Imagine a world where local ecosystems teeter on the brink of collapse, their delicate balance threatened by the loss of biodiversity. In the Junior School, Grade 3 students tackled this challenge head-on—through a unique, hands-on project called the Supercreatures project.
Students were tasked with designing and building “supercreatures” adapted to thrive in one of three local ecosystems: forest, river, or beach. These imaginative creatures were more than just art projects. They were thoughtful, researched solutions to hypothetical environmental challenges. With each creature, students demonstrated their understanding of biodiversity, food chains, and animal adaptations—all while they developed problem-solving and design skills.
“Our goal was to connect the science curriculum to a real-world problem,” said Grade 3 teacher Roxanne Kingsbury. “The students imagined how their creature could survive and contribute to its ecosystem.”
From Field to Fabrication
Field trips to PKOLS and Goldstream Provincial Park introduced students to local flora and fauna, while classroom activities—like creating habitat diagrams and researching animal behaviours—deepened their understanding.
“We wanted them to experience these environments first-hand,” said Jeremy Bell, who leads the other Grade 3 class from Kingsbury. “That made their designs more informed and meaningful.”
After the selection of their ecosystem, students dove into the design process. They started by identifying the unique challenges of their habitat—predators, food sources, and environmental conditions. Then, they sketched their creatures, focusing on adaptations that addressed these challenges, such as wings for flight, claws for climbing, or camouflage for protection.
Creating in the iLAB
The real magic happened in the Junior School Imagination Lab (iLAB), where students physically transformed their designs into three-dimensional models. Armed with recycled materials like egg cartons, milk jugs and toilet paper rolls, students cut, glued, and assembled their creatures piece by piece.
“This isn’t just about crafting,” Kingsbury explained. “It’s about critical thinking. Students had to decide how every feature of their creature served its survival.”
The iLAB was a hive of collaboration, even though each student worked on their own creature. They shared tools, offered advice, and celebrated each other’s creativity.
The project culminated in a gallery walk, where students presented their creations to classmates.
“It was incredible to see how much ownership they took,” Bell said. “Every creature was a reflection of the student’s creativity and understanding.”
Why It Matters
While the supercreatures project aligned with the Grade 3 science curriculum, its impact went far beyond the classroom. It fostered curiosity as well as a sense of empathy for the natural world.
“This project wasn't just about learning facts,” Kingsbury emphasized. “It was about helping students see themselves as problem-solvers who can make a difference.”
The Grade 3-made creatures may have been hypothetical, but their lessons in adaptation and innovation were as real as it gets. With every wing, claw, and camouflage stripe, they proved that creativity and critical thinking can tackle complex challenges.
Spotlight on Rory's Supercreature
Grade 3 student Rory gave us an inside look at his supercreature during an interview, sharing the inspiration behind its unique adaptations. His design, the claw-billed stork, was described as by Rory as an ambush predator. This creatures adaptations included two stomachs, motion sensing eyes and flat tipped wings for speed!
His thoughtful approach highlights the creativity and critical thinking that went into each project—proving that young minds create with innovation and imagination!
