https://wiki.seriousplaylab.com/api.php?action=feedcontributions&feedformat=atom&user=Victorias 2026-11-12T13:09:38Z User contributions MediaWiki 1.38.2 https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5994 2024-12-01T23:12:10Z

<p>Victorias: /* Brief Overview */</p> <hr /> <div>=History=<br /> ==Economy==<br /> <br /> In analyzing the price increases from early 2020s to 2085, Canada’s inflation rate depicts a gradual, yet substantial increase in the cost of living, specifically the food sector, resulting from a combination of environmental, diplomatic and fiscal variables. Between mid 2020s to early 2030s, economic disruption was predominantly driven by mounting global tensions, and the lasting impacts of the COVID-19 pandemic. The 2040s - 2080s, however, are the leading cause of the heightened inflation rates, demonstrating a steady concern with commodity shortages escalated by an ongoing environmental crisis. <br /> <br /> Of particular concern is Toronto’s inflationary pressure, where the price of basic units like grapes has reached $31.60 per unit at the end of 2084. As a major metropolitan center, Toronto experiences inflation at a significantly higher rate in comparison to rural regions, the Prairies and Maritime provinces, largely due to its population density, supply relations, dependance on imports, elevated housing prices, and high demands. <br /> <br /> Like other industries, Toronto’s schools were not immune to the inflation rates that re-shaped Canada’s economic landscape. With the passing of the Agricultural Act on May 14th, 2085, the Ministry of Education pushed the integration of agricultural literacy across grade levels, from Kindergarten to Grade 12, and an increased number of agricultural specialization streams within college and university programs. These curricular alterations incurred considerable financial investments, affecting both education and the wider economy. <br /> <br /> A breakdown of educational and economic implications in the last 50+ years is provided below: <br /> <br /> '''2030 - 2039: Initial Economic Strain '''<br /> <br /> The 2030s represented a precursor to the greater issues that followed. By 2036, tariffs and trade restrictions began to narrow between food-exporting partners, like the United States. The decline in food supply pushed a dependency on agricultural production which failed to meet public demands, due to increasing environmental stresses. In education, food cafeteria meals and school-provided meal plans begin to increase in price. By 2039, the growing demand for grocery supply in stores, amid global tensions, began to push inflation above the 2% threshold, highlighting the start of prolonged economic difficulty. <br /> <br /> '''2040 - 2049: Effects of Climate Change '''<br /> <br /> In the 2040s, Canada saw its agricultural sector suffering from greater impacts in environmental stresses and climate change. With prolonged periods of droughts in regions of Southern Ontario, wildfires destroying crops and farmland in the regions of Alberta, and flooding disrupting harvests in the Prairies, shifted Toronto’s inflation in the food sector above the 3% threshold. In schools, meal prices spike even further and portion sizes are reduced to introduce cost-cutting measures. Schools are also forced to cut down on nutritional quality and variety of foods. <br /> <br /> '''2050 - 2059: Greater Effects of Climate Change '''<br /> <br /> The 2050s were a time of accelerating ecological decline. With the impacts of climate change, key agricultural regions like the American Midwest began to observe a noticeable shortage in crops. This scarcity of food, combined with the ongoing 2030s tariff barriers and tensions between Canada’s trading allies, caused a consistent spike in inflation throughout the decade. In particular, in 2053, American farmers saw erratic weather patterns with co-occurring episodes of extreme drought and hot temperatures. With agricultural production declining 17% that year, tariffs on harvest goods — grains, fruits and vegetables — resulted in a 5% inflation in Toronto markets. By 2057, North American trade partners continued facing inconsistency in weather patterns, with rising temperatures and shifts in precipitation. Many crops experienced both floods and dry periods, intensifying soil erosion, water stress and deteriorating the soil’s structural condition, salinity, acidity or alkalinity. By the end of the 2050s, very few food products were still being imported and traded into Canada, causing a 6.2% inflation in Toronto, and further geopolitical tensions compounding the economic strain. By 2059, the Canadian government had begun implementing subsidies and initiatives for local agricultural projects, in an attempt to create community-driven resources and combat supply chain difficulties. <br /> In schools, cafeteria and meal-plan prices skyrocket. Government intervention sends out subsidies to low-income families, to support students who cannot afford food costs. In Southern Ontario, Toronto schools also turn to community partnerships and local businesses for food donations and agricultural associations. <br /> <br /> '''2060 - 2069: Trade Wars'''<br /> <br /> In 2062, as Canada and the USA vied for dominance over scarce agronomical supplies, food costs spiked across both countries. Canada felt the widespread impacts of dry weather and increased drought periods in southern Ontario and the Prairie provinces, reducing corn and soybean yields by 23% between 2062-2065. As both nations disrupted trading and interrupted export/import relations, Canada faced retaliatory tariffs from the USA, on exports like canola oil, wheat, potatoes, and grain alcohols. These aggressive agro-political tensions became what was later called the “North American Trade Wars,” eventually rupturing the trading relationship between the two nations entirely in 2068. In schools, cafeteria and meal-plan prices continue to grow. <br /> <br /> '''2070 - 2079: Water Crisis'''<br /> <br /> Having discontinued its trading relations with the United States, Canada was now strictly dependent on its own agricultural yields. The 2070s, however, saw large impacts of water scarcity due to elevated temperatures and continued periods of drought in southern Ontario and the Prairies. Irrigation-dependent farming had become unsustainable, and water management ministries across Canada mismanaged the ecological crisis through poorly executed water allocation regulations. In Ontario, the MECP over-extracted 40% more water from key rivers and aquifers in 2074, in comparison to the sub 40% guidelines enforced at the beginning of the trade tensions in early 2030s. Moreover, inadequate financing of infrastructure and extraction equipment, specifically older models of reservoirs that proved difficult to adapt to shifting rainfall patterns and heightened water needs, further aggravated these problems. The crisis spiked increases in food costs, particularly grains, fruits and vegetables, meat and dairy products, which are all reliant on consistent water supply for growth. Toronto inflation rates rise 35% from 2070 to late 2079. <br /> <br /> With the discontinued trading relationships with the United States and the instability in economic conditions, Toronto’s Ministry of Education discontinues assisted meal-plan programs in schools. Cafeteria food becomes a privilege for the wealthier classes, further exacerbating disparities in access to food, and fueling inequalities in student provisions of essential resources. Additionally, curriculum would be modified to include a higher account of prioritization versus sustainability and water conservation techniques, particularly during science classes in P/J and J/I sectors, general science in grades 9 &amp; 10, as well as biology, chemistry and environmental studies in grades 11 and 12.<br /> <br /> '''2080 - 2085 Hyperinflation'''<br /> <br /> By 2080, the economic crisis in Canada was severe. Ongoing environmental troubles made growing crops challenging, as erratic co-existing periods of dry temperatures met intense cycles of rain. Trade disruptions continued to cause heightened shortages in food supply. The rising costs of food production and harvesting needs for an increased domestic demand, fueled hyperinflation, particularly in urban areas like Toronto. In 2085, food reached unprecedented costs, and with its rise, the city’s reorientation of urban living. Many Toronto residents shifted to increasingly self-sufficient means of living, such as urban farming, rooftop gardening and partaking in local agricultural programs. <br /> <br /> In response to the severe rates of inflation, the Canadian government passed the Agricultural Act on May 14th, 2085, as a means to educate children on the increasingly scarce accessibility to food. Recognizing the need for long-term solutions that required future generations to be equipped with skills and information necessary to address and correct food shortages, the Canadian education system was re-programmed to integrate sustainable agricultural techniques across all practices. <br /> <br /> '''Here are some examples of implemented curriculum changes: '''<br /> <br /> '''English''': Students read agricultural-themed novels and poems. Environmental criticism is a primary form of analysis used to annotate and understand texts. Students write essays on topics like sustainability, and discuss real-world problems like food security, shortages and environmental damage. <br /> <br /> '''Chemistry''': Students explore the pH of soil formation, fertilizers, and pest-killing solutions (pesticides, insecticides etc.). Titration labs can be applied to explore soil acidity and irrigation practices. <br /> <br /> '''Physical Education''': Students discuss the impact of nutrition, food scarcity, water shortage and accessibility to food in a world where inflation rates determine one’s dietary routines. Lessons would highlight the necessity of a nutrient-dense diet and daily hydration, while also informing students of strategies to maintain energy amidst environmental and financial challenges. Physical health and fitness components would involve hands-on activities like gardening, yet also frequent volunteering trips to local farms, and food plants, where students will provide their services to help plant, reap, pick, thresh, haul, cut, or water local crops. <br /> <br /> '''Math''': Students use data analysis to calculate and predict crop yields, estimate increase in production, calculate feed rations for livestock, study trends in food inflation, and use geometry to plan farming layouts or irrigation surfaces. <br /> <br /> In implementing agricultural literacy into the curriculum, the development of new textbooks, digital resources and materials was necessary to equip classrooms with the right tools to approach these changes. Additionally, teacher training programs were enforced to guarantee educators were prepared to teach various agricultural topics. Schools across Toronto were also retrofitted with rooms and facilities that sustain kinesthetic agronomic learning, specifically greenhouses, garden spaces, climate adaptation simulation labs, and agricultural tech machinery. Wealthier schools who could afford the inflated costs of the water crisis, also implemented hydroponic laboratories to teach students how to grow plants using water-based solutions. <br /> <br /> [[File:Inflation table.png|thumb|Table #1: Calculated as a 12-month percentage change between January of one year to the next using not seasonally adjusted the Consumer Price Index data from Statistics Canada]]<br /> <br /> <br /> '''Inflation Table (2030-2085)'''<br /> <br /> Table #1 illustrates the rate of inflation in Canada over the last 50+ years, detailing major economic declines and inflation rates from 2030 - 2085. Individual reflections of all-item inflation and specific inflationary rates within the food sector are provided. The inflation rate is calculated as a twelve-month percentile change in the Consumer Price Index (CPI).<br /> <br /> ==Environment==<br /> In 2085, the city of Toronto continued to grow into the most densely populated area of Ontario. The government has fully developed the city and phased out the local green spaces to make room for the abundance of people living in Toronto. Downtown highrises are now topped with greenspaces that house the personal gardens of city residents. After a typical workday, cars congest the main streets and civilians are crammed into subway cars. Outside the downtown Toronto area, green spaces have been preserved and rural communities have begun to thrive. There has been a rise in local farmers markets which have become the essential source for food for rural communities. Residential areas out of the city have also become spread out in clusters that revolve around the small town centers and schools. Smaller neighbourhoods have integrated farming into their backyards and communities have emphasized the value of parks and open fields. Farms are flourishing because of the positive support from the surrounding rural towns. <br /> Ontario’s climate within the past 40 years has been trending towards warmer temperatures and harsher conditions which make farming patterns more unpredictable than in the past. Summer weather has gotten warmer and the season continues on until early October. Spring and Autumn seasons have seen a rise in precipitation which has benefited farmers but flooding poses a challenge for farmers as it leads to soil erosion and run-off. Winters are shorter and warmer, which has been challenging for animals as it has affected their reproduction, hibernation, and migration periods. It has also affected the crops grown in Ontario as wheat becomes vulnerable in hot weather and fruit trees are affected by the late frosts (TO CITE).<br /> <br /> ==Education==<br /> ===Brief Overview===<br /> The education system evolved to accommodate changes in the environment. The Agriculture Act, passed in 2085, resulted in curricular and pedagogical shifts. Specifically, towards a focus in agriculture. Varying disciplines provide additional content, teaching children the basics of farming. Biology classes honed their ecology units, with a special emphasis on the care of plants. Students studied soil health and pH levels in chemistry, ensuring the perfect conditions for crop growth.<br /> Additional units were been implemented into the curriculum to educate children on farming. The youngest grades learned about the types of plants (different seeds, the kinds of fruits and vegetables that are grown, etc.), middle schoolers were educated on the farming process (fundamentals and how one goes about farming), while secondary students honed these lessons. Techniques were studied, as well as seasonal impacts (effects of colder weather, how to combat it, and how to deal with natural disasters like flooding and heat waves).<br /> High schools expanded their Specialist High Skills Major (SHSM) programs, with the vast majority of schools outside of Toronto including an agriculture SHSM. This program focuses on biology, farming, ecology, and agronomy. Guest speakers regularly visit schools, middle school and up, discussing their personal farming techniques and detailing the growth and harvest of specific crops. <br /> Parents in these communities were in favour of these changes, as farming became increasingly prominent in combatting corporate-driven inflation of food prices. There were further pushes for farming-focused curriculum and many parents considered home-schooling in conjunction with working the farm. The goal was to give young children a chance to experience this lifestyle, and the trade, earlier in life, with focuses on hands-on and play-based learning.<br /> <br /> ======Early Childhood Education======<br /> Rural and suburban children of the late 21st Century enjoyed the luxury of outdoor classrooms, and lessons, more so than that of city children. Moves were made throughout the Greater Toronto Area to incorporate agriculture into science, geography, and social sciences. These shifts, however, were not initially incorporated into the curriculum. Teachers took it upon themselves to educate children on the move towards self-harvesting. As a result, some textbooks became obsolete, certain teachers opting to revamp their whole pedagogies. Opportunities for hands-on learning varied from teacher to teacher, some schools having space for their very own small-scale crops, while others managed visits to nearby farms. Students became fully immersed in the agricultural environment, bridging traditional scientific teachings with ones relevant to the times. <br /> <br /> [[File:Language arts inflation picture.png|thumb|Example #2 : Worksheet for Gr. 9-10 English ]]<br /> City children, unfortunately, were not afforded this kind of education up until the 22nd century. Toronto itself was limited in terms of agricultural and farming opportunities. Children, therefore, experienced limited education in these realms as well. Unable to obtain the hands-on experience of the suburban and rural child, families began moving to larger plots of land, attempting to provide their children homegrown goods, and homeschool education of such disciplines. <br /> <br /> The use of technology, which was at the forefront of 21st Century education, began to dwindle. Artificial Intelligence (AI) was once thought to be the future of education. Some hypothesized that schooling would shift entirely, solely using AI. Yet, the rising food costs, and the decisions of those in rural areas to take supporting their community (and communities nearby) into their own hands, resulted in the nullification of this hypothesis. AI was once again a mere tool, not a threat, whereby one could identify seeds and saplings, soil PH levels, and accurately inform farmers on weather patterns. Students began using AI at a young age, to aid their farming. The result was flourishing crops year-round, through a better understanding of climate, geography, and the crops themselves. <br /> <br /> Currently, moves are being made to widen the accessibility of homegrown goods and ensure children are educated on new job opportunities within agriculture, agronomy, and horticulture.<br /> <br /> [[File:Cattle farm math worksheet.png|thumb|Example #1 : Worksheet for Gr. 11 math ]]<br /> <br /> ======University======<br /> <br /> In 2085, universities in Toronto remained largely familiar, with lecture halls, research labs, and student centers, but subtle shifts reflect the times. With the Agricultural Act prioritizing food education, science courses now integrate agronomy and urban farming into their curriculums. Botany labs include hands-on lessons in hydroponics, while chemistry classes analyze soil composition. Rooftop gardens are standard features, blending practicality with sustainability.<br /> <br /> Although traditional degree programs like engineering, medicine, and business remain popular, there’s a growing emphasis on fields connected to agriculture and self-reliance. Environmental science courses increasingly explore sustainable farming methods, while economics programs analyze the impacts of food inflation and monopolization. Even humanities departments engage with the Agricultural Movement, offering courses on the cultural and historical impacts of food scarcity. <br /> <br /> Despite these changes, the university environment feels familiar. Students still gather in libraries, and have to write exams. But they’re also increasingly aware of how their education connects to broader societal challenges. Food-related student initiatives, like campus farmers’ markets and co-op gardening projects, have become as common as intramural sports or debate clubs. As a result of this increased exposure to farming, more students are interested in exploring farming as a career after university. <br /> <br /> Financially, universities prioritize funding for agricultural research and sustainability projects, but this focus hasn’t upended the balance of education. Programs unrelated to agriculture continue to thrive, and career aspirations remain mostly diverse. The difference is a heightened awareness among students: learning how to grow food isn’t just a niche interest—it’s a useful life skill.<br /> <br /> For most, these changes feel practical rather than revolutionary. Growing a plant in a science class or volunteering in the campus garden may not seem transformative, but in a world where grocery prices are so extreme, these small shifts ensure that the next generation is better equipped to navigate an uncertain future.<br /> <br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==<br /> [[Timothy &quot;Timmy&quot; Smith]]<br /> <br /> [[Elena Smith]]<br /> <br /> [[Kurt the Farmer]]<br /> <br /> [[Ethan]]<br /> <br /> [[Steph]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5993 2024-12-01T23:12:01Z

