Housing and Transportation Project 2018

Project Overview:

To launch into the New Year, our school district has an exciting opportunity to engage in an authentic project involving two significant community based challenges that exist in the Sea to Sky Corridor: housing and transportation. Local politicians are interested in our students’ innovative solutions.

K-12 teachers are invited to take part in this authentic project which will culminate with a Student Learning Forum mid to late February 2018 in Whistler. The ILT has planned the outline for the two project challenges. Both challenges can be approached through either a humanities lens or a STEM (Science, Technology, Engineering and Math) lens. Participating classrooms can choose either challenge:

The project will focus on students coming up with solutions for transportation and housing related challenges in the Sea to Sky Corridor.  Local politicians have identified these issues as the most significant challenges in our region and are interested in our students thinking.  This brings a high level of authenticity to this project.

Specifically, through a Science, Technology, Engineering, and Math STEM lens you can choose one or more of the following:

  • design an innovative housing development
  • design a public transportation system for Whistler and Pemberton
  • redesign the dangerous intersection at Cleveland and Highway 99

or choose one or both of the following through a humanities lens,

  • design an approach to making housing more affordable, sustainable and accessible
  • design a new approach to public transportation that is more affordable, sustainable and accessible.

Funding For the Project

Classrooms will be provided with:

  • A half day of release time for planning
  • ILT support if requested
  • $500 for materials or other costs
  • (max $1000 and 1 day of release per school. ie, 3 classes at a school would need to share these resources)
  • release time to attend the Forum

Project Background:

The population in the Sea to Sky Corridor has grown significantly over the past 5 years and is projected to keep growing in to the foreseeable future. Tourism has also seen a steady increase. These factors have created challenges in traffic congestion and safety, and challenges in the availability of housing, safety and parking availability in the communities of Whistler, Pemberton and Squamish.

For Example:

  • The intersection of Highway 99 and Cleveland Avenue in Squamish is one of the most dangerous and costly intersections in the province. Parking and congestion continues to be a major challenge in Whistler, especially during peak season.  In Pemberton, transportation to and from several communities within the region is a challenge.
  • For housing, increasing population and demand has increased the cost of housing and decreased availability making finding a place to live for new arrivals challenging. This is a problem in all communities in our region and local politicians are interested in what our students  have to say about potential solutions.

Project Process

  1. You can approach this project as a whole class project focusing on one of the two topics and through one of the two lenses.  Or depending on your class and your planning, you can provide an opportunity for different groups within your class to attach to a different lens (STEM or Humanities) and/or topic (housing or transportation)
  2. You can use the Project Design that the ILT have provided below
  3. For additional support, you can arrange to work with an ILT member to collaborate with you through 1 afternoon of release time, and or work with you in your class.
  4. Before the Forum, arrange a presentation of your class’s findings at a school level presentation of learning.  This can be done by setting up displays in the gym or your classroom and inviting other classes/parents/community members to share your work.
  5. Choose a small group of class representatives (max 6 per class) to attend the Student Learning Forum in Whistler on February 23, 2018 where all participating classes in the district will present their findings to a panel of local community representatives and politicians for feedback and discussion.
  6. Your class representatives will return and share their experience at the Forum with your the class.
  7. The district will help coordinate supervision for students at the Forum to minimize the need for release time.

Project Design Framework:

The ILT has prepared a plan to help support this project and a framework through which to work with your students. In this project, students will participate in the following activities:


1. Decide how you wish to proceed

  • Whole Class or groups.
  • Decide on the Lens and which issue you would like to choose.

2. Identify key transportation or housing issues facing the community by collecting information/data (where, when, how, what)

  • Conduct preliminary research on the problem.
  • Students to chose method of collecting data.
  • Survey classmates? Survey business owners? Contact transportation advisory group? Contact bus garage? Review webcams?
  • Extend research by reaching out to community members/groups to get at least 2 different perspectives on the problem.
  • Consider Indigenous perspectives
  • Analyze your Data
    • Ie what is the percentages of growth etc.?)
    • how has the rate of growth changed?
    • How is it forecasted to change?
    • How many accidents have occurred at the intersection each year?  What has been the cost?
    • How have housing challenges impacted the community?
    • How has availability changed over time?

