Part 1

• Virtual Visit #1 (SYNCHRONOUS, FULL CLASS): 45 minute introductory virtual visit with ROM Educator

  • • Preparation: Minecraft: EE should be installed on students' devices before the visit.

    • Pre-program - Intro to Minecraft: Lesson Plan

    • Download the world file from the student site before the visit (but don't start exploring yet -- you'll do a play-along with the ROM educator

• Class time to work on Escape Room (~4 class periods)

Part 2

• Virtual Visit #2 (SYNCHRONOUS, FULL CLASS): 45- minute review virtual visit with ROM Educator to answer student questions

  • • Preparation: Have students review what they learned about sustainability.

• Class time to work on activities (~6 class periods).

  • • Teachers direct students to the activities they wish them to complete.

    • All activities can be directly accessed through the Information building near the Lifer statue at the centre of town.

    • Activities include:

      • • A Style Story (Climate Change, Fashion, Language Arts, SEL) - Students follow a piece of clothing through its "life cycle", writing a story from the garment's point of view to add to the school library.

        • Design a Lifer (Art, Language Arts) - Students convert the Lifer statue in the town square into their own Lifer, modelled after a piece of clothing meaningful to them.

        • Weighing the Value (Math, SEL, Fashion) - Students investigate three clothing shops in the town, comparing the price of the clothes to the durability discovered by the Undercover Reporter to figure out which brand actually gives the best value for your money. Students also discuss and examine why people might still buy fast fashion, even knowing more expensive brands are ultimately cheaper per use.

        • Sustainability Symphony (Music, Drama, Climate Change) - Inspired by the soundscape in the Lifers exhibition, students create their own soundscape about Climate Change and Sustainability.

        • Green Power (Science: Electricity, Climate Change) - Students examine the town power plant, and propose and implement new power sources for the community.

        • Better Boats (Science: Forces) - The first RMS Lifers sank because it wasn't stable when it was full of cargo, and its sister ship, the RMS Lifers 2, doesn't want to go to sea and meet the same fate. Students conduct real-life in-class experiments to figure out what shape of boat works best for carrying cargo without sinking. Then, students take what they learned to design and build the RMS Lifers 3 in the town harbor.

        • Seaforestation (Science: Biodiversity/Life Sciences, SEL) - Students learn how Indigenous Teachings are at the forefront of the seaforestation movement, and help scientists at the kelp nursery seaforest the nearby waterways.

        • Class Depository (Science: Climate Change, Fashion, Life Skills, SEL) - Students create a real-life class depository of clothing and other wearables that would otherwise be thrown away. Students can use these garments to trade or practice their mending skills, and create resources to teach others.

        • Mend More (Language Arts, Media Literacy) - Students create an information campaign to inspire other students to learn to reuse, recycle, and repair clothes instead of throwing them away.

Part 3

• Culminating Project:  Sustainable school or Sustainable Community

  • • Preparation: Complete at least some of the Sustainable Style Activities.

    • Students convert the school and/or town to be more sustainable, applying knowledge from previous activities.

    • Optional: Record a tour of the Sustainable School/Community for the Museum Educator for feedback