<p>Victorias: /* Brief Overview */</p> <hr /> <div>=History=<br /> ==Economy==<br /> <br /> In analyzing the price increases from early 2020s to 2085, Canada’s inflation rate depicts a gradual, yet substantial increase in the cost of living, specifically the food sector, resulting from a combination of environmental, diplomatic and fiscal variables. Between mid 2020s to early 2030s, economic disruption was predominantly driven by mounting global tensions, and the lasting impacts of the COVID-19 pandemic. The 2040s - 2080s, however, are the leading cause of the heightened inflation rates, demonstrating a steady concern with commodity shortages escalated by an ongoing environmental crisis. <br /> <br /> Of particular concern is Toronto’s inflationary pressure, where the price of basic units like grapes has reached $31.60 per unit at the end of 2084. As a major metropolitan center, Toronto experiences inflation at a significantly higher rate in comparison to rural regions, the Prairies and Maritime provinces, largely due to its population density, supply relations, dependance on imports, elevated housing prices, and high demands. <br /> <br /> Like other industries, Toronto’s schools were not immune to the inflation rates that re-shaped Canada’s economic landscape. With the passing of the Agricultural Act on May 14th, 2085, the Ministry of Education pushed the integration of agricultural literacy across grade levels, from Kindergarten to Grade 12, and an increased number of agricultural specialization streams within college and university programs. These curricular alterations incurred considerable financial investments, affecting both education and the wider economy. <br /> <br /> A breakdown of educational and economic implications in the last 50+ years is provided below: <br /> <br /> '''2030 - 2039: Initial Economic Strain '''<br /> <br /> The 2030s represented a precursor to the greater issues that followed. By 2036, tariffs and trade restrictions began to narrow between food-exporting partners, like the United States. The decline in food supply pushed a dependency on agricultural production which failed to meet public demands, due to increasing environmental stresses. In education, food cafeteria meals and school-provided meal plans begin to increase in price. By 2039, the growing demand for grocery supply in stores, amid global tensions, began to push inflation above the 2% threshold, highlighting the start of prolonged economic difficulty. <br /> <br /> '''2040 - 2049: Effects of Climate Change '''<br /> <br /> In the 2040s, Canada saw its agricultural sector suffering from greater impacts in environmental stresses and climate change. With prolonged periods of droughts in regions of Southern Ontario, wildfires destroying crops and farmland in the regions of Alberta, and flooding disrupting harvests in the Prairies, shifted Toronto’s inflation in the food sector above the 3% threshold. In schools, meal prices spike even further and portion sizes are reduced to introduce cost-cutting measures. Schools are also forced to cut down on nutritional quality and variety of foods. <br /> <br /> '''2050 - 2059: Greater Effects of Climate Change '''<br /> <br /> The 2050s were a time of accelerating ecological decline. With the impacts of climate change, key agricultural regions like the American Midwest began to observe a noticeable shortage in crops. This scarcity of food, combined with the ongoing 2030s tariff barriers and tensions between Canada’s trading allies, caused a consistent spike in inflation throughout the decade. In particular, in 2053, American farmers saw erratic weather patterns with co-occurring episodes of extreme drought and hot temperatures. With agricultural production declining 17% that year, tariffs on harvest goods — grains, fruits and vegetables — resulted in a 5% inflation in Toronto markets. By 2057, North American trade partners continued facing inconsistency in weather patterns, with rising temperatures and shifts in precipitation. Many crops experienced both floods and dry periods, intensifying soil erosion, water stress and deteriorating the soil’s structural condition, salinity, acidity or alkalinity. By the end of the 2050s, very few food products were still being imported and traded into Canada, causing a 6.2% inflation in Toronto, and further geopolitical tensions compounding the economic strain. By 2059, the Canadian government had begun implementing subsidies and initiatives for local agricultural projects, in an attempt to create community-driven resources and combat supply chain difficulties. <br /> In schools, cafeteria and meal-plan prices skyrocket. Government intervention sends out subsidies to low-income families, to support students who cannot afford food costs. In Southern Ontario, Toronto schools also turn to community partnerships and local businesses for food donations and agricultural associations. <br /> <br /> '''2060 - 2069: Trade Wars'''<br /> <br /> In 2062, as Canada and the USA vied for dominance over scarce agronomical supplies, food costs spiked across both countries. Canada felt the widespread impacts of dry weather and increased drought periods in southern Ontario and the Prairie provinces, reducing corn and soybean yields by 23% between 2062-2065. As both nations disrupted trading and interrupted export/import relations, Canada faced retaliatory tariffs from the USA, on exports like canola oil, wheat, potatoes, and grain alcohols. These aggressive agro-political tensions became what was later called the “North American Trade Wars,” eventually rupturing the trading relationship between the two nations entirely in 2068. In schools, cafeteria and meal-plan prices continue to grow. <br /> <br /> '''2070 - 2079: Water Crisis'''<br /> <br /> Having discontinued its trading relations with the United States, Canada was now strictly dependent on its own agricultural yields. The 2070s, however, saw large impacts of water scarcity due to elevated temperatures and continued periods of drought in southern Ontario and the Prairies. Irrigation-dependent farming had become unsustainable, and water management ministries across Canada mismanaged the ecological crisis through poorly executed water allocation regulations. In Ontario, the MECP over-extracted 40% more water from key rivers and aquifers in 2074, in comparison to the sub 40% guidelines enforced at the beginning of the trade tensions in early 2030s. Moreover, inadequate financing of infrastructure and extraction equipment, specifically older models of reservoirs that proved difficult to adapt to shifting rainfall patterns and heightened water needs, further aggravated these problems. The crisis spiked increases in food costs, particularly grains, fruits and vegetables, meat and dairy products, which are all reliant on consistent water supply for growth. Toronto inflation rates rise 35% from 2070 to late 2079. <br /> <br /> With the discontinued trading relationships with the United States and the instability in economic conditions, Toronto’s Ministry of Education discontinues assisted meal-plan programs in schools. Cafeteria food becomes a privilege for the wealthier classes, further exacerbating disparities in access to food, and fueling inequalities in student provisions of essential resources. Additionally, curriculum would be modified to include a higher account of prioritization versus sustainability and water conservation techniques, particularly during science classes in P/J and J/I sectors, general science in grades 9 &amp; 10, as well as biology, chemistry and environmental studies in grades 11 and 12.<br /> <br /> '''2080 - 2085 Hyperinflation'''<br /> <br /> By 2080, the economic crisis in Canada was severe. Ongoing environmental troubles made growing crops challenging, as erratic co-existing periods of dry temperatures met intense cycles of rain. Trade disruptions continued to cause heightened shortages in food supply. The rising costs of food production and harvesting needs for an increased domestic demand, fueled hyperinflation, particularly in urban areas like Toronto. In 2085, food reached unprecedented costs, and with its rise, the city’s reorientation of urban living. Many Toronto residents shifted to increasingly self-sufficient means of living, such as urban farming, rooftop gardening and partaking in local agricultural programs. <br /> <br /> In response to the severe rates of inflation, the Canadian government passed the Agricultural Act on May 14th, 2085, as a means to educate children on the increasingly scarce accessibility to food. Recognizing the need for long-term solutions that required future generations to be equipped with skills and information necessary to address and correct food shortages, the Canadian education system was re-programmed to integrate sustainable agricultural techniques across all practices. <br /> <br /> '''Here are some examples of implemented curriculum changes: '''<br /> <br /> '''English''': Students read agricultural-themed novels and poems. Environmental criticism is a primary form of analysis used to annotate and understand texts. Students write essays on topics like sustainability, and discuss real-world problems like food security, shortages and environmental damage. <br /> <br /> '''Chemistry''': Students explore the pH of soil formation, fertilizers, and pest-killing solutions (pesticides, insecticides etc.). Titration labs can be applied to explore soil acidity and irrigation practices. <br /> <br /> '''Physical Education''': Students discuss the impact of nutrition, food scarcity, water shortage and accessibility to food in a world where inflation rates determine one’s dietary routines. Lessons would highlight the necessity of a nutrient-dense diet and daily hydration, while also informing students of strategies to maintain energy amidst environmental and financial challenges. Physical health and fitness components would involve hands-on activities like gardening, yet also frequent volunteering trips to local farms, and food plants, where students will provide their services to help plant, reap, pick, thresh, haul, cut, or water local crops. <br /> <br /> '''Math''': Students use data analysis to calculate and predict crop yields, estimate increase in production, calculate feed rations for livestock, study trends in food inflation, and use geometry to plan farming layouts or irrigation surfaces. <br /> <br /> In implementing agricultural literacy into the curriculum, the development of new textbooks, digital resources and materials was necessary to equip classrooms with the right tools to approach these changes. Additionally, teacher training programs were enforced to guarantee educators were prepared to teach various agricultural topics. Schools across Toronto were also retrofitted with rooms and facilities that sustain kinesthetic agronomic learning, specifically greenhouses, garden spaces, climate adaptation simulation labs, and agricultural tech machinery. Wealthier schools who could afford the inflated costs of the water crisis, also implemented hydroponic laboratories to teach students how to grow plants using water-based solutions. <br /> <br /> [[File:Inflation table.png|thumb|Table #1: Calculated as a 12-month percentage change between January of one year to the next using not seasonally adjusted the Consumer Price Index data from Statistics Canada]]<br /> <br /> <br /> '''Inflation Table (2030-2085)'''<br /> <br /> Table #1 illustrates the rate of inflation in Canada over the last 50+ years, detailing major economic declines and inflation rates from 2030 - 2085. Individual reflections of all-item inflation and specific inflationary rates within the food sector are provided. The inflation rate is calculated as a twelve-month percentile change in the Consumer Price Index (CPI).<br /> <br /> ==Environment==<br /> In 2085, the city of Toronto continued to grow into the most densely populated area of Ontario. The government has fully developed the city and phased out the local green spaces to make room for the abundance of people living in Toronto. Downtown highrises are now topped with greenspaces that house the personal gardens of city residents. After a typical workday, cars congest the main streets and civilians are crammed into subway cars. Outside the downtown Toronto area, green spaces have been preserved and rural communities have begun to thrive. There has been a rise in local farmers markets which have become the essential source for food for rural communities. Residential areas out of the city have also become spread out in clusters that revolve around the small town centers and schools. Smaller neighbourhoods have integrated farming into their backyards and communities have emphasized the value of parks and open fields. Farms are flourishing because of the positive support from the surrounding rural towns. <br /> Ontario’s climate within the past 40 years has been trending towards warmer temperatures and harsher conditions which make farming patterns more unpredictable than in the past. Summer weather has gotten warmer and the season continues on until early October. Spring and Autumn seasons have seen a rise in precipitation which has benefited farmers but flooding poses a challenge for farmers as it leads to soil erosion and run-off. Winters are shorter and warmer, which has been challenging for animals as it has affected their reproduction, hibernation, and migration periods. It has also affected the crops grown in Ontario as wheat becomes vulnerable in hot weather and fruit trees are affected by the late frosts (TO CITE).<br /> <br /> ==Education==<br /> ====Brief Overview====<br /> The education system evolved to accommodate changes in the environment. The Agriculture Act, passed in 2085, resulted in curricular and pedagogical shifts. Specifically, towards a focus in agriculture. Varying disciplines provide additional content, teaching children the basics of farming. Biology classes honed their ecology units, with a special emphasis on the care of plants. Students studied soil health and pH levels in chemistry, ensuring the perfect conditions for crop growth.<br /> Additional units were been implemented into the curriculum to educate children on farming. The youngest grades learned about the types of plants (different seeds, the kinds of fruits and vegetables that are grown, etc.), middle schoolers were educated on the farming process (fundamentals and how one goes about farming), while secondary students honed these lessons. Techniques were studied, as well as seasonal impacts (effects of colder weather, how to combat it, and how to deal with natural disasters like flooding and heat waves).<br /> High schools expanded their Specialist High Skills Major (SHSM) programs, with the vast majority of schools outside of Toronto including an agriculture SHSM. This program focuses on biology, farming, ecology, and agronomy. Guest speakers regularly visit schools, middle school and up, discussing their personal farming techniques and detailing the growth and harvest of specific crops. <br /> Parents in these communities were in favour of these changes, as farming became increasingly prominent in combatting corporate-driven inflation of food prices. There were further pushes for farming-focused curriculum and many parents considered home-schooling in conjunction with working the farm. The goal was to give young children a chance to experience this lifestyle, and the trade, earlier in life, with focuses on hands-on and play-based learning.<br /> <br /> ======Early Childhood Education======<br /> Rural and suburban children of the late 21st Century enjoyed the luxury of outdoor classrooms, and lessons, more so than that of city children. Moves were made throughout the Greater Toronto Area to incorporate agriculture into science, geography, and social sciences. These shifts, however, were not initially incorporated into the curriculum. Teachers took it upon themselves to educate children on the move towards self-harvesting. As a result, some textbooks became obsolete, certain teachers opting to revamp their whole pedagogies. Opportunities for hands-on learning varied from teacher to teacher, some schools having space for their very own small-scale crops, while others managed visits to nearby farms. Students became fully immersed in the agricultural environment, bridging traditional scientific teachings with ones relevant to the times. <br /> <br /> [[File:Language arts inflation picture.png|thumb|Example #2 : Worksheet for Gr. 9-10 English ]]<br /> City children, unfortunately, were not afforded this kind of education up until the 22nd century. Toronto itself was limited in terms of agricultural and farming opportunities. Children, therefore, experienced limited education in these realms as well. Unable to obtain the hands-on experience of the suburban and rural child, families began moving to larger plots of land, attempting to provide their children homegrown goods, and homeschool education of such disciplines. <br /> <br /> The use of technology, which was at the forefront of 21st Century education, began to dwindle. Artificial Intelligence (AI) was once thought to be the future of education. Some hypothesized that schooling would shift entirely, solely using AI. Yet, the rising food costs, and the decisions of those in rural areas to take supporting their community (and communities nearby) into their own hands, resulted in the nullification of this hypothesis. AI was once again a mere tool, not a threat, whereby one could identify seeds and saplings, soil PH levels, and accurately inform farmers on weather patterns. Students began using AI at a young age, to aid their farming. The result was flourishing crops year-round, through a better understanding of climate, geography, and the crops themselves. <br /> <br /> Currently, moves are being made to widen the accessibility of homegrown goods and ensure children are educated on new job opportunities within agriculture, agronomy, and horticulture.<br /> <br /> [[File:Cattle farm math worksheet.png|thumb|Example #1 : Worksheet for Gr. 11 math ]]<br /> <br /> ======University======<br /> <br /> In 2085, universities in Toronto remained largely familiar, with lecture halls, research labs, and student centers, but subtle shifts reflect the times. With the Agricultural Act prioritizing food education, science courses now integrate agronomy and urban farming into their curriculums. Botany labs include hands-on lessons in hydroponics, while chemistry classes analyze soil composition. Rooftop gardens are standard features, blending practicality with sustainability.<br /> <br /> Although traditional degree programs like engineering, medicine, and business remain popular, there’s a growing emphasis on fields connected to agriculture and self-reliance. Environmental science courses increasingly explore sustainable farming methods, while economics programs analyze the impacts of food inflation and monopolization. Even humanities departments engage with the Agricultural Movement, offering courses on the cultural and historical impacts of food scarcity. <br /> <br /> Despite these changes, the university environment feels familiar. Students still gather in libraries, and have to write exams. But they’re also increasingly aware of how their education connects to broader societal challenges. Food-related student initiatives, like campus farmers’ markets and co-op gardening projects, have become as common as intramural sports or debate clubs. As a result of this increased exposure to farming, more students are interested in exploring farming as a career after university. <br /> <br /> Financially, universities prioritize funding for agricultural research and sustainability projects, but this focus hasn’t upended the balance of education. Programs unrelated to agriculture continue to thrive, and career aspirations remain mostly diverse. The difference is a heightened awareness among students: learning how to grow food isn’t just a niche interest—it’s a useful life skill.<br /> <br /> For most, these changes feel practical rather than revolutionary. Growing a plant in a science class or volunteering in the campus garden may not seem transformative, but in a world where grocery prices are so extreme, these small shifts ensure that the next generation is better equipped to navigate an uncertain future.<br /> <br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==<br /> [[Timothy &quot;Timmy&quot; Smith]]<br /> <br /> [[Elena Smith]]<br /> <br /> [[Kurt the Farmer]]<br /> <br /> [[Ethan]]<br /> <br /> [[Steph]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5992 2024-12-01T23:11:51Z

