Driving Question:

How can I contribute to solving a problem in my local community?

Project Summary:

The Service Project “Emergency Box” focuses on improving emergency preparedness in the Township of Georgian Bay, Ontario, where many residents live far from hospitals and first responders. Through this project, Maya G. examines how remote communities face increased risks during medical emergencies due to long response times and limited access to life-saving equipment.

In this project, Maya G. investigates how the lack of nearby emergency services can lead to higher risks of fatalities and long-term health complications. Her proposed solution is the installation of community emergency boxes containing critical first-aid equipment such as an AED (defibrillator), EpiPens, naloxone for drug overdoses, snake bite kits, and other medical supplies. Maya has already taken concrete steps toward implementing this solution by writing and presenting a motion to the Township of Georgian Bay council, which has passed its first round of approval and is currently under review by staff.

A key component of the project is ensuring that these emergency boxes are strategically placed and accessible, with the first proposed location near Gibson Lake, where both road-access and water-access cottages could reach the equipment within minutes. Maya also emphasizes the importance of public awareness and education, explaining that community members must know where the boxes are located and how to use the equipment. Her long-term goal is to expand the initiative to more lakes across the township and potentially throughout Ontario, improving emergency response in remote communities.

Driving Question:

How can I communicate the results of my own study into the impacts of commercial whale watching on marine mammals to a scientific/non-scientific audience?

The Project: Cetacean Research & Scientific Communication

In response to the driving question, Shangrila X. developed a year-long mastery project titled “Everywhere and Nowhere,” exploring cetaceans and the relationship between marine mammal behavior and human activity. The project sits at the intersection of marine biology, behavioral science, and scientific communication, combining research, field experiences, and data analysis.

Through this work, Shangrila investigated how scientists study whale populations using tools such as photo identification, spatial data, and emerging technologies. A central focus of the project examined the behavioral impacts of commercial whale watching, particularly in the Salish Sea, while also exploring how these findings can be effectively communicated to different audiences.

The Design Goal

Working from a self-defined vision, the student aimed to design and conduct a research-informed study on the impacts of commercial whale watching, while developing multiple methods to communicate findings to both scientific and general audiences.

Creative Direction:
The project blended scientific research with storytelling and communication, translating complex marine science concepts into accessible formats.

Production Process:
Shangrila engaged in an iterative process of research, fieldwork, and skill-building. This included completing the Bigg’s 201 course with the Orca Behavior Institute, participating in field observations, and developing technical skills in GIS mapping and statistical analysis using R.

Final Outputs:
The project resulted in a research-informed body of work including data analysis (GIS maps and datasets), scientific writing, and exploratory communication formats aimed at both expert and public audiences.

Final Product: A Research & Communication Project

The Assessment:
A comprehensive mastery project combining marine research, spatial data analysis, and scientific communication, supported by documented coursework, field notes, and a process portfolio.

Academic Component:
Completion of the Bigg’s 201 course through the Orca Behavior Institute, alongside independent research into cetacean behavior, GIS analysis, and statistical exploration using R.

The Summative Reflection:
The student reflected on the challenges of conducting independent research in a complex and multi-perspective field. Through the process, Shangrila developed stronger critical thinking skills, particularly in questioning assumptions and engaging with scientific uncertainty. The project also strengthened confidence in both research and communication, highlighting the importance of making science accessible. Moving forward, Shangrila aims to deepen technical skills in data analysis while continuing to explore how marine science can inspire broader public understanding and conservation efforts.

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.

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.