3. Determine perspective of a community stakeholder/s and Indigenous perspectives.  What are the needs of the community related to the problem?

  • With your group, determine what you feel is the biggest problem causing traffic congestion/accidents/housing shortage. What is your evidence?

4. Prepare a written summary on your community feedback along with any relevant data
5. Identify possible options/solutions to address the problem through your chosen lens. (Video, model, presentation, website, etc)

  • Brainstorm possible solutions
  • Set up critique protocols to get feedback on plan.
  • Who can you seek for advice in the school? In the community?
  • Consider selected critical thinking questions when considering viability of the plan:
    • Who- Who benefits from your plan? Who is this harmful to? Who is most directly affected?
  • What are the strengths/ weaknesses of your plan? What is the best/worst case scenario?
  • When will this work? When might it not?
  • Where are the similar models? How is it similar/different to other models?
  • Why might people be motivated to support this plan? Why might be some barriers to support?

6. Create a tryptic style presentation with photos/data/videos/writing etc
7. Present your project to your school community through a presentation of learning

  • Set criteria with students for projects to include
    • Explanation of Problem
    • Interpretation of data
    • Explanation of solution with details
    • Include Indigenous perspectives
    • Research summary (include writing criteria/standards)
    • Process (collab, draft revision, feedback process)

8. Student representatives from your class (max 6 students per class) will present your project/solution at a special Student Learning Forum on February 23, 2018 to invited members of the communities of Pemberton, Whistler and Squamish.

Resource Section

Sample Assessment and Reflection Tools:

Project Assessment Template

Areas for Growth Applying Evidence of Extending

Student can ask questions and offer judgments, conclusions, and interpretations supported by evidence they or others have gathered.  Student can gather, select, evaluate, and synthesize information.  Student communicates confidently in organized forms that show attention to the audience and purpose. Students can interpret and communicate ideas mathematically

Sample Reflection Questions:
• What do you know and understand now that you didn’t before?
• What can you do now that you couldn’t before?
• Why is it important?
• How has your thinking changed throughout this process?
• What was your biggest challenge and how did you overcome it?
• What’s next for you in your learning?
• What are your next steps?
• What new questions do you have?

*Writing continuum could be used to assess the written component and assessed against criteria generated for the specific project.

Possible Curricular Links

Entry points to the project can be modified based upon grade to explore big ideas and curricular competencies that run through the curriculum. Examples include

Socials Studies

Big Ideas (samples):

  • Socials 10:
    • Worldviews lead to different perspectives and ideas about developments in Canadian society.
  • Socials 11-
    • Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography).
  • Grade 11-
    • Decision making in urban and regional planning requires balancing political, economic, social, and environmental factors
  • Social Justice 12
    • Social justice initiatives can transform individuals and system
  • Grade 1-
    • Our rights, roles, and responsibilities are important for building strong communities
  • Grade 5-
    • Natural resources continue to shape the economy and identity of different regions of Canada.

Curricular Competencies (samples):

  • Socials 10
    • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
    • Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance)
    • Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)
  • Social Justice 12
    • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decision
  • Socials 11
    • Assess the short- and long-term causes and expected and unexpected consequences of people’s actions, events, phenomena, ideas,  or development
  • Grade K-9


Big Ideas (Samples)

  • Foundations and Pre-Calc 10 – Analyzing simulations and data allows us to notice trends and relationships
  • Pre-Calc 12 – Transformations of shapes extend to functions in all of their representations
  • Computer Science 11 – Data representation allows us to understand and efficiently solve problems.
  • Grade 2- Concrete items can be represented, compared, and interpreted pictorially in graphs
  • Grade 7- Data from circle graphs can be used to illustrate proportion and to compare and interpret
  • Grade 9 – Analyzing the validity, reliability, and representation of data enables us to compare and interpret.

