Scientific Observations in the Park

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

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

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.

Neighbourhood Prototype Project

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.

Circuit Project

In Computer Technology, we cover a broad range of topics that are related to computers. This month we will be looking at a basic and crucial part of computers, electricity and circuits.

Students are first taught the basics of electricity as well as the safety of handling electrical equipment. Then, we start a series of circuit projects, where students get the hands-on experience to build and draw different circuits for better understanding.