<p>Victorias: /* Brief Overview */</p> <hr /> <div>=History=<br /> ==Economy==<br /> <br /> In analyzing the price increases from early 2020s to 2085, Canada’s inflation rate depicts a gradual, yet substantial increase in the cost of living, specifically the food sector, resulting from a combination of environmental, diplomatic and fiscal variables. Between mid 2020s to early 2030s, economic disruption was predominantly driven by mounting global tensions, and the lasting impacts of the COVID-19 pandemic. The 2040s - 2080s, however, are the leading cause of the heightened inflation rates, demonstrating a steady concern with commodity shortages escalated by an ongoing environmental crisis. <br /> <br /> Of particular concern is Toronto’s inflationary pressure, where the price of basic units like grapes has reached $31.60 per unit at the end of 2084. As a major metropolitan center, Toronto experiences inflation at a significantly higher rate in comparison to rural regions, the Prairies and Maritime provinces, largely due to its population density, supply relations, dependance on imports, elevated housing prices, and high demands. <br /> <br /> Like other industries, Toronto’s schools were not immune to the inflation rates that re-shaped Canada’s economic landscape. With the passing of the Agricultural Act on May 14th, 2085, the Ministry of Education pushed the integration of agricultural literacy across grade levels, from Kindergarten to Grade 12, and an increased number of agricultural specialization streams within college and university programs. These curricular alterations incurred considerable financial investments, affecting both education and the wider economy. <br /> <br /> A breakdown of educational and economic implications in the last 50+ years is provided below: <br /> <br /> '''2030 - 2039: Initial Economic Strain '''<br /> <br /> The 2030s represented a precursor to the greater issues that followed. By 2036, tariffs and trade restrictions began to narrow between food-exporting partners, like the United States. The decline in food supply pushed a dependency on agricultural production which failed to meet public demands, due to increasing environmental stresses. In education, food cafeteria meals and school-provided meal plans begin to increase in price. By 2039, the growing demand for grocery supply in stores, amid global tensions, began to push inflation above the 2% threshold, highlighting the start of prolonged economic difficulty. <br /> <br /> '''2040 - 2049: Effects of Climate Change '''<br /> <br /> In the 2040s, Canada saw its agricultural sector suffering from greater impacts in environmental stresses and climate change. With prolonged periods of droughts in regions of Southern Ontario, wildfires destroying crops and farmland in the regions of Alberta, and flooding disrupting harvests in the Prairies, shifted Toronto’s inflation in the food sector above the 3% threshold. In schools, meal prices spike even further and portion sizes are reduced to introduce cost-cutting measures. Schools are also forced to cut down on nutritional quality and variety of foods. <br /> <br /> '''2050 - 2059: Greater Effects of Climate Change '''<br /> <br /> The 2050s were a time of accelerating ecological decline. With the impacts of climate change, key agricultural regions like the American Midwest began to observe a noticeable shortage in crops. This scarcity of food, combined with the ongoing 2030s tariff barriers and tensions between Canada’s trading allies, caused a consistent spike in inflation throughout the decade. In particular, in 2053, American farmers saw erratic weather patterns with co-occurring episodes of extreme drought and hot temperatures. With agricultural production declining 17% that year, tariffs on harvest goods — grains, fruits and vegetables — resulted in a 5% inflation in Toronto markets. By 2057, North American trade partners continued facing inconsistency in weather patterns, with rising temperatures and shifts in precipitation. Many crops experienced both floods and dry periods, intensifying soil erosion, water stress and deteriorating the soil’s structural condition, salinity, acidity or alkalinity. By the end of the 2050s, very few food products were still being imported and traded into Canada, causing a 6.2% inflation in Toronto, and further geopolitical tensions compounding the economic strain. By 2059, the Canadian government had begun implementing subsidies and initiatives for local agricultural projects, in an attempt to create community-driven resources and combat supply chain difficulties. <br /> In schools, cafeteria and meal-plan prices skyrocket. Government intervention sends out subsidies to low-income families, to support students who cannot afford food costs. In Southern Ontario, Toronto schools also turn to community partnerships and local businesses for food donations and agricultural associations. <br /> <br /> '''2060 - 2069: Trade Wars'''<br /> <br /> In 2062, as Canada and the USA vied for dominance over scarce agronomical supplies, food costs spiked across both countries. Canada felt the widespread impacts of dry weather and increased drought periods in southern Ontario and the Prairie provinces, reducing corn and soybean yields by 23% between 2062-2065. As both nations disrupted trading and interrupted export/import relations, Canada faced retaliatory tariffs from the USA, on exports like canola oil, wheat, potatoes, and grain alcohols. These aggressive agro-political tensions became what was later called the “North American Trade Wars,” eventually rupturing the trading relationship between the two nations entirely in 2068. In schools, cafeteria and meal-plan prices continue to grow. <br /> <br /> '''2070 - 2079: Water Crisis'''<br /> <br /> Having discontinued its trading relations with the United States, Canada was now strictly dependent on its own agricultural yields. The 2070s, however, saw large impacts of water scarcity due to elevated temperatures and continued periods of drought in southern Ontario and the Prairies. Irrigation-dependent farming had become unsustainable, and water management ministries across Canada mismanaged the ecological crisis through poorly executed water allocation regulations. In Ontario, the MECP over-extracted 40% more water from key rivers and aquifers in 2074, in comparison to the sub 40% guidelines enforced at the beginning of the trade tensions in early 2030s. Moreover, inadequate financing of infrastructure and extraction equipment, specifically older models of reservoirs that proved difficult to adapt to shifting rainfall patterns and heightened water needs, further aggravated these problems. The crisis spiked increases in food costs, particularly grains, fruits and vegetables, meat and dairy products, which are all reliant on consistent water supply for growth. Toronto inflation rates rise 35% from 2070 to late 2079. <br /> <br /> With the discontinued trading relationships with the United States and the instability in economic conditions, Toronto’s Ministry of Education discontinues assisted meal-plan programs in schools. Cafeteria food becomes a privilege for the wealthier classes, further exacerbating disparities in access to food, and fueling inequalities in student provisions of essential resources. Additionally, curriculum would be modified to include a higher account of prioritization versus sustainability and water conservation techniques, particularly during science classes in P/J and J/I sectors, general science in grades 9 &amp; 10, as well as biology, chemistry and environmental studies in grades 11 and 12.<br /> <br /> '''2080 - 2085 Hyperinflation'''<br /> <br /> By 2080, the economic crisis in Canada was severe. Ongoing environmental troubles made growing crops challenging, as erratic co-existing periods of dry temperatures met intense cycles of rain. Trade disruptions continued to cause heightened shortages in food supply. The rising costs of food production and harvesting needs for an increased domestic demand, fueled hyperinflation, particularly in urban areas like Toronto. In 2085, food reached unprecedented costs, and with its rise, the city’s reorientation of urban living. Many Toronto residents shifted to increasingly self-sufficient means of living, such as urban farming, rooftop gardening and partaking in local agricultural programs. <br /> <br /> In response to the severe rates of inflation, the Canadian government passed the Agricultural Act on May 14th, 2085, as a means to educate children on the increasingly scarce accessibility to food. Recognizing the need for long-term solutions that required future generations to be equipped with skills and information necessary to address and correct food shortages, the Canadian education system was re-programmed to integrate sustainable agricultural techniques across all practices. <br /> <br /> '''Here are some examples of implemented curriculum changes: '''<br /> <br /> '''English''': Students read agricultural-themed novels and poems. Environmental criticism is a primary form of analysis used to annotate and understand texts. Students write essays on topics like sustainability, and discuss real-world problems like food security, shortages and environmental damage. <br /> <br /> '''Chemistry''': Students explore the pH of soil formation, fertilizers, and pest-killing solutions (pesticides, insecticides etc.). Titration labs can be applied to explore soil acidity and irrigation practices. <br /> <br /> '''Physical Education''': Students discuss the impact of nutrition, food scarcity, water shortage and accessibility to food in a world where inflation rates determine one’s dietary routines. Lessons would highlight the necessity of a nutrient-dense diet and daily hydration, while also informing students of strategies to maintain energy amidst environmental and financial challenges. Physical health and fitness components would involve hands-on activities like gardening, yet also frequent volunteering trips to local farms, and food plants, where students will provide their services to help plant, reap, pick, thresh, haul, cut, or water local crops. <br /> <br /> '''Math''': Students use data analysis to calculate and predict crop yields, estimate increase in production, calculate feed rations for livestock, study trends in food inflation, and use geometry to plan farming layouts or irrigation surfaces. <br /> <br /> In implementing agricultural literacy into the curriculum, the development of new textbooks, digital resources and materials was necessary to equip classrooms with the right tools to approach these changes. Additionally, teacher training programs were enforced to guarantee educators were prepared to teach various agricultural topics. Schools across Toronto were also retrofitted with rooms and facilities that sustain kinesthetic agronomic learning, specifically greenhouses, garden spaces, climate adaptation simulation labs, and agricultural tech machinery. Wealthier schools who could afford the inflated costs of the water crisis, also implemented hydroponic laboratories to teach students how to grow plants using water-based solutions. <br /> <br /> [[File:Inflation table.png|thumb|Table #1: Calculated as a 12-month percentage change between January of one year to the next using not seasonally adjusted the Consumer Price Index data from Statistics Canada]]<br /> <br /> <br /> '''Inflation Table (2030-2085)'''<br /> <br /> Table #1 illustrates the rate of inflation in Canada over the last 50+ years, detailing major economic declines and inflation rates from 2030 - 2085. Individual reflections of all-item inflation and specific inflationary rates within the food sector are provided. The inflation rate is calculated as a twelve-month percentile change in the Consumer Price Index (CPI).<br /> <br /> ==Environment==<br /> In 2085, the city of Toronto continued to grow into the most densely populated area of Ontario. The government has fully developed the city and phased out the local green spaces to make room for the abundance of people living in Toronto. Downtown highrises are now topped with greenspaces that house the personal gardens of city residents. After a typical workday, cars congest the main streets and civilians are crammed into subway cars. Outside the downtown Toronto area, green spaces have been preserved and rural communities have begun to thrive. There has been a rise in local farmers markets which have become the essential source for food for rural communities. Residential areas out of the city have also become spread out in clusters that revolve around the small town centers and schools. Smaller neighbourhoods have integrated farming into their backyards and communities have emphasized the value of parks and open fields. Farms are flourishing because of the positive support from the surrounding rural towns. <br /> Ontario’s climate within the past 40 years has been trending towards warmer temperatures and harsher conditions which make farming patterns more unpredictable than in the past. Summer weather has gotten warmer and the season continues on until early October. Spring and Autumn seasons have seen a rise in precipitation which has benefited farmers but flooding poses a challenge for farmers as it leads to soil erosion and run-off. Winters are shorter and warmer, which has been challenging for animals as it has affected their reproduction, hibernation, and migration periods. It has also affected the crops grown in Ontario as wheat becomes vulnerable in hot weather and fruit trees are affected by the late frosts (TO CITE).<br /> <br /> ==Education==<br /> =====Brief Overview=====<br /> The education system evolved to accommodate changes in the environment. The Agriculture Act, passed in 2085, resulted in curricular and pedagogical shifts. Specifically, towards a focus in agriculture. Varying disciplines provide additional content, teaching children the basics of farming. Biology classes honed their ecology units, with a special emphasis on the care of plants. Students studied soil health and pH levels in chemistry, ensuring the perfect conditions for crop growth.<br /> Additional units were been implemented into the curriculum to educate children on farming. The youngest grades learned about the types of plants (different seeds, the kinds of fruits and vegetables that are grown, etc.), middle schoolers were educated on the farming process (fundamentals and how one goes about farming), while secondary students honed these lessons. Techniques were studied, as well as seasonal impacts (effects of colder weather, how to combat it, and how to deal with natural disasters like flooding and heat waves).<br /> High schools expanded their Specialist High Skills Major (SHSM) programs, with the vast majority of schools outside of Toronto including an agriculture SHSM. This program focuses on biology, farming, ecology, and agronomy. Guest speakers regularly visit schools, middle school and up, discussing their personal farming techniques and detailing the growth and harvest of specific crops. <br /> Parents in these communities were in favour of these changes, as farming became increasingly prominent in combatting corporate-driven inflation of food prices. There were further pushes for farming-focused curriculum and many parents considered home-schooling in conjunction with working the farm. The goal was to give young children a chance to experience this lifestyle, and the trade, earlier in life, with focuses on hands-on and play-based learning.<br /> <br /> ======Early Childhood Education======<br /> Rural and suburban children of the late 21st Century enjoyed the luxury of outdoor classrooms, and lessons, more so than that of city children. Moves were made throughout the Greater Toronto Area to incorporate agriculture into science, geography, and social sciences. These shifts, however, were not initially incorporated into the curriculum. Teachers took it upon themselves to educate children on the move towards self-harvesting. As a result, some textbooks became obsolete, certain teachers opting to revamp their whole pedagogies. Opportunities for hands-on learning varied from teacher to teacher, some schools having space for their very own small-scale crops, while others managed visits to nearby farms. Students became fully immersed in the agricultural environment, bridging traditional scientific teachings with ones relevant to the times. <br /> <br /> [[File:Language arts inflation picture.png|thumb|Example #2 : Worksheet for Gr. 9-10 English ]]<br /> City children, unfortunately, were not afforded this kind of education up until the 22nd century. Toronto itself was limited in terms of agricultural and farming opportunities. Children, therefore, experienced limited education in these realms as well. Unable to obtain the hands-on experience of the suburban and rural child, families began moving to larger plots of land, attempting to provide their children homegrown goods, and homeschool education of such disciplines. <br /> <br /> The use of technology, which was at the forefront of 21st Century education, began to dwindle. Artificial Intelligence (AI) was once thought to be the future of education. Some hypothesized that schooling would shift entirely, solely using AI. Yet, the rising food costs, and the decisions of those in rural areas to take supporting their community (and communities nearby) into their own hands, resulted in the nullification of this hypothesis. AI was once again a mere tool, not a threat, whereby one could identify seeds and saplings, soil PH levels, and accurately inform farmers on weather patterns. Students began using AI at a young age, to aid their farming. The result was flourishing crops year-round, through a better understanding of climate, geography, and the crops themselves. <br /> <br /> Currently, moves are being made to widen the accessibility of homegrown goods and ensure children are educated on new job opportunities within agriculture, agronomy, and horticulture.<br /> <br /> [[File:Cattle farm math worksheet.png|thumb|Example #1 : Worksheet for Gr. 11 math ]]<br /> <br /> ======University======<br /> <br /> In 2085, universities in Toronto remained largely familiar, with lecture halls, research labs, and student centers, but subtle shifts reflect the times. With the Agricultural Act prioritizing food education, science courses now integrate agronomy and urban farming into their curriculums. Botany labs include hands-on lessons in hydroponics, while chemistry classes analyze soil composition. Rooftop gardens are standard features, blending practicality with sustainability.<br /> <br /> Although traditional degree programs like engineering, medicine, and business remain popular, there’s a growing emphasis on fields connected to agriculture and self-reliance. Environmental science courses increasingly explore sustainable farming methods, while economics programs analyze the impacts of food inflation and monopolization. Even humanities departments engage with the Agricultural Movement, offering courses on the cultural and historical impacts of food scarcity. <br /> <br /> Despite these changes, the university environment feels familiar. Students still gather in libraries, and have to write exams. But they’re also increasingly aware of how their education connects to broader societal challenges. Food-related student initiatives, like campus farmers’ markets and co-op gardening projects, have become as common as intramural sports or debate clubs. As a result of this increased exposure to farming, more students are interested in exploring farming as a career after university. <br /> <br /> Financially, universities prioritize funding for agricultural research and sustainability projects, but this focus hasn’t upended the balance of education. Programs unrelated to agriculture continue to thrive, and career aspirations remain mostly diverse. The difference is a heightened awareness among students: learning how to grow food isn’t just a niche interest—it’s a useful life skill.<br /> <br /> For most, these changes feel practical rather than revolutionary. Growing a plant in a science class or volunteering in the campus garden may not seem transformative, but in a world where grocery prices are so extreme, these small shifts ensure that the next generation is better equipped to navigate an uncertain future.<br /> <br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==<br /> [[Timothy &quot;Timmy&quot; Smith]]<br /> <br /> [[Elena Smith]]<br /> <br /> [[Kurt the Farmer]]<br /> <br /> [[Ethan]]<br /> <br /> [[Steph]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5991 2024-12-01T23:11:38Z

