Note: Proper footwear, rubber boots or closed toed shoes, is essential for students, teachers and parent volunteers to maximize the learning potential and related enjoyment of these programs.
PARENT VOLUNTEERS ARE REQUIRED FOR ALL PROGRAMS (1 adult for every 5 students).
Students will play a role in the food chain as it may occur on the Niagara Escarpment. Our version of the survival game shows the interdependence of all organisms within a local forest community. It examines food chains, food webs, and shows the concept of energy flow within an ecosystem. Students will experience both the struggle all organisms on the escarpment must go through, and the impact humans can have on wildlife populations, food chains, and ecosystems.
Students will participate in a map reading program building on skills learned as they venture through three progressively challenging levels of maps. Students will only advance after successful completion of each stage.
This interactive program is designed to move students through a series of stations: water turbine, wind turbine, calculate wattage used by home electrical appliances, solar panels, compare energy input/output of various types of light bulbs, in order to develop an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved. Alternative forms of energy, energy usage, and differences between non-renewable and renewable energy sources are all examined.
Students will develop an understanding of the effect of forces acting on different structures and mechanisms. Rotating through a series of interactive centres, students will investigate: air pressure, compression (using a vice) and tension (using elastics) use of multiple pulleys to lift weights, types of bridges (beam, arch, cantilever, suspension), and types of pillars and beams.
This program combines wayfaring (mapping), problem solving, and team work skills while role playing the life of a fur trader during the 1700’s. Students will be required to work together to find “furs” on our wayfaring course, trade their furs for “beaver” money at our fur exchange, then buy items from the trading post, that they will need to survive the winter. Which of your students will survive?