SUMMER 2023 Vol. 16 Issue 3
Project Based Learning
Submittedby:
Harry Blyleven Technologies Coordinator, Computer Science & Technologies TeacherFinding meaningful learning opportunities for kids is a rewarding part of Harry’s work.
At HDCH, staff and students create memorable learning experiences using and participating in Project Based Learning (PBL). HDCH students and teachers have been actively engaging in PBL for over a decade. What is Project Based Learning, and why does it fit well in a Christian School?
Have you ever thought about the HDCH mission statement, “Cultivating character through learning for a life of service to God?” Often times mission statements are aspirational, something to strive for. At HDCH, our goal is to provide opportunities for students to live out and practice our mission statement. The book Transformational Education defines rich learning as an experience that caters to the varied needs and interests of each student using teaching methods that help students explore God’s world and Word. Project Based Learning is a method and practice of teaching that uses a project as the central context or reason for learning and makes community connections. As learners, many of us have traditionally completed a project after all the learning and the lessons. The traditional project was used to summarize or demonstrate what we had learned and remembered. The path of a project in PBL starts with a Driving Question and has students engage in a real-world problem or task. All of the learning, lessons, and assignments continue to point and focus on the project in an attempt to answer the question. Upon completing the project, students present and celebrate their learning in a variety of ways: sharing with community partners, presenting findings, hosting an event or tournament, creating a product, opening a gallery, performing, etc.
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Think about a few of your favourite learning experiences from your elementary or high school years. (Some of us may need to really dig back into the archives of our minds for this!) What made these experiences memorable: working with friends in a group, a teacher’s interest, a unique task or product, sharing your work with others, connecting multiple subjects, or something else?
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Smiling Students in Biology Class
Over the last number of years, there has been a movement in education toward “Deeper Learning”, learning that combines thinking, multiple skills and subjects, collaboration, and experiences that go beyond the classroom walls through partnerships with organizations and community members. Christian Deeper Learning is defined as “People of God’s Story engaged in real work that forms self and shapes the world.” (Beerens et al., 2017). This definition and our mission statement remind us that our gifts and learning will be used and shared purposefully.
Project Based Learning allows students to learn about Christians in society by recognizing community needs and partnering with outside organizations to address those needs (shelter, food scarcity, clothing drives, etc.) Projects have provided students with an opportunity to learn about technology by partnering with businesses to create planters, sheds, decks, and Little Free Libraries. Students find various applications and uses for the knowledge and skills they are learning. There are so many examples for all subjects that could be listed. While working on projects, students are not only diving deep into the subject matter; they are also developing character, refining the habits of an HDCH graduate (compassion, creativity, resilience, competence, and reflection), and seeing their place in God’s story. Project Based Learning gives students the opportunity to refine and use their new knowledge and skills as they practice living out our mission statement - “Cultivating character through learning for a life of service to God.” h
-Beerens, Dan et al. “What Do We Mean by Christian Deeper Learning: The Center for the Advancement of Christian Education.” CACE, 23 Feb. 2020, cace.org/what-do-we-mean-by-christian-deeper-learning-a-draft-document-for-your-consideration-part-2/.
-Burggraaf, Harry, et al. Transformational Education: A Framework for Christian Teaching. Mount Evelyn Christian School, 2014.
How Healthy Is My Backyard?
An illustration of Grade 9, Project-Based Learning on ecosystems.
Submitted by: Kim Oppertshauser, HDCH Science Teacher Kim was awarded the 2022 Teacher’s Excellence Award . hhh
How healthy is my backyard? This is the driving question behind the project that the grade nine science classes experience throughout their Sustainable Ecosystems unit. The project is an opportunity for students to study an ecosystem that is close to where they live. After collecting data and analyzing its needs, students decide how they can become agents of restoration.
The unit starts with a field trip to a local wetland, Cootes Paradise. Located at the west end of Hamilton Harbour, it is maintained by The Royal Botanical Gardens. Cootes Paradise is the last remaining marsh in western Lake Ontario and is crucial for wildlife, particularly migratory birds and spawning fish.
While walking along this beautiful marsh, students learn about its history. It was named after Captain Thomas Coote who described the area as a paradise with abundant biodiversity, lush plants, wild rice and wild celery. It functioned sustainably, providing for the rich fauna as well as for the First Peoples that inhabited the area. The environmental decline was gradual originally and it suffered significant ecological damage in the 1980s when sewage overflow and invasive species, especially carp, were introduced into the marsh. Since then, various projects have been underway to restore it.
This narrative follows the theme of the unit, Creation-Fall-Redemption and student projects are divided into three categories. Students learn about how God created the atmosphere, lithosphere, hydrosphere and biosphere to function in a balanced way to sustain life on Earth. Human activities such as pollution, invasive species and carbon emissions have tipped the balance and harmed ecosystems. We can be agents of restoration as we identify problems, educate others and participate in projects that remedy and prevent ecological damage.