Curricular competencies  (Samples):

  • Pre-Calc 11
    • Estimate reasonably
    • Demonstrate fluent and flexible thinking of number
    • Use tools or technology to analyze relationships and test conjectures
  • Pre-Calc 12
    • Visualize to explore and illustrate mathematical concepts and relationships
    • Apply flexible strategies to solve problems in both abstract and contextualized situations
    • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
  • Computer Science 11 –
    • Use mathematical and computer science vocabulary and language to contribute to discussions
    • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
  • K-9
    • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

Applied Design, Skills and Technology ADST-

Big Ideas (Samples)

  • Entrepreneurship and Marketing 10
    • Social, ethical, and sustainability considerations impact design
  • Accounting 11 and 12
    • Tools and technologies can be adapted for specific purposes.
    • Tools and technologies can be adapted for specific purposes
  • Grades K-3 Designs Grow out of natural curiosity
  • Grade 6- Design can be responsive to identified need

Curricular competencies  (Samples):

  • Entrepreneurship and Marketing 10
    • Choose a design opportunity
    • Identify potential users and relevant contextual factors
    • Identify criteria for success, intended impact, and any constraints
  • Accounting 12
    • Take creative risks to identify gaps to explore as design space
    • Generate ideas to create a range of possibilities and add to others’ ideas in ways that create additional possibilities
    • Critically analyze how competing social, ethical, and sustainability considerations impact designed solutions to meet global needs for preferred futures
  • ADST Kindergarten
    • Identify needs and opportunities for designing, through exploration
    • Generate ideas from their experiences and interests
    • Add to others’ ideas
    • Choose an idea to pursue
  • ADST Grade 8
    • Choose a design opportunity
    • Identify key features or potential users and their requirements
    • Identify criteria for success and any constraints

Language Arts

Big Ideas (Samples)

  • Grades 4-11
    • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
    • Exploring and sharing multiple perspectives extends our thinking
  • Grades K-3
    • Through listening and speaking, we connect with others and share our world
    • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.

Curricular Competencies (Samples)

  • Exchange ideas and perspectives to build shared understanding
  • Plan and communicate using a variety of communication form



Big Ideas (Samples)

  • Environmental Science 11 (New)
    • Human practices affect the sustainability of ecosystem
  • Grade 9
    • The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them
  • Grade 4
    • All living things sense and respond to their environment
  • Grade 3
    • Living things are diverse, can be grouped, and interact in their ecosystems.
  • Kindergarten
    • Daily and seasonal changes affect all living things

Curricular competencies (samples)

Science 10(new)

  • Experience and interpret the local environment
  • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
  • Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies

Earth Science 11 (new)

  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interes

Grade 9

  • Assess risks and address ethical, cultural and/or environmental issues associated with their proposed solution and those of others
  • Experience and interpret the local environment (local traffic or housing issue)
  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
  • Contribute to finding solutions to problems at a local and/or global level through inquiry

Grade 4

  • Observe objects and events in familiar contexts (traffic or housing)
  • Use tables, simple bar graphs, or other formats to represent data and show simple patterns and trends (population growth, income, etc.)
  • Compare results with predictions, suggesting possible reasons for findings
  • Contribute to solutions through individual or collaborative approaches

Grade 3

  • Demonstrate curiosity and a sense of wonder about the world
  • Make observations about living and non-living things in the local environment
  • Collect simple data (surveys, observe traffic patterns, etc,)
  • Generate and introduce new or refined ideas when problem solving
  • Express and reflect on personal or shared experiences of place


  • Ask simple questions about familiar objects and events- (ie How does the weather impact traffic?)
  • Represent observations and ideas by drawing charts and simple pictographs
  • Generate and introduce new or refined ideas when problem solving

Introduction/ possible hook/Resources