Experiential Learning

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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.

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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.