“To TRAVEL IS TO LIVE”

- Hans Christian Anderson

After making passports and receiving their boarding passes, students in Room 12 have set off for a two-week field study to Peru! During their direct flight from Toronto, Canada to Lima, Peru students learned about a very well-known bear from the “darkest Peru”. Paddington Bear! We are currently reading the book, “A Bear Called Paddington” as it is our next chosen read aloud.

Once students arrived in Lima, Peru they had a day of recovery. While in the hotel lobby students found out who their “roommates” were and they were then invited to head to their rooms to research a little bit more about this fascinating country with the help of Epic Reading. Students were excited to be able to work in their hotel rooms (nooks and crannies around the school). From here, students traveled to Cusco, Peru. While visiting this highly popular tourist attraction, students spent time playing in a game of chess and they ventured out to Plaza d’Armas to visit a local museum called, “Temple del Sol” (Temple of the Sun). This museum is one of the most visited in the Cusco capital. While visiting the museum, students looked closely at an exhibition of a Peruvian artist known as Enrique Bustamante. Students analyzed several pieces of his artwork before being invited to a workshop for kids where students participated in painting a “Summer Folk Art Sun”. The next day, we had a very special presentation on the quality of life in some countries in South America and what schooling can look like in these countries.

We look forward to many more learning adventures. Please be sure to check back on our blog frequently while we are on our trip for more information and updates.

Social Studies Learning Outcomes
3.1 Students will examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

• What determines quality of life?
• How does daily life reflect quality of life in communities (e.g., employment, transportation, roles of family members?
• What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)?
• How is identity reelected in traditions, stories and customs in the communities?