<p>Victorias: /* Education */</p> <hr /> <div>=History=<br /> ==Economy==<br /> <br /> In analyzing the price increases from early 2020s to 2085, Canada’s inflation rate depicts a gradual, yet substantial increase in the cost of living, specifically the food sector, resulting from a combination of environmental, diplomatic and fiscal variables. Between mid 2020s to early 2030s, economic disruption was predominantly driven by mounting global tensions, and the lasting impacts of the COVID-19 pandemic. The 2040s - 2080s, however, are the leading cause of the heightened inflation rates, demonstrating a steady concern with commodity shortages escalated by an ongoing environmental crisis. <br /> <br /> Of particular concern is Toronto’s inflationary pressure, where the price of basic units like grapes has reached $31.60 per unit at the end of 2084. As a major metropolitan center, Toronto experiences inflation at a significantly higher rate in comparison to rural regions, the Prairies and Maritime provinces, largely due to its population density, supply relations, dependance on imports, elevated housing prices, and high demands. <br /> <br /> Like other industries, Toronto’s schools were not immune to the inflation rates that re-shaped Canada’s economic landscape. With the passing of the Agricultural Act on May 14th, 2085, the Ministry of Education pushed the integration of agricultural literacy across grade levels, from Kindergarten to Grade 12, and an increased number of agricultural specialization streams within college and university programs. These curricular alterations incurred considerable financial investments, affecting both education and the wider economy. <br /> <br /> A breakdown of educational and economic implications in the last 50+ years is provided below: <br /> <br /> '''2030 - 2039: Initial Economic Strain '''<br /> <br /> The 2030s represented a precursor to the greater issues that followed. By 2036, tariffs and trade restrictions began to narrow between food-exporting partners, like the United States. The decline in food supply pushed a dependency on agricultural production which failed to meet public demands, due to increasing environmental stresses. In education, food cafeteria meals and school-provided meal plans begin to increase in price. By 2039, the growing demand for grocery supply in stores, amid global tensions, began to push inflation above the 2% threshold, highlighting the start of prolonged economic difficulty. <br /> <br /> '''2040 - 2049: Effects of Climate Change '''<br /> <br /> In the 2040s, Canada saw its agricultural sector suffering from greater impacts in environmental stresses and climate change. With prolonged periods of droughts in regions of Southern Ontario, wildfires destroying crops and farmland in the regions of Alberta, and flooding disrupting harvests in the Prairies, shifted Toronto’s inflation in the food sector above the 3% threshold. In schools, meal prices spike even further and portion sizes are reduced to introduce cost-cutting measures. Schools are also forced to cut down on nutritional quality and variety of foods. <br /> <br /> '''2050 - 2059: Greater Effects of Climate Change '''<br /> <br /> The 2050s were a time of accelerating ecological decline. With the impacts of climate change, key agricultural regions like the American Midwest began to observe a noticeable shortage in crops. This scarcity of food, combined with the ongoing 2030s tariff barriers and tensions between Canada’s trading allies, caused a consistent spike in inflation throughout the decade. In particular, in 2053, American farmers saw erratic weather patterns with co-occurring episodes of extreme drought and hot temperatures. With agricultural production declining 17% that year, tariffs on harvest goods — grains, fruits and vegetables — resulted in a 5% inflation in Toronto markets. By 2057, North American trade partners continued facing inconsistency in weather patterns, with rising temperatures and shifts in precipitation. Many crops experienced both floods and dry periods, intensifying soil erosion, water stress and deteriorating the soil’s structural condition, salinity, acidity or alkalinity. By the end of the 2050s, very few food products were still being imported and traded into Canada, causing a 6.2% inflation in Toronto, and further geopolitical tensions compounding the economic strain. By 2059, the Canadian government had begun implementing subsidies and initiatives for local agricultural projects, in an attempt to create community-driven resources and combat supply chain difficulties. <br /> In schools, cafeteria and meal-plan prices skyrocket. Government intervention sends out subsidies to low-income families, to support students who cannot afford food costs. In Southern Ontario, Toronto schools also turn to community partnerships and local businesses for food donations and agricultural associations. <br /> <br /> '''2060 - 2069: Trade Wars'''<br /> <br /> In 2062, as Canada and the USA vied for dominance over scarce agronomical supplies, food costs spiked across both countries. Canada felt the widespread impacts of dry weather and increased drought periods in southern Ontario and the Prairie provinces, reducing corn and soybean yields by 23% between 2062-2065. As both nations disrupted trading and interrupted export/import relations, Canada faced retaliatory tariffs from the USA, on exports like canola oil, wheat, potatoes, and grain alcohols. These aggressive agro-political tensions became what was later called the “North American Trade Wars,” eventually rupturing the trading relationship between the two nations entirely in 2068. In schools, cafeteria and meal-plan prices continue to grow. <br /> <br /> '''2070 - 2079: Water Crisis'''<br /> <br /> Having discontinued its trading relations with the United States, Canada was now strictly dependent on its own agricultural yields. The 2070s, however, saw large impacts of water scarcity due to elevated temperatures and continued periods of drought in southern Ontario and the Prairies. Irrigation-dependent farming had become unsustainable, and water management ministries across Canada mismanaged the ecological crisis through poorly executed water allocation regulations. In Ontario, the MECP over-extracted 40% more water from key rivers and aquifers in 2074, in comparison to the sub 40% guidelines enforced at the beginning of the trade tensions in early 2030s. Moreover, inadequate financing of infrastructure and extraction equipment, specifically older models of reservoirs that proved difficult to adapt to shifting rainfall patterns and heightened water needs, further aggravated these problems. The crisis spiked increases in food costs, particularly grains, fruits and vegetables, meat and dairy products, which are all reliant on consistent water supply for growth. Toronto inflation rates rise 35% from 2070 to late 2079. <br /> <br /> With the discontinued trading relationships with the United States and the instability in economic conditions, Toronto’s Ministry of Education discontinues assisted meal-plan programs in schools. Cafeteria food becomes a privilege for the wealthier classes, further exacerbating disparities in access to food, and fueling inequalities in student provisions of essential resources. Additionally, curriculum would be modified to include a higher account of prioritization versus sustainability and water conservation techniques, particularly during science classes in P/J and J/I sectors, general science in grades 9 &amp; 10, as well as biology, chemistry and environmental studies in grades 11 and 12.<br /> <br /> '''2080 - 2085 Hyperinflation'''<br /> <br /> By 2080, the economic crisis in Canada was severe. Ongoing environmental troubles made growing crops challenging, as erratic co-existing periods of dry temperatures met intense cycles of rain. Trade disruptions continued to cause heightened shortages in food supply. The rising costs of food production and harvesting needs for an increased domestic demand, fueled hyperinflation, particularly in urban areas like Toronto. In 2085, food reached unprecedented costs, and with its rise, the city’s reorientation of urban living. Many Toronto residents shifted to increasingly self-sufficient means of living, such as urban farming, rooftop gardening and partaking in local agricultural programs. <br /> <br /> In response to the severe rates of inflation, the Canadian government passed the Agricultural Act on May 14th, 2085, as a means to educate children on the increasingly scarce accessibility to food. Recognizing the need for long-term solutions that required future generations to be equipped with skills and information necessary to address and correct food shortages, the Canadian education system was re-programmed to integrate sustainable agricultural techniques across all practices. <br /> <br /> '''Here are some examples of implemented curriculum changes: '''<br /> <br /> '''English''': Students read agricultural-themed novels and poems. Environmental criticism is a primary form of analysis used to annotate and understand texts. Students write essays on topics like sustainability, and discuss real-world problems like food security, shortages and environmental damage. <br /> <br /> '''Chemistry''': Students explore the pH of soil formation, fertilizers, and pest-killing solutions (pesticides, insecticides etc.). Titration labs can be applied to explore soil acidity and irrigation practices. <br /> <br /> '''Physical Education''': Students discuss the impact of nutrition, food scarcity, water shortage and accessibility to food in a world where inflation rates determine one’s dietary routines. Lessons would highlight the necessity of a nutrient-dense diet and daily hydration, while also informing students of strategies to maintain energy amidst environmental and financial challenges. Physical health and fitness components would involve hands-on activities like gardening, yet also frequent volunteering trips to local farms, and food plants, where students will provide their services to help plant, reap, pick, thresh, haul, cut, or water local crops. <br /> <br /> '''Math''': Students use data analysis to calculate and predict crop yields, estimate increase in production, calculate feed rations for livestock, study trends in food inflation, and use geometry to plan farming layouts or irrigation surfaces. <br /> <br /> In implementing agricultural literacy into the curriculum, the development of new textbooks, digital resources and materials was necessary to equip classrooms with the right tools to approach these changes. Additionally, teacher training programs were enforced to guarantee educators were prepared to teach various agricultural topics. Schools across Toronto were also retrofitted with rooms and facilities that sustain kinesthetic agronomic learning, specifically greenhouses, garden spaces, climate adaptation simulation labs, and agricultural tech machinery. Wealthier schools who could afford the inflated costs of the water crisis, also implemented hydroponic laboratories to teach students how to grow plants using water-based solutions. <br /> <br /> [[File:Inflation table.png|thumb|Table #1: Calculated as a 12-month percentage change between January of one year to the next using not seasonally adjusted the Consumer Price Index data from Statistics Canada]]<br /> <br /> <br /> '''Inflation Table (2030-2085)'''<br /> <br /> Table #1 illustrates the rate of inflation in Canada over the last 50+ years, detailing major economic declines and inflation rates from 2030 - 2085. Individual reflections of all-item inflation and specific inflationary rates within the food sector are provided. The inflation rate is calculated as a twelve-month percentile change in the Consumer Price Index (CPI).<br /> <br /> ==Environment==<br /> In 2085, the city of Toronto continued to grow into the most densely populated area of Ontario. The government has fully developed the city and phased out the local green spaces to make room for the abundance of people living in Toronto. Downtown highrises are now topped with greenspaces that house the personal gardens of city residents. After a typical workday, cars congest the main streets and civilians are crammed into subway cars. Outside the downtown Toronto area, green spaces have been preserved and rural communities have begun to thrive. There has been a rise in local farmers markets which have become the essential source for food for rural communities. Residential areas out of the city have also become spread out in clusters that revolve around the small town centers and schools. Smaller neighbourhoods have integrated farming into their backyards and communities have emphasized the value of parks and open fields. Farms are flourishing because of the positive support from the surrounding rural towns. <br /> Ontario’s climate within the past 40 years has been trending towards warmer temperatures and harsher conditions which make farming patterns more unpredictable than in the past. Summer weather has gotten warmer and the season continues on until early October. Spring and Autumn seasons have seen a rise in precipitation which has benefited farmers but flooding poses a challenge for farmers as it leads to soil erosion and run-off. Winters are shorter and warmer, which has been challenging for animals as it has affected their reproduction, hibernation, and migration periods. It has also affected the crops grown in Ontario as wheat becomes vulnerable in hot weather and fruit trees are affected by the late frosts (TO CITE).<br /> <br /> ==Education==<br /> ======Brief Overview======<br /> The education system evolved to accommodate changes in the environment. The Agriculture Act, passed in 2085, resulted in curricular and pedagogical shifts. Specifically, towards a focus in agriculture. Varying disciplines provide additional content, teaching children the basics of farming. Biology classes honed their ecology units, with a special emphasis on the care of plants. Students studied soil health and pH levels in chemistry, ensuring the perfect conditions for crop growth.<br /> Additional units were been implemented into the curriculum to educate children on farming. The youngest grades learned about the types of plants (different seeds, the kinds of fruits and vegetables that are grown, etc.), middle schoolers were educated on the farming process (fundamentals and how one goes about farming), while secondary students honed these lessons. Techniques were studied, as well as seasonal impacts (effects of colder weather, how to combat it, and how to deal with natural disasters like flooding and heat waves).<br /> High schools expanded their Specialist High Skills Major (SHSM) programs, with the vast majority of schools outside of Toronto including an agriculture SHSM. This program focuses on biology, farming, ecology, and agronomy. Guest speakers regularly visit schools, middle school and up, discussing their personal farming techniques and detailing the growth and harvest of specific crops. <br /> Parents in these communities were in favour of these changes, as farming became increasingly prominent in combatting corporate-driven inflation of food prices. There were further pushes for farming-focused curriculum and many parents considered home-schooling in conjunction with working the farm. The goal was to give young children a chance to experience this lifestyle, and the trade, earlier in life, with focuses on hands-on and play-based learning. <br /> <br /> ======Early Childhood Education======<br /> Rural and suburban children of the late 21st Century enjoyed the luxury of outdoor classrooms, and lessons, more so than that of city children. Moves were made throughout the Greater Toronto Area to incorporate agriculture into science, geography, and social sciences. These shifts, however, were not initially incorporated into the curriculum. Teachers took it upon themselves to educate children on the move towards self-harvesting. As a result, some textbooks became obsolete, certain teachers opting to revamp their whole pedagogies. Opportunities for hands-on learning varied from teacher to teacher, some schools having space for their very own small-scale crops, while others managed visits to nearby farms. Students became fully immersed in the agricultural environment, bridging traditional scientific teachings with ones relevant to the times. <br /> <br /> [[File:Language arts inflation picture.png|thumb|Example #2 : Worksheet for Gr. 9-10 English ]]<br /> City children, unfortunately, were not afforded this kind of education up until the 22nd century. Toronto itself was limited in terms of agricultural and farming opportunities. Children, therefore, experienced limited education in these realms as well. Unable to obtain the hands-on experience of the suburban and rural child, families began moving to larger plots of land, attempting to provide their children homegrown goods, and homeschool education of such disciplines. <br /> <br /> The use of technology, which was at the forefront of 21st Century education, began to dwindle. Artificial Intelligence (AI) was once thought to be the future of education. Some hypothesized that schooling would shift entirely, solely using AI. Yet, the rising food costs, and the decisions of those in rural areas to take supporting their community (and communities nearby) into their own hands, resulted in the nullification of this hypothesis. AI was once again a mere tool, not a threat, whereby one could identify seeds and saplings, soil PH levels, and accurately inform farmers on weather patterns. Students began using AI at a young age, to aid their farming. The result was flourishing crops year-round, through a better understanding of climate, geography, and the crops themselves. <br /> <br /> Currently, moves are being made to widen the accessibility of homegrown goods and ensure children are educated on new job opportunities within agriculture, agronomy, and horticulture.<br /> <br /> [[File:Cattle farm math worksheet.png|thumb|Example #1 : Worksheet for Gr. 11 math ]]<br /> <br /> ======University======<br /> <br /> In 2085, universities in Toronto remained largely familiar, with lecture halls, research labs, and student centers, but subtle shifts reflect the times. With the Agricultural Act prioritizing food education, science courses now integrate agronomy and urban farming into their curriculums. Botany labs include hands-on lessons in hydroponics, while chemistry classes analyze soil composition. Rooftop gardens are standard features, blending practicality with sustainability.<br /> <br /> Although traditional degree programs like engineering, medicine, and business remain popular, there’s a growing emphasis on fields connected to agriculture and self-reliance. Environmental science courses increasingly explore sustainable farming methods, while economics programs analyze the impacts of food inflation and monopolization. Even humanities departments engage with the Agricultural Movement, offering courses on the cultural and historical impacts of food scarcity. <br /> <br /> Despite these changes, the university environment feels familiar. Students still gather in libraries, and have to write exams. But they’re also increasingly aware of how their education connects to broader societal challenges. Food-related student initiatives, like campus farmers’ markets and co-op gardening projects, have become as common as intramural sports or debate clubs. As a result of this increased exposure to farming, more students are interested in exploring farming as a career after university. <br /> <br /> Financially, universities prioritize funding for agricultural research and sustainability projects, but this focus hasn’t upended the balance of education. Programs unrelated to agriculture continue to thrive, and career aspirations remain mostly diverse. The difference is a heightened awareness among students: learning how to grow food isn’t just a niche interest—it’s a useful life skill.<br /> <br /> For most, these changes feel practical rather than revolutionary. Growing a plant in a science class or volunteering in the campus garden may not seem transformative, but in a world where grocery prices are so extreme, these small shifts ensure that the next generation is better equipped to navigate an uncertain future.<br /> <br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==<br /> [[Timothy &quot;Timmy&quot; Smith]]<br /> <br /> [[Elena Smith]]<br /> <br /> [[Kurt the Farmer]]<br /> <br /> [[Ethan]]<br /> <br /> [[Steph]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5633 2024-11-30T02:04:07Z

