Culminating Work Periods: Day 4-8

Use the timeline below to help to organize your time and assignment completion

Day 4:work hard in silence, and let success make noise

  • By the end of this period you should complete the following:
  • Category Brainstorm Share (last page of package)

Activity 1:

    • Instructions:
    • You will be divided into the 5 category groups that are treasuries for the final assignment.
    • You will brainstorm all of the potential ideas that can fit into the category that you have been assigned.
    • You will then post these in the classroom

Activity 2:

    • Posted in the classroom will be 5 stations of chart paper.
      • Each with correspond with a building category
      • With markers, rotate through the room and write the features that you have researched and encountered through the last few weeks
      • There are also “hint” sheets that can help you (they are coloured paper, found on the desks)
    • When you complete this activity, start working on your rough copy
    • Class Brainstorm with “Green Ideas” link – class-green-ideas-brainstorm

Day 5:

  • Complete working period
    • Complete your rough copy, have it checked by your teacher
    • If you have “small” features, all at least two so that it covers the critieria of the assignment
    • Small features are things like a garden whereas a larger feature would be  a living wall
  • You are responsible for providing all materials
  • Your teacher can share larger paper and bristol board for you (you must ask)

Day 6 + 7  Image result for work hard

  • Building and complete model

  • Image result for presentation

Day 8 Carousel Presentations


Culminating Day 3- Green Transport, Heating and Cooling


  • Complete “Transportation Modes” Section of your research package
    • Individual Section (A)
    • Think, Pair, Share (B)
  • Samples of Green Transport (see below)- Can be done for HW
    • Debrief Questions
  • Samples of Green Energy heating and cooling options (complete accompanying section)
    • Passive Solar Heating
      • Handouts and Video needed to complete package
    • Shade and Tree placement
    • Type of Tree choice is important (losing leaves in winter to let sun through)
    • Native Species + Station Activity

Green Transport 1:


Green Transport 2: AIGT


Green Transport 3: Bike parking options

Debrief Questions

  1. What features could you incorporate in your school to make it more transport sustainable?

Hint: Think teachers, students, parking lots and the 3P’s 

Passive solar heating is the least expensive way to heat your home or any building for that matter. Put simply, design for passive solar heating aims to keep out summer sun and let in winter sun while ensuring the building’s overall thermal performance retains that heat in winter but excludes it and allows it to escape in summer.

Passive Solar Heating Video 1


Tree and Shade Placement


Native Species Activity

Image result for bamboo garden uft

When we visited the UFT Medical Sciences building, they talked about the failure of the BAMBOO GARDEN- do you remember why it failed?

Native species and their survival is very important- researching and choosing trees that can survive in ONTARIO as well as in our local Toronto area will be very important for your build.




Activity Instructions

  • Your teacher will post information in the classroom about Tree choices and information about Native Species
  • Rotate through the stations taking notes on the respective topics to complete the corresponding page of your research package.

Culminating Work Period 2


  • Reminders: Living off the Grid
    • Why is this a good thing?
    • What are some ideas that you have already gathered to help with this?
  • “Building Green”
    • Using the videos below, compile/gather information about building technologies for your green school
    • You will be completing p. 4-5 of your research booklet.
  • Part 2: QOL Activity (work period)

Video 1: Building Green Part 1


Video 2: Building Green Part 2


Video 3: Building Green Part 3



Culminating Work Period Day 1


  • Take up the Walk TO sheets (ideas for your eco-school)
  • Finish sharing/doing your dream school + share (page 1 of booklet)
  • Complete p. 2 (Where you assess you own school from P.1)
  • For p. 3
    • Earthship Film
    • Earth ship In Detail
    • Eco-school in Bali

Earth Ships in Detail

Eco schools:



Culminating Activity: Greening Vanier for the Future

AgendaImage result for big project

  • Introduce Culminating
  • Copy of Culminating Packages (below):
  •  Walk TO instructions
  • Work on p. 1 of Research Package: Brainstorming features for your PERFECT school (think green)
  • Due Dates below (not negotiable b/c culminating for course, no late work accepted!
Date Class Topics
May 24-25 Introduction of Assignment

