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 improve earthquakes preparedness in Vancouver through collaboration and innovation?

Module Summary:

The teacher-led module “Quake Quest” explores the science, history, and societal impact of earthquakes in Vancouver and the surrounding region. Guided by the driving question, how can we improve earthquake preparedness in Vancouver through collaboration and innovation, students investigate the risks associated with seismic activity and the strategies communities use to prepare for and respond to natural disasters. The module emphasizes interdisciplinary learning, combining science, mathematics, history, and technology to better understand earthquake preparedness.

Throughout the module, students learn from guest speakers, field experiences, and hands-on investigations that deepen their understanding of earthquakes and disaster response. Students explore Indigenous knowledge through stories such as the Thunderbird and Whale, which help explain natural phenomena and preserve historical records of seismic events. They also receive training in emergency preparedness from Christine Bodnarchuk of the BC Earthquake Alliance, learning essential safety practices such as “Drop, Cover, and Hold On.” Additional speakers introduce topics including search-and-rescue operations with trained dogs, artificial intelligence in disaster response, and the role of satellite data in detecting ground movement after earthquakes.

Students also participate in experiential learning opportunities, including visits to local geological landmarks along the Sea-to-Sky corridor and the Museum of Anthropology, where they explore both the geological causes of earthquakes and their cultural and historical impacts. In their final assessments, students apply their learning by creating tabletop games that incorporate earthquake science and probability concepts, as well as developing AI-based proposals aimed at improving earthquake preparedness, response, and recovery. Through these projects, students demonstrate how collaboration, technology, and education can help communities better prepare for future seismic events.

Driving Question:

How can we understand the impact of equity and Canadian policies on the unhoused populations of Vancouver to propose new policies?

Module Summary:

The teacher-led module “Roof Rights” explores the challenges of housing affordability and homelessness in Vancouver. Guided by the driving question, how can we understand the impact of equity and Canadian policies on Vancouver’s homeless population in order to propose new policies, students investigate the social, economic, and political factors that shape housing access in the city. The module encourages learners to analyze real-world systems and develop policy-based solutions to address the housing and homelessness crisis.

Throughout the module, students conduct independent research, field visits, and discussions with experts to better understand the issue. Learners visit sites such as the Chinatown Foundation and East Hastings, where they observe initiatives focused on supporting unhoused individuals and revitalizing communities. They also explore other areas of Vancouver, including Deep Cove, to examine the contrast between neighborhoods with high livability and those facing significant housing challenges. These experiences help students understand how access to services, resources, and inclusive infrastructure shapes quality of life in urban environments.

Students also learn from guest speakers and researchers who share insights into homelessness, drug policy, and social support systems in Vancouver. Speakers include filmmaker Dominic Streeter, author Travis Lupick, and researcher Jing Xue, who discuss topics such as substance use, safe injection sites, and experimental housing initiatives. The module culminates with students developing policy proposals aimed at improving support systems for unhoused populations, addressing areas such as community centers, rehabilitation programs, mental health resources, and housing assistance.

This project taught me the importance of collaboration and using people as a resource. Because we were able to combine our skillsets, we could create a high-quality final product, which I do not think I would have been able to achieve alone. I learned a lot from this team project, including troubleshooting Premiere Pro and maintaining our sense of humor in stressful situations.

-Class of 2023 Student Dhruv G.

As a personal project this term, CM2 students Niko W. and Dhruv G. challenged themselves to develop a short documentary capturing the essence of how modules work at TGS, using the Mo-Botics module as an example. They set out to answer the following driving question: “How can we use documentary filmmaking to capture the essence of PBL at TGS?”

The pair investigated different aspects of documentary filmmaking and combined their prior experience and skillsets to storyboard, plan, and execute the film. They also used a combination of student interviews and shots from module excursions as the film’s backbone.

By dividing roles and putting in a substantial amount of post-production editing, they achieved a high-quality final product which they presented at the THINK Beyond showcase.

Getting into the field of robotics with little hardware knowledge was both challenging and exciting. I learned that I can find ways to implement existing knowledge into a new field and that there’s always room to lead my own learning experience if I work hard enough. My biggest takeaway is always approaching any new project with a positive, open, and flexible mindset.

-Class of 2023 Student Bido H.

Driving Question: How can I design and build a robot – inspired by Expo 2020 and the Mobility Pavilion – that performs an action to increase our quality of life?

Our project is an autonomous conservational technology system that aims to provide efficiency in agriculture. NutriBot goes around agricultural fields and senses its surrounding environment to measure moisture levels and the type of nutrients in the soil. It then uses this data to evaluate the minimum quantities of water and nutrients necessary to keep the soil healthy and sprays them in the targeted blocks. Implementing this system will make farmers no longer have to apply water or fertilizers across entire fields. NutriBot can conserve up to 40% of water already wasted in agriculture alongside nutrients due to human error and inefficiency.