<p>Victorias: /* May 23 2087 */</p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Smith's works are specifically used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C[https://www.ontario.ca/page/climate-zones-and-planting-dates-vegetables-ontario], and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. Sundal thus sets up her lessons for the rest of the year by beginning her classes with this emphasis, allowing students to draw from agricultural fundamentals early on.<br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planting, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help plant in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day.<br /> Additionally, Smith's mention of &quot;Kristy&quot; and her helping her parents with the crops, reveals that students were indeed utilizing the information taught to them. Farming was seen as a desirable form of work, at least to Smith. His excitement over Kristy's involvement is a testament to Sundal's lessons. Evidently, her hands-on methods were enjoyable and engaging, a community formed amongst students through the shared garden.<br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, are the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.<br /> <br /> ====February 20th 2087====<br /> ''Dear Ms. Sundal,''<br /> <br /> ''My research today, using the camera phone, AI, and the seeds you gave my group, tells me that these are pumpkin seeds. They are flat and oval shaped and plant best in &quot;well-drained soils [https://www.ontario.ca/page/pumpkin-and-squash-production].&quot; We shouldn't plant them right now because it's too cold and the pumpkins won't do well. AI says they can be planted in &quot;late May or early June&quot;, so they'll fit into our planting schedule! Can we plant them please? When it's May? I promise I'll visit over the summer to take care of them, and make sure they're doing ok. But, pumpkins grow really big and we need to plant them a few feet apart. Maybe we shouldn't plant them...because we don't have space. But I'd really like to carve a pumpkin I grew next year.''<br /> <br /> AI is thoroughly incorporated into this lesson, and Smith accurately deduces when and where these seeds need to be planted. AI is utilized as an encyclopedia of sorts, when considering how Sundal employs it. The ease in which students may identify their seeds, when they need to be planted, and where, aids them in their deductive reasoning skills. Smith understands the state of the soil in his geographical location, comprehends the space that WCPS has (or, rather, does not have) to plant said seeds. AI does not do the work for these students, but merely aids them in the discovery aspect. Smith, and his peers, fill in the blanks. <br /> <br /> Sundal's lesson plans reveal that she did not utilize technology frequently. Researchers cross referenced Smith's response with Sundal's lesson plans. Sundal had split her class into groups, providing each group with different seeds, and different methods of identifying them. These methods included encyclopedias, farmer's almanacs, websites (like the Government of Ontario's ''Agriculture and Food'' page [https://www.ontario.ca/page/agriculture-and-food]), and AI. <br /> <br /> ==Technology and learning at WCPS==<br /> Sundal's personal pedagogy reveals a balance between technological, play, and rote learning. Through further research, it was revealed that WCPS, and other elementary schools in the Durham District School Board (DDSB), hold similar values. Many teachers utilized technology, but not overwhelmingly so. In fact, it seems that many of these teachers focused primarily on media literacy. <br /> Understanding which sources were safe and reliable, the kinds of content that should be consumed, and the dangers of doing so, were explored with children as young as seven. Informed from prior years, and the so-called &quot;IPad kids&quot; or Generation Alpha, teachers focused on delayed gratification. Planting and harvesting ones own crops taught patience and care. The perseverance in these teachers, to heal the attention deficits of generations past, will not go unnoticed.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5632 2024-11-30T01:59:45Z