The hands-on nature of the field trip gives students an opportunity to practise some of the tests that they will perform in their own ecosystems. Under the direction of the RBG guide, students test the water for dissolved oxygen and turbidity. They observe various projects underway such as island construction and the Christmas tree berm. The highlight of the trip is the operation of the Fishway. This large mechanical structure sorts the fish coming into Cootes Paradise. It keeps out invasive species such as carp and goldfish. Watching a huge carp flop down the chute and be directed back into the Harbour is amazing. Some of the fish and sometimes turtles are removed so students can have a closer look.
Equipped with motivation and skills, students are ready to analyze an ecosystem close to their home. Their field work includes taking pictures, listing species at all trophic levels, creating food webs and noting invasive species and pollution. Back in the classroom, they test their water for pH, nitrate levels and other nutrients. They look at their water specimen under the microscope and try to identify the microorganisms. It’s surprising what you can find in seemingly clean water. A tiny protist can look like a monster from a horror movie when magnified 400X.
Protist under magnifcation
After some research, students are able to articulate how they can be agents of restoration in their ecosystem and others like it. They hypothesize as to the source of air and water pollution and the role that they can play in remediating them. They find projects already underway that aim to raise awareness about and decrease invasive species. They even pick up litter.
Students create a visual product, showcasing the main ideas from their research and their data collection. The product is their choice and can take many forms. Some prefer to create a video documentary; others make scrapbooks, tourist brochures, or posters.
This project is an authentic and purposeful way to learn the content of the Sustainable Ecosystems unit in grade 9 science. It connects to Biblical principles and the theme of stewardship that is woven through the course. Best of all, it gets the students out into God’s creation, experiencing it in a new way and learning how healthy their backyard is.
How can we be agents of restoration in ourlocal ecosystem?
InvasiveSpecies
Garlicmustardisoneoftheinvasive speciesinmybackyardcreek.Itisterrible fortheecosystembecauseTheroots decreasetherichnessofthesoilwhichcan preventgrowthinotherplants.Onewayto stopthespreadofgarlicmustardisto pulltheplantrightoutwithyourhands andmakesuretogettheroots.Itisbest topullthemoutbeforetheyflower.But donotputtheminthecompostbin.
POLLUTANTS
Therearemanyfarmsnearthecreekwhichmeanspesticidesandfertilizersareflowingintothe creekeventhoughyoucannotseeithappening.Pesticidescancausecancer,liverorkidneydamage, birthdefects,developmentalchanges,etc.Fertilizerscankillfishandotheraquaticspecies,theycan alsocausealgalblooms.Awaytoimprovetheamountoffertilizersandpesticidesbeingusedisto usecommonfarmingpracticeslikecroprotationwhichreducestheamountoffertilizersand pesticidesneeded,andtousenaturalfertilizerswhicharen’ttoxictotheenvironmentandhelpthe nutrientsinthesoil.
WATERRESULTS
Nitrate -0 mg/L
Nitrite -0 mg/L
Hardness -150 mg/L
Chlo rine -120 mg/L
Ammonia-0mg/L
pH -8 mg/L
"AndGodblessedthem
AndGod saidtothem, “Befruitful and multiplyandfillthe earth and subdue it, andhavedominion overthefish ofthe sea and overthebirds oftheheavens and over everylivingthingthat moves onthe earth." Genesis 1:28
WHERE IS IT? WATER SAMPLE INVASIVE SPECIES POLLUTION Ecosystems H O W C A N W E P R O T E C T O U R L O C A L E C O S Y S T E M S ? T O M A N A G E A N D R E D U C E T H E I N V A S I V E S P E C I E S I N M Y E C O S Y S T E M S I P L A N T O R E S E A R C H A N D F I N D W H A T T H E N A T I V E S P E C I E S T H A T L I V E I N T H E A R E A A R E I W I L L W A T C H T O S E E I F I F I N D A N Y I N V A S I V E / N O N - N A T I V E S P E C I E S I N M Y E C O S Y S T E M W H E N I F I N D A N I N V A S I V E S P E C I E S I F I T I S A P L A N T I W I L L P U L L O R F I N D A W A Y T O R E M O V E T H E P L A N T A N D D I S P O S E O F I T P R O P E R L Y N O T A L L O W I N G I T T O S P R E A D A N Y S E E D S O R R E P R O D U C E I F I F I N D A N Y S P O N G Y M O T H E G G S I W I L L S C R A P E T H E M O F F T H E T R E E S A N D D I S P O S E O F T H E M P R O P E R L Y ATMOSPHERE H Y D R O S P H E R E B I O S P H E R E L T H O S P H E R E A A R O U N D M Y E C O S Y S T E M T H E D I T C H E S O N M Y R O A D F L O W I N T O T H E C R E E K S O I L C L E A N T H E T R A S H O U T O F D I T C H W A T E R A N D M A K E S U R E T H E W A T E R H A S A A N P A T H T O T H E D I T C H S O M E T H I N G E L S E I C A N D O T O S T O P P O L L U T I O N I