Driving Question: How can I address some of the present threats to global health while promoting human rights and social progress?

Project Overview: In this module, students were introduced to the foundations of global health. They learned about basic concepts, measurements, and determinants of health, and a number of key perspectives for considering global health issues.

For her project, Estelle explored water scarcity in Honduras, which leads to a lack of basic sanitation and clean water for up to 1.8 million people. Non-communicable diseases in Honduras attributed to water cause a DALY rate of 4,540 per 100,000 people. Disease spreads through contaminated food and water tanks, and poor management, climate change, and political unrest worsen the issue.

Project Reflection: “Exploring the niche of environmental global health opened my mind to so many new areas of interest in this field.  I thoroughly enjoyed this module and felt like the skills will be very applicable to other modules.”

Driving Question: How can I address some of the present threats to global health while promoting human rights and social progress?

Project Description: My project is a policy brief about the Malaria situation in Congo. It includes its nature and magnitude, the most affected populations, the socio-economic consequences, and the potential solution to reduce the burden. The policy aims to convince the finance Minister of Congo to invest in solutions for Malaria.

Project Reflection: “I enjoyed hearing from my peers how the health care systems function in different countries. A challenge was writing in the concise and precise way required for the policy brief.” -Sofia W.

Driving Question: How might I use photomontage as a tool to foster socio-politic reflection?

What was your initial idea and what did you want to do/learn with this project?

I like to know what’s happening around the different corners of the world. Thus I read and watch a lot of the news. Then I thought: why don’t I make something out of it? That’s how I started it. It’s an ongoing project, and I’m mostly developing my research and multicultural literacy skills. Also, I have been improving my photoshop skills a lot, but it’s not my main focus.

Did your project development and change from your initial idea, if so how?

Initially, I did not know the topics I would work on; I just figured it out as I researched through newspapers and magazines. I also visited museums and memorials around different countries in Europe, which worked as an inspiration for some of my montages, which will be available next term.

What are your big takeaway lessons from this project?

It’s possible to transform a cabbage into a flower: raw and boring news can become interactive and interesting art pieces.

Driving Question: How can I learn about physics through designing and creating a Rube Goldberg Machine?

What was your final product?

My final product was a functioning Rube Goldberg Machine. A RGM is a machine that preforms a function with many pointless steps to get to it. In my case, my function was to feed my dogs. 

What are you passionate about that led you to choose this project?

I chose to do this project because I wanted to learn about basic physics laws and how they relate to everyday actions.

What do you hope people will get from looking at your page?

I hope people will watch the video of my machine and try to think about what physics it took to make it happen.

Did your project develop and change from your initial idea, if so how?

Although I always knew I wanted to make an RBM, the process changed quite a few times. Originally I was going to make it be vertical on a board, but after hours of failed attempts to make anything stick to the board, I decided to make it on a table instead. 

What are your big takeaway lessons from this project?

My biggest takeaway from this project is probably patience. It was very frustrating when every time I tried to run it something different would go wrong. I really had to persevere to complete this project.

Driving Question: How might we collaboratively implement a design-thinking process to meet the needs of the community we serve?

Explanation of Summative

Our summative product is the concept design and layout for an app designed to help households cut back on their domestic food waste by providing them with an interface to better manage the contents of their fridge, their dietary needs, and trips to the grocery store. The app would address some of the main reasons for domestic food waste that we identified – overbuying of food in general and poor storage of it in the house (i.e. forgetting about it in the fridge, letting it exceed its expiry date and having to throw it away, etc).

What were your goals for this module? How did you achieve them?

Our primary goal as a team was to learn how to collaborate effectively online, especially when deprived of the intimacy and information exchange of real human contact. Our meetings were casual yet productive, and we made the most of our situation by calling each other frequently in between to compensate for the lost opportunities we would have had if we were physically together. Another of our goals was to learn how to properly conduct interviews with users – we achieved this first by researching the nuances of good and bad interviews and then interviewing members of our families, the TGS community, etc.

What did you learn about yourself or about your creative process or about your medium?

A large part of our creative process had to do with accommodating various people in our team. This meant scheduling meetings, which included keeping in mind a distance of 7 hours between two of the members’ timezones. In another sense, though, this involved designating roles based on different people’s abilities and expertise, largely to do with technology and software design. Therefore, we learned the importance of using the strengths of the people on our team and assigning them to the areas that they’d be most effective in.

What did this project mean to you?

This project was meaningful in that it brought a group of us students together who didn’t necessarily interact very much outside of school before; it also taught our team much about the real nature of collaboration as something that can be both online and in person.