<p>Victorias: /* September 15 2086 */</p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Smith's works are specifically used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C[https://www.ontario.ca/page/climate-zones-and-planting-dates-vegetables-ontario], and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. Sundal thus sets up her lessons for the rest of the year by beginning her classes with this emphasis, allowing students to draw from agricultural fundamentals early on.<br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planting, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day.<br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, are the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.<br /> <br /> ====February 20th 2087====<br /> ''Dear Ms. Sundal,''<br /> <br /> ''My research today, using the camera phone, AI, and the seeds you gave my group, tells me that these are pumpkin seeds. They are flat and oval shaped and plant best in &quot;well-drained soils [https://www.ontario.ca/page/pumpkin-and-squash-production].&quot; We shouldn't plant them right now because it's too cold and the pumpkins won't do well. AI says they can be planted in &quot;late May or early June&quot;, so they'll fit into our planting schedule! Can we plant them please? When it's May? I promise I'll visit over the summer to take care of them, and make sure they're doing ok. But, pumpkins grow really big and we need to plant them a few feet apart. Maybe we shouldn't plant them...because we don't have space. But I'd really like to carve a pumpkin I grew next year.''<br /> <br /> AI is thoroughly incorporated into this lesson, and Smith accurately deduces when and where these seeds need to be planted. AI is utilized as an encyclopedia of sorts, when considering how Sundal employs it. The ease in which students may identify their seeds, when they need to be planted, and where, aids them in their deductive reasoning skills. Smith understands the state of the soil in his geographical location, comprehends the space that WCPS has (or, rather, does not have) to plant said seeds. AI does not do the work for these students, but merely aids them in the discovery aspect. Smith, and his peers, fill in the blanks. <br /> <br /> Sundal's lesson plans reveal that she did not utilize technology frequently. Researchers cross referenced Smith's response with Sundal's lesson plans. Sundal had split her class into groups, providing each group with different seeds, and different methods of identifying them. These methods included encyclopedias, farmer's almanacs, websites (like the Government of Ontario's ''Agriculture and Food'' page [https://www.ontario.ca/page/agriculture-and-food]), and AI. <br /> <br /> ==Technology and learning at WCPS==<br /> Sundal's personal pedagogy reveals a balance between technological, play, and rote learning. Through further research, it was revealed that WCPS, and other elementary schools in the Durham District School Board (DDSB), hold similar values. Many teachers utilized technology, but not overwhelmingly so. In fact, it seems that many of these teachers focused primarily on media literacy. <br /> Understanding which sources were safe and reliable, the kinds of content that should be consumed, and the dangers of doing so, were explored with children as young as seven. Informed from prior years, and the so-called &quot;IPad kids&quot; or Generation Alpha, teachers focused on delayed gratification. Planting and harvesting ones own crops taught patience and care. The perseverance in these teachers, to heal the attention deficits of generations past, will not go unnoticed.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5631 2024-11-30T01:57:34Z

<p>Victorias: </p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Smith's works are specifically used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. Sundal thus sets up her lessons for the rest of the year by beginning her classes with this emphasis, allowing students to draw from agricultural fundamentals early on. <br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planting, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day.<br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, are the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.<br /> <br /> ====February 20th 2087====<br /> ''Dear Ms. Sundal,''<br /> <br /> ''My research today, using the camera phone, AI, and the seeds you gave my group, tells me that these are pumpkin seeds. They are flat and oval shaped and plant best in &quot;well-drained soils [https://www.ontario.ca/page/pumpkin-and-squash-production].&quot; We shouldn't plant them right now because it's too cold and the pumpkins won't do well. AI says they can be planted in &quot;late May or early June&quot;, so they'll fit into our planting schedule! Can we plant them please? When it's May? I promise I'll visit over the summer to take care of them, and make sure they're doing ok. But, pumpkins grow really big and we need to plant them a few feet apart. Maybe we shouldn't plant them...because we don't have space. But I'd really like to carve a pumpkin I grew next year.''<br /> <br /> AI is thoroughly incorporated into this lesson, and Smith accurately deduces when and where these seeds need to be planted. AI is utilized as an encyclopedia of sorts, when considering how Sundal employs it. The ease in which students may identify their seeds, when they need to be planted, and where, aids them in their deductive reasoning skills. Smith understands the state of the soil in his geographical location, comprehends the space that WCPS has (or, rather, does not have) to plant said seeds. AI does not do the work for these students, but merely aids them in the discovery aspect. Smith, and his peers, fill in the blanks. <br /> <br /> Sundal's lesson plans reveal that she did not utilize technology frequently. Researchers cross referenced Smith's response with Sundal's lesson plans. Sundal had split her class into groups, providing each group with different seeds, and different methods of identifying them. These methods included encyclopedias, farmer's almanacs, websites (like the Government of Ontario's ''Agriculture and Food'' page [https://www.ontario.ca/page/agriculture-and-food]), and AI. <br /> <br /> ==Technology and learning at WCPS==<br /> Sundal's personal pedagogy reveals a balance between technological, play, and rote learning. Through further research, it was revealed that WCPS, and other elementary schools in the Durham District School Board (DDSB), hold similar values. Many teachers utilized technology, but not overwhelmingly so. In fact, it seems that many of these teachers focused primarily on media literacy. <br /> Understanding which sources were safe and reliable, the kinds of content that should be consumed, and the dangers of doing so, were explored with children as young as seven. Informed from prior years, and the so-called &quot;IPad kids&quot; or Generation Alpha, teachers focused on delayed gratification. Planting and harvesting ones own crops taught patience and care. The perseverance in these teachers, to heal the attention deficits of generations past, will not go unnoticed.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5630 2024-11-30T01:56:12Z

