Driving Question:

How might I develop my understanding of Marine communication through the use of coding as well as bioacoustics in the form of a fully functional communication device ?

The Project: Marine Communication & Bioacoustics Exploration

In response to the driving question, Liam F. developed a year-long mastery project titled “Whale Talk,” combining marine biology, bioacoustics, and technology. The project explored how marine mammals communicate and how humans might interpret these signals through innovative technological design. Through a combination of fieldwork, experimentation, and technical development, Liam investigated the intersection of science, engineering, and environmental curiosity.

The Design Goal

Working from a self-defined vision, the student aimed to design and develop a functional hydrophone-based communication system capable of recording, processing, and interpreting underwater sound.

Creative Direction:
The project blended scientific research with technological innovation, integrating marine biology concepts with coding, electronics, and device design.

Production Process:
Liam iteratively developed his device across multiple terms and locations, progressing from early research and field data collection to building, coding, and assembling a functional prototype. This included learning soldering, waterproofing, and Raspberry Pi integration.

Final Outputs:
The final project resulted in a custom-built hydrophone system connected to a Raspberry Pi, incorporating a speaker system, camera integration, and coded input/output features. The project was supported by a comprehensive process portfolio documenting research, development, and experimentation.

Innovation & Ethics

The project explored how innovation in technology can deepen our understanding of the natural world:

Scientific Exploration:
Research into marine mammal communication highlighted the complexity of underwater ecosystems and the potential of bioacoustics as a tool for discovery.

Technological Innovation:
The development of a self-designed hydrophone system required creative problem-solving, including overcoming challenges related to waterproofing, power supply, and device integration.

Ethical Awareness:
Field research emphasized responsible data collection and respect for marine environments, reinforcing the importance of protecting ocean ecosystems while conducting scientific inquiry.

Final Product: A Bioacoustic Communication System

The Assessment:
A fully developed prototype of a hydrophone-based communication device, supported by a detailed process portfolio documenting research, coding, and engineering development.

Academic Component:
An integration of marine biology research, coding practice, and applied engineering, demonstrating interdisciplinary learning across science and technology.

The Summative Reflection:
The student reflected on the complexity of building a functional communication device without an existing blueprint, emphasizing creativity, persistence, and adaptability. While the device is still evolving in functionality, the project exceeded initial expectations in both scope and progress. Liam expressed a strong commitment to continuing this work in the future, with the long-term goal of better understanding and potentially communicating with marine life.

Driving Question:

How can we use multimedia literary expression to tell the story of conservation of biodiversity in Brazil?

Module Summary:

The teacher-led module “Narrative of Life” explores how storytelling can be used to communicate the importance of biodiversity conservation in Brazil. Guided by the driving question, how can we use multimedia literary pieces to tell the story of conservation of biodiversity in Brazil, students investigate environmental issues through creative expression, combining research with artistic interpretation to raise awareness about human impact on nature.

Throughout the module, students participate in a range of field experiences, workshops, and expert-led sessions that deepen their understanding of conservation and storytelling. Learners engage with professionals such as an agroforestry project leader, take part in poetry and vocal workshops, and join a boat expedition with a marine bioacoustics expert. A key highlight of the module is a week spent in the Amazon, where students gain firsthand insight into biodiversity and conservation efforts, supported by local organizations and experts.

In their final projects, students create immersive multimedia literary pieces that communicate environmental narratives in creative ways. These projects include performances, writing, and audiovisual storytelling that aim to inspire awareness and action. For example, students present works such as a song that personifies nature to highlight the impact of human exploitation, using artistic expression to convey complex environmental issues. Through this interdisciplinary approach, the module emphasizes the power of storytelling in driving meaningful change and fostering a deeper connection to the natural world.

Driving Question:

How can we apply our learning of indigenous environmental advocacy in Canada to create a sustainable NGO in our home country?

Module Summary:

The teacher-led module “Beyond Existing” explores the intersection of Indigenous environmental advocacy and NGO development in Canada. During the module, students examine how Indigenous perspectives, histories, and cultural traditions shape approaches to environmental stewardship and community advocacy. The module challenges students to consider how these lessons can be applied globally by asking the driving question: how can students use their learning about Indigenous environmental advocacy in Canada to create a sustainable NGO in their home countries?

