This December, Greenwood piloted a unique project for Grade 8 students: an integration task involving math, science, social studies and English components. This problem-based learning activity requiring the students to look at a water issue in the city of Toronto and examine how this issue has either impacted human settlement OR is impacted by human settlement.
How did this project go? Teacher Kathryn Connelly shares her thoughts. Next week, we'll bring you a student perspective on the same project.
|Students` visual and verbal presentations|
highlighted their proposed solutions for
the water issue they studied.
Back at school, the students were placed into small groups and were presented with a problem statement: How does human settlement impact the physical environment and sustainability of water resources in Toronto? What are possible solutions to this problem?
In small working groups, the students chose from a variety of topics directly related to the science, social studies, math and English curricula. In teams, the students researched, summarized and identified the connection between the science behind water quality issues in Toronto and how human settlements have impacted these issues.
The students were engaged and energized through their investigation and new knowledge of the relevance of water issues in Toronto, and worked collaboratively to think critically about their research and data, while also thinking of potential solutions to their chosen issue. The ideas that the students came up with were innovative and inventive. Throughout the collaborative process, the students were extremely engaged and active problem solvers. They worked well within their groups, divided the work effectively, and worked together to find the most relevant research and data. As a teacher, it was most impressive to observe their minds at work!
As a group, the students created a visual component that reflected each of their written proposals, which were completed individually. The goal of the project was exhibited through the presentations, as the students visually and verbally presented upon the history behind their issue, their analysis of the present situation and predictions of future trends of their issue, as well as the possible solutions/recommendations.
On the last day of the project, Toronto City Councillor, Jaye Robinson, listened to each group passionately present their discoveries and solutions to Toronto’s water quality issues.
The project also gave the team of integration teachers an opportunity to communicate and collaborate outside the classroom walls, which was enriching and energizing. The first integration project helped solidify the value of student-centered learning, which will continue to be a focal point in future Grade 7 & 8 integration projects.