<p>Victorias: </p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Smith's works are specifically used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. Sundal thus sets up her lessons for the rest of the year by beginning her classes with this emphasis, allowing students to draw from agricultural fundamentals early on. <br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planting, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day.<br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, are the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.<br /> <br /> ====February 20th 2087====<br /> ''Dear Ms. Sundal,''<br /> <br /> ''My research today, using the camera phone, AI, and the seeds you gave my group, tells me that these are pumpkin seeds. They are flat and oval shaped and plant best in &quot;well-drained soils [https://www.ontario.ca/page/agriculture-and-food].&quot; We shouldn't plant them right now because it's too cold and the pumpkins won't do well. AI says they can be planted in &quot;late May or early June&quot;, so they'll fit into our planting schedule! Can we plant them please? When it's May? I promise I'll visit over the summer to take care of them, and make sure they're doing ok. But, pumpkins grow really big and we need to plant them a few feet apart. Maybe we shouldn't plant them...because we don't have space. But I'd really like to carve a pumpkin I grew next year.''<br /> <br /> AI is thoroughly incorporated into this lesson, and Smith accurately deduces when and where these seeds need to be planted. AI is utilized as an encyclopedia of sorts, when considering how Sundal employs it. The ease in which students may identify their seeds, when they need to be planted, and where, aids them in their deductive reasoning skills. Smith understands the state of the soil in his geographical location, comprehends the space that WCPS has (or, rather, does not have) to plant said seeds. AI does not do the work for these students, but merely aids them in the discovery aspect. Smith, and his peers, fill in the blanks. <br /> <br /> Sundal's lesson plans reveal that she did not utilize technology frequently. Researchers cross referenced Smith's response with Sundal's lesson plans. Sundal had split her class into groups, providing each group with different seeds, and different methods of identifying them. These methods included encyclopedias, farmer's almanacs, websites (like the Government of Ontario's ''Agriculture and Food'' page [https://www.ontario.ca/page/agriculture-and-food]), and AI. <br /> <br /> ==Technology and learning at WCPS==<br /> Sundal's personal pedagogy reveals a balance between technological, play, and rote learning. Through further research, it was revealed that WCPS, and other elementary schools in the Durham District School Board (DDSB), hold similar values. Many teachers utilized technology, but not overwhelmingly so. In fact, it seems that many of these teachers focused primarily on media literacy. <br /> Understanding which sources were safe and reliable, the kinds of content that should be consumed, and the dangers of doing so, were explored with children as young as seven. Informed from prior years, and the so-called &quot;IPad kids&quot; or Generation Alpha, teachers focused on delayed gratification. Planting and harvesting ones own crops taught patience and care. The perseverance in these teachers, to heal the attention deficits of generations past, will not go unnoticed.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5629 2024-11-30T01:54:06Z

<p>Victorias: /* Smith&#039;s Description of Technology following the Movement */</p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Smith's works are specifically used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. Sundal thus sets up her lessons for the rest of the year by beginning her classes with this emphasis, allowing students to draw from agricultural fundamentals early on. <br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planting, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day.<br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, are the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.<br /> <br /> ====February 20th 2087====<br /> ''Dear Ms. Sundal,''<br /> <br /> ''My research today, using the camera phone, AI, and the seeds you gave my group, tells me that these are pumpkin seeds. They are flat and oval shaped and plant best in &quot;well-drained soils.&quot; We shouldn't plant them right now because it's too cold and the pumpkins won't do well. AI says they can be planted in &quot;late May or early June&quot;, so they'll fit into our planting schedule! Can we plant them please? When it's May? I promise I'll visit over the summer to take care of them, and make sure they're doing ok. But, pumpkins grow really big and we need to plant them a few feet apart. Maybe we shouldn't plant them...because we don't have space. But I'd really like to carve a pumpkin I grew next year.''<br /> <br /> AI is thoroughly incorporated into this lesson, and Smith accurately deduces when and where these seeds need to be planted. AI is utilized as an encyclopedia of sorts, when considering how Sundal employs it. The ease in which students may identify their seeds, when they need to be planted, and where, aids them in their deductive reasoning skills. Smith understands the state of the soil in his geographical location, comprehends the space that WCPS has (or, rather, does not have) to plant said seeds. AI does not do the work for these students, but merely aids them in the discovery aspect. Smith, and his peers, fill in the blanks. <br /> <br /> Sundal's lesson plans reveal that she did not utilize technology frequently. Researchers cross referenced Smith's response with Sundal's lesson plans. Sundal had split her class into groups, providing each group with different seeds, and different methods of identifying them. These methods included encyclopedias, farmer's almanacs, websites (like the Government of Ontario's ''Agriculture and Food'' page), and AI. <br /> <br /> ==Technology and learning at WCPS==<br /> Sundal's personal pedagogy reveals a balance between technological, play, and rote learning. Through further research, it was revealed that WCPS, and other elementary schools in the Durham District School Board (DDSB), hold similar values. Many teachers utilized technology, but not overwhelmingly so. In fact, it seems that many of these teachers focused primarily on media literacy. <br /> Understanding which sources were safe and reliable, the kinds of content that should be consumed, and the dangers of doing so, were explored with children as young as seven. Informed from prior years, and the so-called &quot;IPad kids&quot; or Generation Alpha, teachers focused on delayed gratification. Planting and harvesting ones own crops taught patience and care. The perseverance in these teachers, to heal the attention deficits of generations past, will not go unnoticed.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5628 2024-11-30T01:30:28Z

<p>Victorias: /* Smith&#039;s Diary Responses */</p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Smith's works are specifically used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. Sundal thus sets up her lessons for the rest of the year by beginning her classes with this emphasis, allowing students to draw from agricultural fundamentals early on. <br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planting, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day.<br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5627 2024-11-30T01:26:56Z

<p>Victorias: /* Smith&#039;s Diary Responses */</p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Smith's works are specifically used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day.<br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5626 2024-11-30T01:12:03Z

<p>Victorias: /* Smith&#039;s Diary Responses */</p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educational development within this period. The following are excerpts from Smith’s written responses to his grade six teacher, Jennifer Sundal.<br /> ===September 15 2086===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.''<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> ===September 30 2086=== <br /> ''Dear Ms. Sundal,''<br /> <br /> ''I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.''<br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> ===May 23 2087===<br /> ''Dear Ms. Sundal,''<br /> <br /> ''Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the summertime, so she never forgets what she learns in science class.''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day. <br /> <br /> ==Smith's Description of Technology following the Movement==<br /> Mentioned within the anthology, and Timmy’s other diary responses from 2086-87, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5625 2024-11-30T01:06:32Z

<p>Victorias: /* Smith&#039;s Diary Responses */</p> <hr /> <div>==Smith's Diary Responses==<br /> [[File:Young timothee chalamet image from pinterest for prod 7.jpg|thumb|alt=A Young Timothy &quot;Timmy&quot; Smith.|Timothy &quot;Timmy&quot; Smith in 2086.]]<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educational development within this period. The following are excerpts of Smith’s novel.<br /> <br /> Date: September 15 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> <br /> Date: September 30 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year. <br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Jennifer Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> <br /> Date: May 23 2087 Name: Timmy<br /> Dear Ms. Sundal,<br /> Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the - ?????????.<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day. <br /> <br /> Mentioned within the anthology, and Timmy’s other diary responses from 2085-86, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5620 2024-11-30T01:00:59Z

<p>Victorias: /* Smith&#039;s Diary Responses */</p> <hr /> <div>==Smith's Diary Responses==<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educational development within this period. The following are excerpts of Smith’s novel.<br /> <br /> Date: September 15 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> <br /> Date: September 30 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year. <br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Jennifer Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> <br /> Date: May 23 2087 Name: Timmy<br /> Dear Ms. Sundal,<br /> Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the - ?????????.<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day. <br /> <br /> Mentioned within the anthology, and Timmy’s other diary responses from 2085-86, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5617 2024-11-30T00:57:34Z

<p>Victorias: /* Smith&#039;s Diary Responses */</p> <hr /> <div>==Smith's Diary Responses==<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educational development within this period. The following are excerpts of Smith’s novel.<br /> <br /> <br /> Date: September 15 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> <br /> Date: September 30 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year. <br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Jennifer Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> <br /> Date: May 23 2087 Name: Timmy<br /> Dear Ms. Sundal,<br /> Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the - ?????????.<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day. <br /> <br /> Mentioned within the anthology, and Timmy’s other diary responses from 2085-86, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=File:Young_timothee_chalamet_image_from_pinterest_for_prod_7.jpg&diff=5616 2024-11-30T00:53:21Z

<p>Victorias: </p> <hr /> <div></div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5602 2024-11-30T00:26:37Z

<p>Victorias: /* Early Childhood Education */</p> <hr /> <div>=History=<br /> ==Economy==<br /> ==Environment==<br /> In 2085, the city of Toronto continued to grow into the most densely populated area of Ontario. The government has fully developed the city and phased out the local green spaces to make room for the abundance of people living in Toronto. Downtown highrises are now topped with greenspaces that house the personal gardens of city residents. After a typical workday, cars congest the main streets and civilians are crammed into subway cars. Outside the downtown Toronto area, green spaces have been preserved and rural communities have begun to thrive. There has been a rise in local farmers markets which have become the essential source for food for rural communities. Residential areas out of the city have also become spread out in clusters that revolve around the small town centers and schools. Smaller neighbourhoods have integrated farming into their backyards and communities have emphasized the value of parks and open fields. Farms are flourishing because of the positive support from the surrounding rural towns. <br /> Ontario’s climate within the past 40 years has been trending towards warmer temperatures and harsher conditions which make farming patterns more unpredictable than in the past. Summer weather has gotten warmer and the season continues on until early October. Spring and Autumn seasons have seen a rise in precipitation which has benefited farmers but flooding poses a challenge for farmers as it leads to soil erosion and run-off. Winters are shorter and warmer, which has been challenging for animals as it has affected their reproduction, hibernation, and migration periods. It has also affected the crops grown in Ontario as wheat becomes vulnerable in hot weather and fruit trees are affected by the late frosts (TO CITE).<br /> <br /> ==Education==<br /> <br /> ======Early Childhood Education======<br /> Rural and suburban children of the late 21st Century enjoyed the luxury of outdoor classrooms, and lessons, more so than that of city children. Moves were made throughout the Greater Toronto Area to incorporate agriculture into science, geography, and social sciences. These shifts, however, were not initially incorporated into the curriculum. Teachers took it upon themselves to educate children on the move towards self-harvesting. As a result, some textbooks became obsolete, certain teachers opting to revamp their whole pedagogies. Opportunities for hands-on learning varied from teacher to teacher, some schools having space for their very own small-scale crops, while others managed visits to nearby farms. Students became fully immersed in the agricultural environment, bridging traditional scientific teachings with ones relevant to the times. <br /> <br /> City children, unfortunately, were not afforded this kind of education up until the 22nd century. Toronto itself was limited in terms of agricultural and farming opportunities. Children, therefore, experienced limited education in these realms as well. Unable to obtain the hands-on experience of the suburban and rural child, families began moving to larger plots of land, attempting to provide their children homegrown goods, and homeschool education of such disciplines. <br /> <br /> The use of technology, which was at the forefront of 21st Century education, began to dwindle. Artificial Intelligence (AI) was once thought to be the future of education. Some hypothesized that schooling would shift entirely, solely using AI. Yet, the rising food costs, and the decisions of those in rural areas to take supporting their community (and communities nearby) into their own hands, resulted in the nullification of this hypothesis. AI was once again a mere tool, not a threat, whereby one could identify seeds and saplings, soil PH levels, and accurately inform farmers on weather patterns. Students began using AI at a young age, to aid their farming. The result was flourishing crops year-round, through a better understanding of climate, geography, and the crops themselves. <br /> <br /> Currently, moves are being made to widen the accessibility of homegrown goods and ensure children are educated on new job opportunities within agriculture, agronomy, and horticulture.<br /> <br /> ======University======<br /> <br /> In 2085, universities in Toronto remained largely familiar, with lecture halls, research labs, and student centers, but subtle shifts reflect the times. With the Agricultural Act prioritizing food education, science courses now integrate agronomy and urban farming into their curriculums. Botany labs include hands-on lessons in hydroponics, while chemistry classes analyze soil composition. Rooftop gardens are standard features, blending practicality with sustainability.<br /> <br /> Although traditional degree programs like engineering, medicine, and business remain popular, there’s a growing emphasis on fields connected to agriculture and self-reliance. Environmental science courses increasingly explore sustainable farming methods, while economics programs analyze the impacts of food inflation and monopolization. Even humanities departments engage with the Agricultural Movement, offering courses on the cultural and historical impacts of food scarcity. <br /> <br /> Despite these changes, the university environment feels familiar. Students still gather in libraries, and have to write exams. But they’re also increasingly aware of how their education connects to broader societal challenges. Food-related student initiatives, like campus farmers’ markets and co-op gardening projects, have become as common as intramural sports or debate clubs. As a result of this increased exposure to farming, more students are interested in exploring farming as a career after university. <br /> <br /> Financially, universities prioritize funding for agricultural research and sustainability projects, but this focus hasn’t upended the balance of education. Programs unrelated to agriculture continue to thrive, and career aspirations remain mostly diverse. The difference is a heightened awareness among students: learning how to grow food isn’t just a niche interest—it’s a useful life skill.<br /> <br /> For most, these changes feel practical rather than revolutionary. Growing a plant in a science class or volunteering in the campus garden may not seem transformative, but in a world where grocery prices are so extreme, these small shifts ensure that the next generation is better equipped to navigate an uncertain future.<br /> <br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==<br /> [[Timothy &quot;Timmy&quot; Smith]]<br /> <br /> [[Elena Smith]]<br /> <br /> [[Kurt the Farmer]]<br /> <br /> [[Ethan]]<br /> <br /> [[Steph]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5598 2024-11-29T22:17:14Z

