not raining. It was sunny.”

As we continued our field study, we compared the disturbed location (heavy human traffic area) to an undisturbed location (limited human traffic area). What area did we choose? The Green Industries terrace! We wanted to determine how healthy the soil is where the Green Industries class is growing plants and vegetables. If nutrients are too high, nutrients can become contaminants! What were the results? The students are still actively comparing the data though, most intriguing, nitrogen was high in the disturbed environment. Nitrogen is a common ingredient in fertilizers. Another student shared:

“We learned a lot about our city and the biodiversity.”

Check out the rest the rest of the pictures on our Facebook page!

A visit from the Toronto Wildlife Centre

Megan Steciw Experiential Learning, Science and Math No Comments

The Grade 9 Science class was joined by the Toronto Wildlife Centre! The students examined their relationship with wildlife in the city learning about how the TWC rescues and releases diverse animals back into our wild city.

In the pictures, the students were asked questions where they had to take a thoughtful position: agree, disagree or neutral. The questions related to wildlife in the city. The students then learned about how our built environment impacts the habitats of wildlife from coyotes to songbirds. We often do not stop to reflect that Toronto is a giant ecosystem with micro-habitats. Did you know that the reflection of trees on windows can be mistaken for trees? Check-out this article from TWC for more information on how to protect our bird populations from window collisions.

The students thoughtfully engaged and many asked about opportunities to volunteer at the TWC! The TWC serves an important community need and we were incredibly grateful for the program they delivered.