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!

Truth and Reconciliation Week

Katie Freeland Community, Native Studies No Comments

September 30, as we know, is an important new federal holiday, now known as the National Day for Truth and Reconciliation. But even before the establishment of the holiday, schools like ours were recognizing Orange Shirt Day. This year was no different in that respect, with numerous activities, both in classes and as a larger group, taking place that week in recognition of the painful legacy residential schools in Canada, in honour of the stories and voice of those impacted, and in hope for a better future born of “truth and reconciliation and justice.”

With our cross-curricular assemblies happening on Wednesdays this year, it was on the morning of September 28 that all high school students gathered together. Leading up to this, students from the Grade 9 Information and Communication Technology in Business class had made posters to advertise assembly and remind students to wear their orange shirts on Friday. On the Wednesday morning, students from three different classes — two Grade 11 First Nations, Métis, and Inuit Voices English classes plus the Grade 10 FNMI history class —- contributed presentations.

The history students presented individual, thoughtful land acknowledgements that showcased their learning about the history of Toronto and the surrounding region, reflecting on their relationship to this land and drawing attention to the past, present, and future Indigenous presence where we live. The English students then presented on poems by Indigenous writers, or read their own poetic creations on the theme of truth and reconciliation, drawing lines and inspiration from what they have been reading. Following the student presentations, most students headed to their choice of rooms to learn more about one of several topics: language, expression, and identity; unequal access to basic services, including health and education, in First Nations communities; or Missing and Murdered Indigneous Women and Girls. After watching a short film highlighting the issue, students discussed and worked on posters that drew attention to several relevant Calls to Action from the Truth and Reconciliation Commission. A smaller group spent their time making art for display or decorating t-shirts while listening to music from contemporary Indigenous artists.

But Wednesday’s assembly was not our only special event that week, as several classes headed down to the Indigenous Legacy Gathering at Nathan Phillips Square the next day. By the time students donned orange shirts on Friday, we trust that they did not feel it to be an empty or isolated gesture.

Of course, truth and reconciliation doesn’t end with September. As teachers and staff of non-Indigenous backgrounds, we know that our own learning must continue. At the same time, students in a range of courses will continue to have opportunities to learn about and from Indigenous issues and perspectives throughout the year. In fact, just the following Tuesday, a group of students took part in a two-hour Okichitaw martial art workshop with Indigneous knowledge keeper and Chief Instructor George Lepine. Come back to our blog for more about that exciting activity soon!

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.

Mini Movie Trailer

Arnold Chan Arts, Experiential Learning, Technology No Comments

At the beginning of this course, Communications Technology(TGJ4O), the class had an option of making a sequel to the previous class’s mini movie. First they decided which roles would be necessary, such as director, script writer, cinematographer, actors. Then they started brainstorming the movie’s name, “Invasion of the W.a.f.f.l.e Clones: Let there be Brunch!”, making a rough storyline, script, and characters. Once the script writer finished the script, the class created the props with 3D printers, and planned out the locations for filming.

When the class started filming, they ran into problems like re-doing and re-scheduling scenes when necessary. During the editing stage, they edited all the scenes together, with music and sound effects. They also marketed the film by designing both physical and digital posters. The premiere for the film is scheduled for June 27th, 2022 at the YMCA graduation ceremony for this school year.

Please enjoy the Trailer for now!

Neighbourhood Prototype Project

YMCA Academy Beyond the Classroom, English and Humanities, Experiential Learning, Science and Math No Comments

Alex’s Exploring Technology has been learning about the design process and how it can be applied to urban planning. We began with research and brainstorming to explore what makes a neighbourhood a good place to live. Students generated lists of “look-fors,” and we furthered our research by heading out on a walk.

During the walk students worked in survey teams to notice aspects of the neighbourhood that make it a good place to live, and aspects that need improvement. Teams took photos as evidence, and marked important findings on a map. Back at school, they worked to record their findings on google earth.

One new insight gained during the walk was the importance of art and cultural spaces (murals, theatres etc.) in a neighbourhood.

Based on their explorations, students worked on designing their own prototype neighbourhoods. Some students used Minecraft to create neighbourhood layouts. Others worked on creating a physical model of an ideal neighbourhood.