Experiential Education

Science Olympics
To stimulate creative thinking in a scientific arena and to inspire a collaborative approach to innovation.

Science World
To see and understand familiar exhibits with new eyes, by applying the science we learned this year.

Mummy Making
The mummy making activity is geared towards an understanding of very complicated death rituals so that they can be compared and contrasted with those of other developing civilizations, including that of our own. Developing an appreciation for cultural differences through experiential exploration and historical art gives the students a firm understanding of skill transference and the importance of collaboration with their peers.

Sea to Sky Gondola
This trip will cover the first nations perspective on the use of their land for commercial use, as well as the physics of the gondola and how it was built. Engineering for the real world. Students will take on the role of engineer, researcher and scientist in a program that challenges students to tackle 21st century problems with innovation and creativity. We will look into the different technologies and ventures that the Sea to Sky Gondola has utilized to keep operations sustainable and research ways in which we can continue to designing our operating systems such that they use energy and resources sustainability.

Civic Mirror

Boundary Bay
The Grade 10 trip to Boundary Bay focusses on the environment and looks at sustainability of systems. It helps the students examine the effects of solar radiation on the cycling of matter and energy with a focus on climate change. It also helps with their understanding of the carbon and nitrogen cycles and the impacts these cycles have on terrestrial and aquatic ecosystems.

Track and Field Organizers
Leadership development is important to everyone at Meadowridge. The grade 10’s role in this track meet is to organize, guide, and instruct the younger students (Grade 3 to 7) in their participation in a variety of track and field events. This is supported by the teachers, but the students take on a lead role and with a focus on developing communication and problem solving skills.

In English: the students work on their written tasks, watch films of their novels and work on curricular pieces.

In French: the students do their interactive oral assessment of which preparation includes watching a movie, for example Tanguy, followed by a debate, the students also participate in a French Public speaking competition and enjoy a crepe party.

Spanish students: do their interactive oral assessment which includes a listening-comprehension component and watching a video, for example Cobardes, which is then followed by a debate. Spanish ab initio students participate in Dance lessons or work on exam preparation.

Business students: work on their IA’s, watch video documentaries, study business concepts and case studies, and discuss TOK topics.

History students: work to understand Historiography, how historians determine what information is relevant; they learn to identify the components of a good essay, and spent time peer editing and using color coded to identify different parts of the essay. They also learn to identify and evaluate different types of historical sources, and participate in simulations and other collaborative tasks to provide students with a greater understanding of the historical context and significance of people in impacting the course of history.

In all the Sciences: students work on their IA laboratory work. In Biology, the students also do a North Forest Investigation for ecology. Math students work on labs and investigations, and do research and work on their IA’s.

In Theatre: students work on their four main Tasks: their Solo theatre piece, their Director’s notebook, their Research presentation and Collaborative project.

Art students: take the time to work on their projects, or they get to do an intensive study or they go out on a field trip (gallery, Museum of Anthropology, Emily Carr Graduate show).