N T H E E R I S T O R E D U C E T H E A M O U N T O F R U N - O F F T H A T F L O W S I N T O T H E C R E E K F R O M E S U R R O U N D I N G A R E A T H E A R E A A R O U N D M Y C H O S E N E C O S Y S T E M I S C A T T L E T U R E S S O I T M A Y H A V E A M M O N I A R U N - O F F B Y R E D U C I N G T H E R U N O F F I N T O T H E C R E E K T H E A M M O N A L E V E L S W O U L D D E C R E A S E T O P R E V E N T P O L L U T I O N I N M Y A R E A I W I L L C L E A N T H E N I T R A T E - 0 M G / L N I T R I T E - 0 M G / L H A R D N E S S - 1 7 0 C H L O R I N E - 0 M G / L P H - 7 8 A M M O N I A - 0 5 M G / L V A L U E S : T H I S I S H O W O N E S H O U L D R E G A R D U S A S S E R V A N T S O F C H R I S T A N D S T E W A R D S O F T H E M Y S T E R I E S O F G O D M O R E O V E R I T I S R E Q U I R E D O F S T E W A R D S T H A T T H E Y B E F O U N D F A I T H F U L 1 CORINTHIANS 4:1-2
MyEcosystem
Genesis 1:28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it Rule over the fish n the sea and the birds in the sky and over every living creature that moves on the ground ” Background: Purp e Loosestr fe is an nvas ve wetland plant that negative y affects other species and agricu ture Its roots spread over a wide area, crowd ng out native p ants result ng n less b od vers ty This plant a so affects nat ve nsects birds, and other species It is a perennial herb w th purple flowers and square stems and is most commonly found near shores wetlands and ponds Management: The first step s to prioritize an area to control this plant Ex places w th rare species There are 3 ma n methods to control the spread of th s plant 1 Large Areas Cutting sta ks before they flower - this stops seeds from making other plants 2 Smal er/Critical Areas Spraying w th herbicides - th s s very effective for killing this plant but expensive 3 Sma l Groups: Pu ling / Digg ng - also stops seeds from mak ng other plants My Ecosystem
is it? Biosphere Atmosphere Lithosphere Hydrosphere Grand River Caithness Street Invasive Species Subsystems Pollution Water Test Results Food Web One of the primary pollutants entering the Grand River is fertilizer Fertilizer enters the river through run-off from the f elds bes de This causes the r ver to have too many nitrates leading to an algae bloom The increase in plants consumes all the oxygen k lling fish, plants, and other species One way to lower this pollutant is to have farmers use successful farming pract ces Contour ploughing (planting on a slope of a hill) will slow down run-off for ferti izer to access the river Rotating crops will reduce fertilizers being used on f elds, and No-tillage can allow nutrients to stay in the soil w healthy is my backyard? To watch a My Ecosystem video documentary, Scan the QR code or visit: youtu.be/4NqPmyxgH8c
Where
CARE Campaign Update
God is good! Thanks to the blessings shared by more than 400 faithful donors, and countless prayers, look how far we’ve come:
• Walkway, front door and elevator are accessible;
• Roof and our heating, cooling and ventilation systems will last until at least 2051;
• We are connected to the city sewer system;
• Capital Reserve Fund is building, with over $50,000 held in trust;
• Solar panel project approvals approaching completion.
Status of Funding
• Two roof sections, accessibility upgrades, 12 HVAC units, and the city sewer connection are fully paid for;
• $1.6 million financing will pay for the second-story roof.
Upcoming Events
Aug 24 & 29 - Student
Orientation Days
Sept 5 - First Day of School
Sept 23 - HDCH
Golf Tournament at Flamborough Hills Golf and Country Club
Oct 6-14 - HDCH Golf Tournament Online Auction
You can help complete the bank loan payments by July, 2027!
• Make a one-time donation to CARE
• Transfer stocks to CARE, and receive a beneficial tax receipt
• Make 48 manageable monthly donations to CARE
• Participate in a CARE event, like the Golf Tournament
• Leave a legacy gift to HDCH in your will
• Inspire friends, family and colleagues to give to CARE
“But they who wait for the Lord shall renew their strength, they shall mount up with wings like eagles; they shall run and not be weary; they shall walk and not faint.”
(Isaiah 40:31 ESV)
Nov 6 - Membership Meeting hhh
For more information and to register to golf, visit: hdch.org/events
www.hdch.org | 905.648.6655 HDCH:info whyHDCH
Duncan Todd Principal principal@hdch.org 905.648.6655 x 105 Sara Whetstone Vice Principal swhetstone@hdch.org 905.648.6655 x 103 Sandra Baker Advancement & Admissons sbaker@hdch.org 905.648.6655 x 122 Register to Golf!
Connecting With Us
Saturday September 23, 9am Shotgun start includes boxed breakfast on the cart, BBQ lunch and presentation of prizes hdch.org/event/golf/
Here is our Fundraising Road Map 2023 2024 2025 2026 2027 6 6 6 6 6 $1.6M $200,000 $300,000 $400,000 $500,000 $200,000