Throughout the module, students engage in an immersive learning experience that combines research, workshops, guest speakers, and field experiences. Learners begin by building foundational knowledge about Indigenous history, culture, and social narratives in Canada before exploring real-world examples of advocacy and nonprofit work. Students also travel to Bowen Island, where they meet Indigenous artist and storyteller Simon James and learn about cultural practices such as totem pole carving, as well as visit the Chinatown Storytelling Centre to explore the relationship between governments and NGOs.

In the later stages of the module, students participate in workshops focused on NGO development and social entrepreneurship, learning how to craft mission statements, develop a theory of change, and frame social issues effectively. Students also meet leaders such as Chloë Fraser, an environmental advocate and TGS alumna, and community figures including Karlen Thomas and Manvi Bhalla, who share their experiences in advocacy and nonprofit leadership. The module culminates in a charity ball event, where students pitch their NGO ideas to a panel of guests in order to secure support for their initiatives and demonstrate how they can apply their learning to create meaningful change.

Driving Question:

How can I collect and analyze behavioral data to inform if species can survive and thrive in an artificial environment?

Project Summary:

Shangrila X, a Grade 10 student from TGs, undertook her first personal project around the topic of animal psychology and behavior. Initially inspired by Australia’s wildlife, she adjusted her project to study animals at the Melbourne Zoo, due to the lack of accessible wildlife in the urban area where she was studying.

Shangrila’s project was motivated by a childhood memory of seeing a gorilla in distress at a zoo, which made her want to better understand and improve animal well-being in captivity. She utilized ethograms, which are tools for categorizing and defining animal behaviors, to observe and record the actions of zoo animals. Her primary subjects were a Silverback Western lowland gorilla named Otana and Asian elephants.

During her observations, Shangrila noted a significant amount of inactivity in Otana, which she initially found concerning but later attributed to a possible midday rest period. She also observed stereotypic behaviors in the elephants, which are indicators of poor welfare in captive animals. The elephants often gathered at the edge of their enclosure, suggesting they were seeking interaction and stimulation.

Shangrila found that her data was insufficient for drawing scientific conclusions but emphasized the importance of public interest and involvement in animal welfare. She suggested that zoos have improved over time but acknowledged that they can never fully replicate the natural environment for animals. She proposed the use of technology, such as VR, to provide educational experiences about wildlife, potentially improving both public knowledge and animal care practices in zoos.

Overall, Shangrila’s project highlighted the complexity of animal psychology, the limitations of zoos, and the potential for technology to enhance education and animal welfare. She concluded with a hopeful outlook, believing that increased awareness and involvement can lead to a better future for zoo animals.

Driving Question:

How can we effectively engage with local culture, language, and service to foster learning and inspire change ?

Project Summary:

Luiza B. and Santi D. concluded their research project by highlighting the critical role of local and indigenous knowledge in tackling global environmental challenges. Through their extensive research, Luiza explored the knowledge of Amazonian indigenous groups, emphasizing their stewardship practices that protect 80% of the world’s biodiversity in the region. She underscored the threats these communities face from activities like mining and deforestation, which endanger their lands and ways of life. Luiza advocated for empowering these communities through their own knowledge systems to build resilience against environmental threats.

Meanwhile, Santi D. delved into the Philippines’ community-based disaster management system, showcasing how local communities effectively handle natural disasters. He highlighted the system’s success in involving communities in decision-making and utilizing local knowledge to develop resilient infrastructure and disaster response plans. Santi argued that this approach not only safeguards vulnerable groups but also allows communities to guide external support to meet their specific needs.

Both Luiza and Santi emphasized the need for participatory decision-making that respects and integrates local perspectives. They stressed the importance of empowering local communities to apply their generational knowledge in tackling modern environmental challenges. By listening to and protecting local knowledge, they argued, we can create more effective and sustainable solutions to global environmental issues.

In their presentation, Luiza and Santi challenged the prevailing approach of neocolonial decision-making and advocated for a paradigm shift towards empowering local communities. They concluded that by recognizing and respecting indigenous and traditional knowledge, we can pave the way for more resilient and sustainable futures worldwide. Their research underscores the transformative potential of centering local voices in environmental policy and action, highlighting the importance of collaboration and mutual respect in global efforts to protect the planet.