-your ideal school and re-introduction of sustainability model

-Walk TO field trip

-“Earthships” film as model sustainable homes

 May 29-31 Research – Model Homes and Transportation

-building green – two types of construction and model homes

-sustainable transportation

 June 1,4 Research – Energy and Green Space

-passive solar heating and cooling

-naturalizing and greening school grounds

June 5-6 Research – Greening Design in Action

-case studies of greening around Canada

-begin concept map à rank and choose your greening ideas

June 7


-Research Package due (keep a copy for yourself)

Begin Master Sketch/Model/Blueprint/Virtual Tour

-finish concept map of green school: all 5 themes must be included

-begin sketch of model school and annotations

June 8 Master Sketch/Model/Blueprint/Virtual Tour 
 June 11 Computer Lab – Written Submission 
 June 12 Computer Lab – Written Submission 
 June 13 Carousel Presentations

June 14


Written Reflection – Sustainability of Project (in class) 

Lesson 31-32: Immigration Story Working Period

Here are some resources to help with your Immigration Story assignmentImage result for news report template

  • Copy of the Assignment (updated)
  • Class Handouts:
    • “How to write a newspaper report”
    • Handout 2: What to include in a newspaper report”
    • Handout 3: Peer evaluation
  • Newspaper Report Templates


Lesson 30: Intro to Immigration

Learning GoalsImage result for Canadian immigration

  • Students can identify types of immigrants, push and pull factors
  • Students can analyse the push and pull factors for Kensington Market (application)
  • Actively apply the “points” immigration system


  1. PPT: lesson-29-immigration-and-logistics
  2. Note taker worksheet: lesson-29-immigration-worksheet
  3. Kensington Market Case study with handout (hard copy only)
  4. Video 1: What is Kensington market?Image result for kensington market
  5. Video 2: Kensington Market: 150 year history + Questions (below)
  6. Resources on visiting Kensington–             –
  7. Online immigration points calculator (HW)–Use this site instead:  -

Video 1: What is Kensington?

Video 2: Kensington 150 year anniversary

As you watch the above videos, consider/notate the following:

  1. What are the pull and push factors for new immigrants to Kensington Market?
  2. What immigrant groups found their way into this area over the years?

Lesson 29: Solutions for Global Poverty- MDG

Learning Goals17484-200.png

  • Students can make connection from Global Poverty Articles to the solutions presented in the next few lessons
  • Students can think critically and analyze the 8 proposed solutions or the MDGs
  • Students know what MDG stands for


  1. MDGs- What is this?
    • Video
  2. MDG Gallery Walkpoverty
  3. Goal Case Study
  4. Share your info
  5. What happens now?
    • Video





UN-Logo-660x3308 goals created by the UN (United Nations) in an attempt to end Global Poverty.


Now that we have some background information, let’s learn more about each goal…

  • There are 8 posters with a specific goal on each download
  • Walk around to look at each poster
  • Fill out the table with the name of the goal and the target 


  • In groups, you are going to read a case study and answer questions…Make sure you understand your goal very well because you will have to share!
  • Find another group to share with and jot down 5 interesting facts about their MDG

Since we were supposed to have this accomplished by 2015, what do you think happened?

  • Did we accomplish the goals?
  • If not, what do you think the next steps are?


What goals we didn’t meet in 2015: 


Since 2015, the UN has developed SDGs or Sustainability Development Goals;

E_2016_SDG_Poster_all_sizes_with_UN_emblem_Letter copy

Homework: Understanding Population

Learning Goal:

  • As we transition towards immigration, please complete the following textbook questions for homework

  •  Read p.186-187, explain the following-
  • What is birth rate and natural increase? What overall information does it tell you?
  • What is doubling time and why is it important?
  • Explain how a country can lose population?
  • Read the case study on p. 188-189, complete the following
              • What are the challenges of urban (city) population growth in developing countries?
              • What are the challenges of urban growth?
              • What is a slum? What conditions exist for people there?
              • How is living conditions being improved in slum areas?
            • Read p.190-191, complete q. 2

Lesson 27+28: 3P’s Evaluation


  1. Each student will receive an assignment sheet with an article to review/analyze
  2. The article choice is done by lottery and in some cases pre- arranged.
  3. You will have 2 in class working periods to get the assignment completed- you may not take the assignment home
  4. The videos posted below are to help with your understanding of the article that you choose- you are only required to watch the video that corresponds with your article

Video: Eating Insects 1

-Click on the link below

Video: Eating Insects 2:

Video: Jute in Bangladesh

Video: Trees 1

Video: Trees 2

Video : Pee poo Bags 1

Video: Pee Poo Bags 2