<p>Victorias: /* Education */</p> <hr /> <div>=History=<br /> ==Economy==<br /> ==Geography==<br /> ==Education==<br /> <br /> ======Early Childhood Education======<br /> Rural and suburban children of the late 21st Century enjoyed the luxury of outdoor classrooms, and lessons, more so than that of city children. Moves were made throughout the Greater Toronto Area to incorporate agriculture into science, geography, and social sciences. While these shifts were not initially incorporated into the curriculum, teachers took it upon themselves to educate children on the move towards self-harvesting. <br /> <br /> City children, unfortunately, were not afforded this kind of education up until the 22nd century. Toronto itself was limited in terms of agricultural and farming opportunities. Children, therefore, experienced limited education in these realms as well. Unable to obtain the hands-on experience of the suburban and rural child, families began moving to larger plots of land, attempting to provide their children homegrown goods, and homeschool education of such disciplines. <br /> <br /> The use of technology, which was at the forefront of 21st Century education, began to dwindle. Artificial Intelligence (AI) was once thought to be the future of education. Some hypothesized that schooling would shift entirely, solely using AI. Yet, the rising food costs, and the decisions of those in rural areas to take supporting their community (and communities nearby) into their own hands, resulted in the nullification of this hypothesis. AI was once again a mere tool, not a threat, whereby one could identify seeds and saplings, soil PH levels, and accurately inform farmers on weather patterns. Students began using AI at a young age, to aid their farming. The result was flourishing crops year-round, through a better understanding of climate, geography, and the crops themselves. <br /> <br /> Currently, moves are being made to widen the accessibility of homegrown goods and ensure children are educated on new job opportunities within agriculture, agronomy, and horticulture. <br /> <br /> ======University======<br /> <br /> In 2085, universities in Toronto remained largely familiar, with lecture halls, research labs, and student centers, but subtle shifts reflect the times. With the Agricultural Act prioritizing food education, science courses now integrate agronomy and urban farming into their curriculums. Botany labs include hands-on lessons in hydroponics, while chemistry classes analyze soil composition. Rooftop gardens are standard features, blending practicality with sustainability.<br /> <br /> Although traditional degree programs like engineering, medicine, and business remain popular, there’s a growing emphasis on fields connected to agriculture and self-reliance. Environmental science courses increasingly explore sustainable farming methods, while economics programs analyze the impacts of food inflation and monopolization. Even humanities departments engage with the Agricultural Movement, offering courses on the cultural and historical impacts of food scarcity. <br /> <br /> Despite these changes, the university environment feels familiar. Students still gather in libraries, and have to write exams. But they’re also increasingly aware of how their education connects to broader societal challenges. Food-related student initiatives, like campus farmers’ markets and co-op gardening projects, have become as common as intramural sports or debate clubs. As a result of this increased exposure to farming, more students are interested in exploring farming as a career after university. <br /> <br /> Financially, universities prioritize funding for agricultural research and sustainability projects, but this focus hasn’t upended the balance of education. Programs unrelated to agriculture continue to thrive, and career aspirations remain mostly diverse. The difference is a heightened awareness among students: learning how to grow food isn’t just a niche interest—it’s a useful life skill.<br /> <br /> For most, these changes feel practical rather than revolutionary. Growing a plant in a science class or volunteering in the campus garden may not seem transformative, but in a world where grocery prices are so extreme, these small shifts ensure that the next generation is better equipped to navigate an uncertain future.<br /> <br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==<br /> [[Timothy &quot;Timmy&quot; Smith]]<br /> <br /> [[Elena Smith]]<br /> <br /> [[Kurt the Farmer]]<br /> <br /> [[Ethan]]<br /> <br /> [[Steph]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5595 2024-11-29T22:00:36Z

<p>Victorias: /* Smith&#039;s Diary Responses */</p> <hr /> <div>==Smith's Diary Responses==<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educational development within this period. The following are excerpts of Smith’s novel.<br /> <br /> Date: September 15 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> <br /> Date: September 30 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year. <br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Jennifer Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> <br /> Date: May 23 2087 Name: Timmy<br /> Dear Ms. Sundal,<br /> Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the - ?????????.<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day. <br /> <br /> Mentioned within the anthology, and Timmy’s other diary responses from 2085-86, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5594 2024-11-29T21:41:26Z

<p>Victorias: /* Timothy &quot;Timmy&quot; Smith */</p> <hr /> <div>==Smith's Diary Responses==<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educational development within this period. The following are excerpts of Smith’s novel.<br /> <br /> Date: September 15 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.<br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> <br /> Date: September 30 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year. <br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Jennifer Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> <br /> Date: May 23 2087 Name: Timmy<br /> Dear Ms. Sundal,<br /> Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the [when tf do people harvest].<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day. <br /> <br /> Mentioned within the anthology, and Timmy’s other diary responses from 2085-86, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Timothy_%22Timmy%22_Smith&diff=5593 2024-11-29T21:39:11Z

<p>Victorias: Created page with &quot;=Timothy &quot;Timmy&quot; Smith= The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educati...&quot;</p> <hr /> <div>=Timothy &quot;Timmy&quot; Smith=<br /> The diary responses of twelve-year-old Timothy “Timmy” Smith are key artifacts utilized by AM2085 researchers. Smith was a student at West-Creek Public School (WCPS), located within the Greater Toronto Area. While the area—Pickering City—was booming with developments from the 2030s-2050s, much of the farmland was saved due to its proximity to the Rouge Valley National Park. Specifically, these works are used in the understanding of educational development within this period. The following are excerpts of Smith’s novel.<br /> <br /> ''Date: September 15 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I really liked our science lesson today. I think it’s cool that weather makes it so we can only plant certain things at certain times. I think my favourite thing I learned today is that Ontario’s four seasons makes it so that things can be planted and then harvested at different times. I also think the climate zones are cool. We learned that we are in between frost zones B and C, and that certain plants are hardier than others. Hardy crops are asparagus, broccoli, brussel sprouts, and some potatoes.'' <br /> <br /> This small excerpt from Smith’s response suggests that shifts were made within grade six science classes to focus on climate and geography. Efforts were made within classrooms to ready students for their futures in farming, emphasizing where and when certain crops should be planted and why. <br /> <br /> <br /> ''Date: September 30 2086 Name: Timmy<br /> Dear Ms. Sundal,<br /> I’m really sad that we couldn’t plant tomatoes today. I love tomatoes. But I had a lot of fun going to the farm with the class today. I don’t like broccoli. Or beets. Although, my moms grow a lot of beets, and pickle them, and always put them in my lunch. I pick them out. Still though, I had fun watching the farmers plant hardier vegetables yesterday. They said that they should last pretty well outside through the winter, apparently our winters are warmer now than when the farmers were kids! That must’ve been so cool, to see snow all the time. I love snow, even if it only comes two or three times a year.'' <br /> <br /> Though this excerpt is seemingly simple, one can see that Timmy has learned through hands-on experiences early within the school year. Learning through doing has been prevalent throughout Jennifer Sundal’s lesson plans—which were so graciously donated to AM2085 researchers by her family. Education, for Sundal and those at Westcreek, has moved away from the input/output models of the days of yore. Seeds were not simply planted for the sake of planning, but where, why, and how seeds were planted was thoroughly shared as well. The lesson that Smith first reports on is immediately employed, only fifteen days later. Lessons were therefore measured by the season and learning about crops was never abandoned.<br /> <br /> <br /> ''Date: May 23 2087 Name: Timmy<br /> Dear Ms. Sundal,<br /> Thank you so much for bringing me tomato seeds! I had so much fun planting them yesterday. It was so fun being outside with all my friends and the big kids, planting. They’re so smart! I overheard Kristy Johnson saying their parents have worked farms all their lives. Kristy even gets to help harvest in the [when tf do people harvest].&gt;''<br /> <br /> Revealed through this excerpt are the gardens that riddled neighbourhoods, and schools. Food was grown at schools surrounding WCPS and was utilized within their own cafeterias. Pushes were made for schools to provide homegrown crops to their students, becoming pillars of their communities. Old-school breakfast and lunch clubs were revamped, featuring the schools own homegrown fruits, vegetables, and grains. Students were integral to the maintenance of these crops. Classes not only readied the land but planted their very own seeds. These crops flourish to this day. <br /> <br /> Mentioned within the anthology, and Timmy’s other diary responses from 2085-86, is the changes in technological presences. Artificial Intelligence (AI) threatened the schooling system for years, students relying on the teachings of computers. While not entirely erased from the face of schooling, AI was repurposed. Identifying seeds and saplings, proper soil texture, and methods for composting are frequently sourced from Artificial Intelligence.</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5592 2024-11-29T21:31:15Z

<p>Victorias: </p> <hr /> <div>=History=<br /> ==Economy==<br /> ==Geography==<br /> ==Education==<br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==<br /> [[Timothy &quot;Timmy&quot; Smith]]<br /> <br /> [[Elena Smith]]<br /> <br /> [[Kurt the Farmer]]<br /> <br /> [[Ethan]]<br /> <br /> [[Steph]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Group_9&diff=5591 2024-11-29T21:26:16Z

<p>Victorias: Created page with &quot;=History= ==Economy== ==Geography== ==Education== =&#039;&#039;The Agricultural Movement of 2085&#039;&#039; Anthology= ==The References==&quot;</p> <hr /> <div>=History=<br /> ==Economy==<br /> ==Geography==<br /> ==Education==<br /> =''The Agricultural Movement of 2085'' Anthology=<br /> ==The References==</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=File:Cats.jpg&diff=4906 2024-10-29T15:12:12Z

<p>Victorias: </p> <hr /> <div></div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Playground&diff=4900 2024-10-29T15:11:29Z

<p>Victorias: /* Cats ARE ANGEL BABIES WITH PURE SOULS */</p> <hr /> <div>This is where you can mess around.<br /> <br /> == Heading for My Playground == <br /> <br /> [[File:Cats.jpg|thumb]]<br /> == Cats ARE ANGEL BABIES WITH PURE SOULS ==<br /> <br /> == Students WOOOOOOHOOOOOOOO==<br /> [[Ilinca]]<br /> <br /> [[Newpge link]]<br /> Sing it: meow meow meowww, meow meow meow meow meowww (to the tune of what was i made for)<br /> <br /> [[Don Valley]]<br /> <br /> == Dogs ==<br /> <br /> woof bark<br /> <br /> == House Hippo ==<br /> <br /> need to be fed three times a day<br /> <br /> //namevar= link<br /> <br /> Why<br /> <br /> * test... i am currently writing '''''bold''''' stuff. <br /> <br /> [[kurt's page]]<br /> <br /> [[don valley's page]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Playground&diff=4876 2024-10-29T15:06:14Z

<p>Victorias: /* Dogs */</p> <hr /> <div>This is where you can mess around.<br /> <br /> == Heading for My Playground == <br /> <br /> == Cats ==<br /> <br /> <br /> Can cats be trusted? No.<br /> <br /> == Dogs ==<br /> <br /> Can dogs be trusted? Maybe.<br /> <br /> == Hippo ==<br /> <br /> Why Hippos can't be trusted with expensive household items. <br /> <br /> <br /> * test... i am currently writing '''''bold''''' stuff. <br /> <br /> [[kurt's page]]<br /> <br /> [[don valley's page]]</div>

Victorias https://wiki.seriousplaylab.com/index.php?title=Playground&diff=4875 2024-10-29T15:06:02Z

<p>Victorias: /* Cats */</p> <hr /> <div>This is where you can mess around.<br /> <br /> == Heading for My Playground == <br /> <br /> == Cats ==<br /> <br /> <br /> Can cats be trusted? No.<br /> <br /> == Dogs ==<br /> <br /> Can dogs be trusted?<br /> <br /> == Hippo ==<br /> <br /> Why Hippos can't be trusted with expensive household items. <br /> <br /> <br /> * test... i am currently writing '''''bold''''' stuff. <br /> <br /> [[kurt's page]]<br /> <br /> [[don valley's page]]</div>

Victorias